1, can recognize 9 new words and write 9 new words.
2. Read the text correctly, fluently and emotionally. Recite the text.
3. Discover the characteristics of spring and feel the beauty of spring.
Textbook description
"Looking for Spring" is the first text of "Chinese, the experimental textbook of compulsory education curriculum standard" in the next two years. Combined with the season, the text leads children to look for the characteristics of "shame", "hiding" and "hiding" in nature, and children feel the beauty of spring in fairy tales of spring, thus cultivating the feelings of observing life carefully and loving nature.
Teaching focus
Read, write, read and recite the text.
Teaching difficulties
Feel and imagine the characteristics of spring by reading aloud.
teaching process
first kind
Introduce the word "spring" first, and it is full of spring.
1. Show me the word "spring": Do you know? Read softly.
2. Can you combine words with the word "spring"? (Spring, spring breeze, spring rain, spring flowers ...)
Can you tell me something about the idiom "spring"? (Spring blossoms, beautiful spring ...)
4. Summary: How beautiful spring is! Shall we go to find spring together today?
Lead to the topic: looking for spring
Second, I read the article "Spring" at first and read it correctly.
1, the teacher demonstrates reading, and the students imagine while listening:
(Transition: The teacher really wants to read this text to those imaginative children. Because they will imagine the picture in the text while listening. Are you willing to be such a child? )
2. Students talk about their feelings in one or two sentences:
This text is so beautifully written ... spring is so lovely. ...
The teacher reads really well. ...
I want to study, too ...
3. Students read the text quietly and circle 9 new words that need to be read in the text.
4. Read the circled new words several times with the help of pinyin.
5. Students report which word they found in which sentence of the text:
I found the word "shame" in the sentence "Spring is like a shy little girl" ...
6. What nine words do these new words make up in the text? Please draw a straight line and read it with your deskmate.
7. Show 9 new words on the big screen and practice reading them accurately: "Notes, flower buds, cuckoo, shy, mysterious, hidden, poked out, touched, magpie)"
8. These new words jumped out of the text. Do you still know them?
Refers to students reading new words on cards.
9. These new words have been changed. Can you read them correctly?
Show on the big screen:
A sunshade.
She shyly hid behind the door and poked her head out.
Magpies stand on the green willow branches and sing.
I can use punctuation!
10, I made nine friends with new words. Let's take a look at the new words that need to be written in this class and exchange their similarities and differences with my deskmate.
1 1, students report the findings in the observation and point out the places that need attention.
12. Teachers teach in Tian Zige.
(left wide and right narrow: "wild"; Left and right are equal: "Solution")
13. Students practice writing in the textbook Tian Zige.
Third, read the article "Spring" again and read it fluently.
1. Read the text in the natural paragraph in the study group and comment on each other:
Transition: We made friends with new words. Don't keep the children looking for spring waiting too long. Let's go back to the text. This time, with the help of new words, we will be able to read more coherently and smoothly.
2, refers to the students reading the natural paragraphs in the text:
Transition: Let nine students each read a natural passage. Other students should be unwilling to be listeners. We should listen to them carefully and read with them in our hearts. This is also a good way to read.
3. Read the text in groups and sections.
Fourth, read the article "Spring" and read it "sentimentally"
1. What did the children see and hear when they were looking for spring?
Scan the text quickly and draw the relevant sentences with wavy lines.
2. Student report (combined with sentences in the text):
Watch the grass sprout. The text says: The grass sticks out from the ground. ...
3, random beauty training:
For example, reading "Lovely Grass" ... reading the natural section of "Stream" with the voice of "Ding Ding Dong Dong" ...
4. Just like "a wild flower blooms two early, are those the eyes of spring?" Such sentences bring spring to life. How imaginative children are! Can you say a few more words about this sentence? Wicker swaying in the wind, is that the braid of spring? )
5. Students practice reciting their favorite sentences or paragraphs.
6, refers to the students recite the performance.
7. Teacher and student Qi Xin worked together to read the full text beautifully.
V. Recommend articles in Spring and read Guang.
In Zhu Ziqing's works, Spring is a newborn doll, and Spring is a beautifully dressed little girl. Let's read spring.
Second lesson
Read the text carefully first and imagine the picture of the article.
Second, read and recite the text with emotion.
Third, instruct the writing of the remaining six new words, and complete the exercises of Tian Zige after class.
Fourth, finish the exercises after class.
Fifth, arrange Chinese practice activities.
Sing spring songs, draw spring pictures, write spring poems, write spring articles and hold spring briefings.
Comment and analysis
This course is carefully designed according to the characteristics of teaching content and the requirements of conventional teaching. Good effect, easy operation, simplicity and feasibility. Although there is no formal "flowers and plants", it is really valuable and suitable for the first class. There are three highlights:
1, create a "taste of spring" in class;
Students have been exposed to "Spring Thunder, Chun Yan, Spring Rain ……", and then spread the message: "A bright and beautiful spring …" With the influx of information, the outline of "spring" gradually became clear. This kind of design seems ordinary, but it mobilizes students' primitive accumulation in "peace", not only carries out language training, but also creates a "spring" classroom, which is surprising.
2. The process of "literacy" is clear:
In the process of reading the text at the beginning and reading it "correctly", the teacher is willing to spend a lot of time and skillfully design and train. Let "recognition" fall on "reality".
We adopt the method of "finding words in the text, recognizing words with the text, reading correctly with pinyin, recognizing words with words" and then transition to "recognizing words with a single word and recognizing words in different language environments" to consolidate recognition. It follows children's cognitive rules, and the presentation of this process is skillfully integrated by teachers, with "making friends with new words" as the main line, so that students can easily identify and remember it firmly.
3, grasp the teaching materials, cleverly set concise:
Another wonderful design of this lesson is the "imitation part" in the third link
Imitation exercise is carried out on the basis of students' full reading and reading, which is the personalization of text knowledge and understanding and the sublimation of text humanistic connotation.
Because of the preparation for reading many times, the writing characteristics of this class are outstanding: just like "the grass sticks out from the ground, is that the eyebrows of spring?" In this way, there are many sentences that grasp the similarities and differences of things and expand the imagination. Students can imitate similar sentences easily.
It is said that this design is "clever", "clever" is a space for children to imagine boldly, "clever" is to let students fully feel the beauty of spring, and "clever" is to introduce children into fairy-tale spring. This kind of "giving" and this kind of "leading" naturally become the needs of children.
At the same time, it is rare for teachers to pay attention to the use of teaching books, such as: circle new words in the text, draw new words with straight lines, draw sentences with wavy lines, practice writing in Tian Zige ... and make good use of curriculum resources.
The design of this lesson is thoughtful, innovative and of certain reference value.