What lesson plan am I 1 teaching material analysis:
The first text "What am I?" of Grade Two, Group 8, People's Education Press is a scientific fairy tale. The theme of this unit is scientific common sense. Science fairy tales, also known as knowledge fairy tales, not only have all the characteristics of fairy tales-creating a deep warmth for readers with pure words and building a realm of truth, goodness and beauty, but also have the characteristics of popular science literature-correct knowledge and accurate words.
Teaching content:
This fairy tale is personified, narrated by the first person "I", and combined with riddles to show students the different states of "water" under different conditions. Water lives in different places and has a changeable temper. A long article is a long riddle. The article never points out that "I" is water, but through the various changes of water, so that readers can guess and touch the mystery from all angles and levels through reading, which increases the interest of the article.
The language of the article has a strong sense of picture. As a scientific fairy tale, the author writes vividly and accurately, and at the same time, the article writes many rhythms of the language with short sentences and long sentences. The fourth paragraph also uses the method of comparative description to write out the two sides of water. Based on the above considerations, I put the teaching focus of this course on feeling the beautiful and accurate characteristics of the language of scientific fairy tales, and strive to build a Chinese classroom that pays attention to language characteristics and feels the fun of learning.
Teaching objectives:
1. Know 1 1 new words, and can write four words: rush, gallop, volt and black.
2. Read the text with emotion and know that clouds, rain, hail, snow and other natural phenomena are all formed by the change of water.
3. Students have a preliminary experience of scientific fairy tales, and realize the accurate and vivid characteristics of the author's writing function words. Through comparative reading, we can feel the fun of Chinese learning and stimulate students' interest in reading other scientific fairy tales.
Teaching focus:
1. Know the new words in this lesson.
2. Know the change of water.
Teaching difficulties:
Teachers guide students to experience scientific fairy tales and realize the accurate and vivid characteristics of the author's writing function words; Through comparative reading, we can feel the fun of Chinese learning and stimulate students' interest in reading other scientific fairy tales.
Teaching methods:
Teaching, demonstration, practice and reading guidance
Teaching preparation:
multimedia courseware
Teaching process:
First of all, interesting tutorials.
(1) Teacher's talk: Students, do you usually like to watch magic shows? There is a little magician hidden in our class today. He just told me quietly that only children who study hard can find it. Do you want to study? Let's learn the second lesson "What am I" and see what it is. The teacher puts on the first slide and asks the students to read the topic-"What am I", and then guides the students to read it in a surprised and inquiring tone and think about what it is.
(2) The teacher shows the second slide and leads to the riddle.
Riddle 1: I suddenly can't see it, like a tiger, like a dragon and like a dog. As soon as the sun comes out, it is not afraid, and as soon as the wind blows, it will leave.
Riddle 2: The lines are thick and thin. It goes up to the sky and down to the ground. It fell into the water without a trace, and the crops would laugh when they saw it.
Riddle 3: White flowers, no race, the north wind blooming all night, no roots, no branches and no leaves. This flower comes from the sky.
Riddle 4: pearls are bright and thunderbolts fall from the sky. The little frog picked them up and held them in his hand, slowly turning them into a pool of water.
(3) Method summary: When guessing riddles, grasp the characteristics of things, exclude the answers you think of and get accurate answers.
Design intention quiz is a favorite game for grade two children. The introduction of games can bring the relationship between teachers and students closer and create a relaxed and happy classroom. This lesson is both a science fairy tale and a riddle. The teacher starts with four short riddles, so that children can learn simple guessing methods, which can be transferred to text learning.
Second, guide the new words:
(1) Read the text freely, read the pronunciation correctly, read the sentences and think about what "I" is. The teacher guides the students to circle new words and draw wavy lines for words or words that they can't understand.
(2) Teachers guide new words to find friends and write:
I can read. I can read sentences with words. (The teacher shows the third slide)
When I rose to the sky, I became countless dots, connected and floating in the air.
Sometimes when I turn into a hard ball and shoot it down, people call me "hail".
Teacher B is here to guide the writing of Gone with the Wind and Hail.
(3) The teacher plays the fourth slide: What do you teach the word "pi" to read? Can someone tell us how you remember this word? How to write the word "crystal" well? What are the radicals of the words "cold", "ice" and "rush"? What does it matter?
(4) The teacher put the fifth slide and read the words by train.
The floating hail is very violent.
Underwater irrigation machine
The crops washed away the disaster
Third, the overall perception:
1. What I learned today is also a riddle, but its riddle is longer. Don't be afraid to see such a long riddle. We guessed line by line just now, but now we can guess paragraph by paragraph.
2. Put out the slides paragraph by paragraph, so that students can gradually know what I am.
(1) The teacher plays the sixth slide to guide the reading. Think about what this is: sometimes I am gentle, and sometimes I am irritable. I have done many good things, irrigating fields, starting machines and helping people to work. I have also done many bad things, flooding crops, destroying houses and bringing disasters to people. People try every means to make me do more good things and not do bad things.
(2) The teacher plays the seventh slide to guide the students to read the sentence, feel its characteristics and guess who it is. A: I will change. As soon as the sun shines, I turn into steam. B. When I rose to the sky, I became countless tiny points, connected together and floating in the air.
(3) The teacher plays the eighth slide to guide the students to read aloud, feel its characteristics, and let the students know who I am: at first, I wear white clothes, sometimes black clothes, and I wear a red robe on my body in the morning and evening. People call me "Cloud".
(4) The teacher shows the ninth slide to instruct the students to recite: "Yun" is a great magician. Look, the clothes it wears often change: sometimes it wears white clothes, so we call it "_ _ _ _ _ _"; Sometimes it wears black clothes, and we call it "_ _ _ _ _"; In the morning and evening, it wears a red robe. We call them "_ _ _ _ _ _" and "_ _ _ _ _" respectively. Look, its appearance is also unpredictable: it looks like a galloping horse for a while; Like a meek sheep for a while; I like _ _ _ _ _ for a while; I like _ _ _ _ _ for a while; And then it looks like nothing.
(5) The teacher put the tenth slide to guide students to read, understand the characteristics of "rain" and read aloud: I float in the air, and when I meet cold air, I become a water drop, and people call me "rain".
(6) Teachers show the eleventh slide to guide students to read, understand the characteristics of "hail" and read aloud: sometimes I turn into a small hard ball, and when I photograph it, people call me "hail".
(7) The teacher shows the twelfth slide and guides the students to read. Knowing the characteristics of "snow", they performed reading aloud: In winter, I became a little white flower, and people called me "snow".
The teacher showed the thirteenth summary of the slide: through the study just now, we know that water vapor will turn into clouds in the air, and clouds will turn into rain, hail and snow when they meet cold air in the air. This shows that clouds, rain, hail and snow are all composed of water vapor. The teacher shows the fourteenth slide to guide the students to look at the water vapor cycle diagram and give them an intuitive impression.
Fourth, intensive reading and more practice:
(1) Practice imitating sentences:
The teacher shows the fifteenth slide to make students think and guide them to imitate sentences.
What else will I become?
I will become a drop of water, and people will call me "rain".
I will be, and people will call me.
(2) Practice reading sentences:
1. The teacher shows the sixteenth courseware and guides the students to read aloud with emotion.
Usually I sleep in the pool, walk in the stream, run in the river, dance in the ocean, sing and have meetings.
2. Observe the sentences. What has happened to the water? (From quiet to noisy, from small to large)
3. The teacher showed vivid sentences. The teacher asked: Little friend, can you make the water baby grow bigger and faster by reading aloud?
4. Students try to read by themselves, showing individual reading and the whole class reading.
I
Sleeping in the swimming pool,
Take a walk in the stream,
Running in the river,
Dancing, singing and holding meetings in the ocean.
(3) Create situations and study happily.
1. Now the water baby is still in the pool and wants to go for a walk in the stream (the picture of the stream appears). Can you help him?
2. Show the sentences of "sleeping, running and singing" of the water baby, so that students can read aloud with individuality and inspire their confidence to accept the challenge.
(4) Teachers show slides 17- 18 pages to guide students to understand "gentleness" and "grumpiness" in the context.
Teacher's quotation: Water baby will be when he has a mild temper … Water baby will be when he has a bad temper …
Because the water baby can help people irrigate fields and start machines, people say it has a bad temper ... because the water baby will drown crops and destroy houses, people say it has a bad temper. ...
(5) Paragraph practice
1. Show the fourth paragraph and let the students read it aloud.
2. Teachers and students evaluate reading aloud and point out the shortcomings.
3. Display the revised fourth paragraph.
Sometimes I'm gentle,
Sometimes I have a bad temper.
I have done many good things, irrigating fields, starting machines and helping people to work.
I have also done many bad things, flooding crops, destroying houses and bringing disasters to people.
Water sometimes has a bad temper, and people try to control me in various ways. What methods have people come up with? After the teacher guides the students, they show the slides on page 19. The students understand that people have come up with ways to build dams, dig canals and plant saplings. ...
5. The teacher guides the students to imagine and says: I also know what water can do for people! (The teacher shows the twentieth slide)
6. Students read the gentle part, and teachers read the grumpy part.
7. Teacher's summary: When reading aloud, if you can express the changes of things and the completely different characteristics of things with your voice, you are an excellent reader!
Design Intention: By creating the situation of "Let the water baby go forward", the ability to guide students to read happily and read the text with emotion needs the guidance of teachers, and the teacher's demonstration reading is the best demonstration for children with strong imitation. Students will practice their spoken English after watching the scene.
5. Homework after class (teacher shows slide 2 1)
Teachers guide students to read poems and assign homework;
because of you
Because of you,
The grass has turned green.
Because of you,
The flowers are blooming brilliantly.
Because of you,
Birds sing loudly.
Because of you,
The fish swam happily.
Because of you-water
The world is so wonderful!
Homework:
1 recite the text
2. Imitate poetry.
Six, blackboard design:
What am I?
I am cloud, rain, snow and hail.
Teaching reflection:
"What am I?" It is an easy-to-understand text. Students like to learn this kind of text, because the knowledge in the text is what they are interested in and want to know, which is also one of the characteristics of the new textbook. How to grasp this point, stimulate students' * * in teaching and let students "talk" with the text? I have adopted some teaching methods and achieved good results.
A magical and exciting overall feeling.
According to the characteristics of the text, it is a changeable process to describe and grasp "water" in the first person. In order to highlight this "change", when importing, I specifically said to introduce a magician to everyone, so that students can find out who this little magician is from the text. Students grasp the content of the text as a whole, perceive the main idea of the text and guess "water" naturally. Thus, let the students understand that the little magician is "water".
Second, stick to the main line and read aloud.
When learning courseware, first grasp the central sentence "I will change" According to the morphological changes of water, change from "cloud", so that students can understand the changing process of cloud and read their favorite tones. When teachers participate, I will become a "cloud" to stimulate students' participation and arouse their interest. Then, it is to grasp the different changes of "rain", "hail" and "snow", with emphasis on the words "falling", "beating" and "drifting". By comparison, students know the main points of reading Hail and Down. Read Snow and Gone with the Wind gently and slowly; Reading Rain and Falling is neither slow nor fast. Understand the accuracy of words by reading aloud.
Third, the use of multimedia to improve classroom efficiency
Project the picture and highlight the key points. Guide students to see the changes of courseware "cloud" at different times. "White clothes" are morning and noon, "black clothes" are before rain and at night, and "red robe" is the scene at sunrise and sunset. In this way, students intuitively understand the different forms of clouds, so that students know that they refer to "white clouds", "dark clouds" and "morning glow and sunset glow" respectively. At this time, teachers guide students to read and think, create an environment and conditions for students to play their autonomy and initiative, and let students truly become the masters of learning.
What am I? Lesson 2 Design Concepts:
In the lower grades, we should attach importance to the cultivation of students' reading ability, and take reading aloud as an important means to understand the content of the text, experience thoughts and feelings, and feel the language in teaching. Therefore, according to the structural characteristics of the text, this course is designed to actively explore students' existing life experience, so that students can actively participate in learning activities, gain simple methods of perceptual experience and innovative activities, cultivate students' awareness of independent learning, sublimate external learning interest and motivation, and promote students' development.
Teaching purpose:
(second class)
1. Read the text correctly and fluently and recite your favorite paragraphs.
2. Know that water will turn into steam, clouds, rain, hail and snow under certain conditions; Knowing that water can bring benefits to people, it can also bring disasters to people, and establish environmental awareness.
Teaching emphases and difficulties:
Instruct reading aloud, knowing that natural phenomena such as clouds, rain, snow and hail are all formed by the change of water.
Teaching preparation: animation courseware
Teaching process design:
First of all, animation stimulates interest and introduces new lessons.
1, wonderful courseware:
Children, have you seen the Journey to the West? The the Monkey King inside can change seventy-two times, and its skill is really high! I also invited a magician for you today. He can also change. Look: (courseware presentation) ...
2. Draw out the topic "14 What am I?" and let the students read the topic together.
Kids, can this beat us? Please open your books and read the text freely to see who this magician really is.
Design concept: The design of this link starts with the image of the Monkey King in the Journey to the West, which is loved by students, and introduces the animation situation to compare the "water" in the article to a magician, so as to arouse students' desire for exploration and stimulate their interest in learning.
Second, read the text for the first time and feel it as a whole.
1, the teacher demonstrates reading, and the students think while listening: What am I?
2. Report by name: What am I and tell me my reasons. (I am water)
Design concept: Through extensive reading and students' communication, children can have a preliminary understanding of the text, simply understand the various forms of water, and at the same time exercise their language generalization ability, laying the foundation for the following text understanding and reading guidance.
Third, read aloud to understand and feel the difficulties.
Transition: Let's enter the text again, read beautifully and enjoy the magician's wonderful performance!
1, "I will change"
(1) Read at the same table and think: What have I become?
(2) Feedback communication to guide reading.
(The default is as follows:)
First, understand "floating" and "hail" and use "sometimes ... sometimes ..."
B, grasp the movements of "falling", "hitting" and "floating" and understand the words.
C, courseware display: (animation of the process of water turning into steam and clouds, rain, hail and snow)
D, combined with courseware to guide reading.
What do you like most about it? Read it to everyone (personal reading, evaluation, practice reading, personal reading. )
E. life imagination: what else will I become?
2, "My Home" and "My Activities" (normal students read the third paragraph, students close their eyes and imagine. )
(1) What do you see?
(2) exciting, (courseware shows pictures: a, calm pool water; B, a slowly flowing stream; C. a rushing river; D, the rough sea; The boundless sea. ) Guide reading and roll call reading.
(3) Teachers demonstrate reading and students practice reading. Read the different tones of "sleeping, walking, running, dancing and singing"
3. My Temper (default content, the order is not fixed. )
(1) Understand the words "gentleness" and "grumpy" according to the good and bad things that "water" has done.
(2) The courseware shows pictures of irrigated fields and understands "irrigation".
(3) (Courseware) At this time, a flood was launched and the crops were submerged, which was understood as "submerged"; The flood came to the house again, washed away the house and understood "washed away"
(4) Guide reading aloud. Pay attention to the gentleness and irritability of water. )
Design intention: Chinese teaching in lower grades should focus on reading aloud. Therefore, the design of this link is mainly based on the requirement of "understanding the meaning of words and phrases in the text in combination with the context and real life, and accumulating words in reading". Through the analysis of key words and phrases and various forms of reading, I put students' reading training into practice, supplemented by multimedia, so that students can gradually feel reading skills and learn to read aloud in different reading experiences and comparisons, thus improving their reading ability.
Fourth, expand and extend to further understand the close relationship between water and human beings.
1, dialogue: What other water do you know about its function and harm?
2. Panel discussion: Is there any relationship between disasters caused by water and human destruction of the environment? Give an example of a person's behavior of destroying the environment and think of ways to make it only do good things and not do bad things.
For example, building hydropower stations, reservoirs and levees, preventing floods and droughts, planting more trees, protecting water and soil, and preventing mudslides are all ways of thinking. )
3. Introduce yourself.
Students, the Monkey King sees that you are so smart, and he also comes to join in the fun. He pulls out a finger on you, takes a breath, and then turns you all into water. He wants you to introduce yourself to the teachers and classmates who are listening to the class and see who knows you best.
Design intention: The design of this link is mainly related to real life, leading children to understand the role of water, the close relationship between water and human beings, and enhancing environmental awareness. Let children remember beautiful words through self-presentation, accumulate over time, and improve Chinese literacy.
Verb (abbreviation for verb) conversation summary and homework assignment.
Today, we met our good friend "Water". In life, we can't live without water every day. It is the source of life. Without water, there is no beautiful and lovely world. If you want to know more, you can continue to find some information about water after class, find some examples of water changes in life and write them down.
Design of blackboard writing: (omitted)
What am I? Lesson 3 teaching objectives
1. Learn the new words in this lesson 10, know 6 new words, and be able to read and write the words you need to learn correctly.
2. Know that water will turn into steam, clouds, rain, hail and snow under certain conditions; Understanding water can not only bring benefits to people, but also bring disasters to people.
3. Read the text correctly and fluently.
Teaching emphasis: learn the new words 10 in this lesson and know what "I" is.
Teaching process:
first kind
First, the introduction reveals the topic: Students, do you know how "water" changes? Do you know how clouds, rain, snow and hail are formed in nature? The text we are studying today will tell you the answer. The blackboard says: What am I?
Second, the new grant:
1. Read the text by yourself, underline the new words in this lesson, and read the pronunciation correctly with the help of pinyin.
2. Check the self-study situation.
Pay attention to the pronunciation of the following words:
Help: warping. Don't pronounce it as z)
Rush: warp speed. Don't send c#ng.
Disaster: flat tongue. Don't pronounce it as zh1i.
3. Students question.
4. Memorize symbols.
1) Students use their own methods to memorize glyphs and compare methods.
2) Students exchange literacy methods with each other, and teachers give directions.
You can use the methods of memorizing words and radicals: sun, wind, rush, help and disaster.
Remember words by knowing the law; Floating and temperature
5. Writing instruction.
Gone with the wind: the left is high and the right is low, and the starting point of "wind" is higher than the "cross-fold" edge on the upper left.
Help: Three parts should be concise.
Hazard: the seventh "vertical" should go up and down.
6. Students practice writing
7. Homework demonstration, everyone * * * comments.
Third, read the text for the first time and understand the main idea of the text.
Fourth, the whole class summarizes.
Second lesson
Teaching process:
First, check the import:
Show new word cards: floating gently in the sun, helping to wash away houses, disasters, irrigation, white robe management
Second, the new grant:
1. Learn the first paragraph.
1) Students read the first paragraph of the text softly.
2) Thinking: What has "I" become? How did it turn into steam? How did it become a cloud?
3) Explanation: "white", "black" and "red".
2. Look at the picture and learn the second paragraph.
1) Who does "I" mean in this passage?
2) How do clouds turn into rain? How did it turn into hail? How did it turn into snow?
3) What do you know after reading this passage?
3. Learn the third paragraph.
1) What do you want to know after learning this passage?
2) Students are free to ask questions.
3) Group discussion
4) The teacher led us to understand the following questions: Why do you say that water sleeps in the pool? Running in the river? Dance in the ocean? What about singing and meeting?
5) What does the author want to tell us in this article?
4. Learn the fourth paragraph.
1) What good things has water done for people? What are the disadvantages?
2) How do people restrain themselves? How can we make it only do good things and not do bad things?
5. Guide reading aloud.
6. Have you ever seen the water change in your life? For example.
Third, finish the exercises in this lesson.
Blackboard design:
19 what am I
Investigation activities
Have you ever seen the water change in your life? For example, write it down.