1, learn the words "Ba, Ge, Du, Yi, An, Enjoy, Accept" and know the words "Shoes, Take off, Boat, Quiet, Harbor, Warm". Know the three radicals "Father, Li and Mi".
2. Read the text correctly and fluently. Recite the text.
3. By studying the text, students can feel the affection and warmth of the family, and know that the warmth of the family needs everyone to create.
Teaching emphasis and difficulty: learn 8 words and recite the text.
Teaching preparation: new word cards, pictures of shoe cabinets.
Teaching time: 1 class hour
Teaching process:
First, mark the new words in the text and read the correct pronunciation.
1, read the text freely, mark the new words and read the pronunciation correctly.
2. Read aloud to each other at the same table, listen to each other for correct pronunciation and help each other.
Second, consolidate the pronunciation of new words in the game of "putting shoes".
1, create a situational display new word card, read a word correctly, and put this card in the shoe cabinet.
2. Think about what the shoemaker will say. Who can say something?
3. Shoes are a family. What do we talk about at the dinner table? Read the text again.
4. Show pictures. The students feel at home and practice reading the second poem by themselves.
5. After fully feeling, read the poem completely.
6. Would you like to give this poem to your parents? Please recite it as much as possible and go home and tell mom and dad.
Fourth, consolidate reading and guide writing.
1, extract and remove pinyin new words, and consolidate the recognition of new words.
2. Memorize the words to be learned in the group and communicate on behalf of the whole class.
3. Guide the observation of Tian Zi's new words and guide the writing.
Blackboard design: 13 shoes
Size snuggling
Home, a quiet harbor
Part II [Teaching Objectives]
1, learn the words "Tuo, Ma, Dad, Yi, Wen, An, Xiang, Na", know the words "shoes, snuggling, tranquility, harbor, bay and warmth", and know four new radicals.
2. Read the text correctly and fluently. Recite the text.
3. By studying the text, students can feel the affection and warmth of the family, and know that the warmth of the family needs everyone to create.
[Teaching Emphasis and Difficulties]
Learn the first and second kinds of new words after class, and feel affection and warmth by reading the text.
[Design concept]
Chinese reading is not a scientific research, but more a spiritual experience and an aesthetic. As the Chinese Curriculum Standard points out, Chinese reading "enables students to deepen their understanding and experience, feel and think, be infected by emotions, gain ideological enlightenment and enjoy aesthetic pleasure in active thinking and emotional activities."
1. Make reading a journey of discovery.
Excellent literary works will always be a mirror of society and the conscience of the times. When we open the textbooks, many selected articles are not only beautiful in language, but also vivid in image and rich in emotion, often containing touching artistic beauty. Therefore, it is necessary to infiltrate students with the idea that Chinese reading is not casual reading in life, but aimless; It is also a general understanding of reading, I will try; It should be a kind of devoted and appreciative reading, with a positive aesthetic mentality, focusing all your thoughts on feeling, understanding, appreciating and evaluating people and things, scenery and things, feelings and reasons in the text, not only observing its "words", but also appreciating its taste and spirit. In this way, the reading process becomes an aesthetic experience, a journey to discover beauty!
2. Let students' hearts fly freely in the language sky.
Reading is self-centered. It is not only a process of information intake, but also a process of dialogue between students and the text, and a process of emotional communication with the author. When designing this course, I chose "Appreciative Reading" to highlight students' dominant position in reading, to ensure students' relaxed, free and open reading time and space, so that students can have time to read, have the mood to read, pursue an undisturbed and self-free reading, a calm and comfortable reading, and enter the author's emotional world, releasing a childlike soul in the language sky, thus generating or rejoicing.
3. Let the classroom be beautiful because of the students' personality.
Reading is the appreciation of the text, which is interesting and can bring beauty and pleasure. This makes students have a desire and expectation for reading. In my design, I emphasize that the first stick of reading should be given to students. "Reading and thinking what you think is your right." Students' subjective will is gradually formed after they have a real subjective position. With subjective will, they can explore, discover and develop themselves, and also have their own thoughts: "I thought …" "Can I say this …" "I guess …" "I added …" "I don't agree …". With colorful "I", the classroom will be beautiful.
4. Make discussion a natural demand for students after reading.
Every student has his own experience world, and the reading material itself is open. Based on his own experience and background, students enjoy reading with interest, and different students make different "interpretations" of the text. Because of their true reading and meticulous thinking, they will have the impulse to talk and communicate with others. They are eager for their feelings and experiences to be recognized by their peers, and they also want to hear other people's insights. So I designed a seminar. They will communicate spontaneously among temporary study partners, and then express their opinions in the whole class communication. They read aloud in scenic spots, explain rationally, learn to listen, learn to express, learn to accept, appreciate, argue and help each other, and they constantly reflect and judge their own and others' views. Through this kind of cooperation and communication, they have seen many aspects of the text and many ways of thinking, and thus have a new understanding and understanding of knowledge and methods. This discussion is not imposed by the teacher, but the natural demand of students after reading. Communication internalizes language and makes thoughts profound. This is the release of text perception experience and the sublimation of emotional wisdom in reflection!
[Teaching process]
First, create a situation and demonstrate the introduction of reading
1. Teacher: After a busy day, we dragged our tired bodies home and took off our shoes. Look, there are my father's leather shoes, my brother's sneakers, my mother's high heels ... The leather shoes say "my skin"; Sneakers say: "I am the most comfortable to walk"; High heels say, "None of you are as fashionable as me." Do you want to know what they are discussing? Come on, let's go into lesson 13: shoes.
2. With the music, the teacher is really a model.
Second, nature poems should be read correctly and smoothly.
1. Read poems freely and pay attention to pronunciation.
2. Make friends with new words: The teacher shows the new words and expression cards in this lesson and identifies them in various ways.
3. Do you still know the new friend's reply? Please try to read the text fluently, read the difficult sentences several times, and then count how many verses there are in this poem.
4. Read this text in cooperation with your classmates. Students are free to choose their favorite ways of cooperation: reading together, taking turns, reading once by one person, etc. And give advice to each other.
Third, since reading enlightenment, stimulate imagination.
1. Students can read poems freely and choose their favorite parts to read several times.
2. Students choose their favorite sections and then read them to everyone; Teachers guide students to comment on "I think: what he just read ……"; Please talk about your feelings and read it. (Give students a platform for autonomous learning)
3. school section 1.
(1) Cai shows the scene of a family taking off their shoes at home.
(2) How do you feel when you see so many pairs of shoes?
(3) Who will watch this scene? Pay attention to instruct students to pause while reading. )
4. Learn the second part.
(1) Shoes of all sizes are like a family. They told what they saw and heard during the day.
(2) Cai plays a pair of shoes and talks: I went with my master today. ...
(3) How hard they work. They went to so many places in one day. No wonder you want to snuggle up when you get home ... what is "snuggling up" here? Guess what?
Can you act it out among your peers? (action understanding)
Let's take a look at how the shoe family in the article "snuggles up"! (CAI courseware shows picture understanding)
(4) Read the second part of the article with your curiosity and emotion.
5. Learn the third part.
(1) Look, what are the shoes, big and small?
They returned to the quiet harbor and enjoyed the warmth of home. Who can read their feelings?
(3) Read the third section of the article with music. Pay attention to guide students to read warm and peaceful intonation. )
Fourth, role play, emotional entry
1. Shoes, big and small, are all family members. Please choose any pair of shoes to play it and tell me what you saw and felt during the day. Choose your favorite role in the group. Encourage students to speak and act. )
2. Free combination, please wear headgear such as shoes, sneakers and high heels to read aloud and perform in class. Guide students to feel the warmth of affection and family. )
3. The whole class read aloud with the emotional music to further understand the affection and warmth of the family, and know that the warmth of the family needs to be created by everyone.
Verb (abbreviation of verb) language use, expansion and extension
Students talk about their favorite shoes and why they like them!
For example: roller skates, let me feel the joy of sports; Dancing shoes bring me lightness in dancing; Rubber shoes allow me to "do whatever I want" in rainy days. ...
Six, independent inquiry, reading and writing
1. Show the new word card of shoes, read a word correctly, put this card in the shoe cupboard, and review the new words by counting the shoes.
2. What words did you remember? Tell me how you did it. The whole class exchanges recitation methods. )
3. The teacher writes "take off" and "receive".
The students drew red on the book.
5. Write in Tian Zi's notebook to remind students to pay attention to the correct posture of writing.
13 thanks
Dad's leather shoes, mom's high heels.
Enjoy the warmth of home.
My brother's sneakers, my sneakers.
Chapter III ⊙ Teaching Objectives
1. Know the new word 13. Can write four words correctly. Learn and master swimming strokes: vertical hook and vertical hook.
2. Learn the words in "My Word Bank" and accumulate words independently.
By studying the text, I feel the affection and busyness of my family.
4. Read the text aloud. Recite the text.
Teaching essentials
1. Know the new word 13 and write four words correctly.
2. Read the text aloud and recite it.
Teaching difficulties
By studying the text, I feel the affection and busyness of a family.
Teaching preparation
New words, word cards. Tape recorder, magnetic tape. Small blackboard.
Teaching time
2 class hours.
teaching process
first kind
(1) Introduction to riddles
1. Courseware shows riddles.
Two small boats, no oars and no awnings,
Ten children, sitting on the boat.
Come and go during the day,
At night, people go to the boat empty.
2. Say the correct answer. Teacher's blackboard topic: shoes.
3. Take the topic, read the topic by name, and read the topic together.
(2) Look at the picture and talk
1. Projection (wall chart) shows three pairs of shoes with different styles and sizes. Students observe pictures.
Talk to each other at the same table. Whose shoes are these? What's the difference between them? What are they like?
3. Name it.
4. Transition: Yes, a pair of shoes, just like a big boat and a small boat. You see, dad's shoes are big boats, mom's shoes are small boats, and children's shoes are like small sailboats. Look at the color. Let's listen to what the text says.
(3) Reading the text for the first time
1. Try to read the text with the help of the words you have learned and write the calligraphy and painting you don't know.
2. Teachers read the text with music and ask students to pay attention to the pronunciation of new words.
3. Teachers lead and students follow.
4. Students are free to reread the text and help each other learn the words they can't read.
5. Read the text again with the group by name.
Know new words
1. The newborn babies went home and hid. Who will find out where they are hidden?
Look at the text, find out the new words, and read with you: shoes and what you see are my good children.
2. Show new word cards and read them freely.
3. Read the new words in the naming stage, and the teacher corrects the pronunciation.
4. Let the teacher read the new words and say their names.
5. Read new words together.
(5) Learning words
1.word baby is United and friendly like a child. Look, they went out to play with their good friends again. Show me the word card and read by name: Dad is good-looking.
2. The teacher is responsible for reading and the students follow. Speak with names and words.
3. study by train.
4. Students read the text.
(6) Summary
Second lesson
(a) review of imports
1. Review new words with cards.
2. Read the text freely.
(2) written guidance
1. Card display: children, big, small, back, students read.
2. Memorize glyphs and guide writing.
Er: single character. The order of strokes is: left and vertical hook. Know the vertical hook of the new stroke.
Large: single character. The order of strokes is horizontal, left and right. Let the students compare "big" and "day".
Small: single character. The order of strokes is: vertical hook, dot and dot. Write from the middle to both sides. Know the new vertical hook.
Hui: a word with a completely closed structure. The order of strokes is: vertical, horizontal folding, vertical, horizontal folding, horizontal and horizontal. When writing, pay attention to the inside before sealing.
3. Students practice. Students first observe Tian Zi Gerry's demonstration words, then draw two, and finally write down one carefully. Teachers should always remind students to correct their writing posture.
(3) Read the text and feel the truth.
1. The teacher read the text emotionally with music.
2. Which sentence of this text do you like? Why? Please read it to everyone. Student evaluation.
Think about it: it's dawn and the ship has set sail. Where did the boat go? Do what? At dawn, mom and dad are busy going to work, and the children go to school happily. It was dark, and parents and children returned to their warm homes.
4. Show the illustrations in the text to guide the observation. How happy your family of three is, just like them!
5. The teacher reads the text and instructs while reading.
Please read it to everyone who is willing to read it.
7. Students read the text with music. Hold a recitation contest.
outdoor training
Emotional education can help students observe a family's life in a day. Mom and dad came back from work and said to them, "Dad (Mom), you have worked hard!" " "