Teaching Design of Lotus Open Class in Primary School 1 teaching material analysis;
"Lotus" is the second lesson of Unit 8, Book 6, Primary Chinese, Zhejiang Education Publishing House. This paper vividly describes the fragrance, shape and posture of the lotus from the front (1 to 3 nature), and then further expresses the dynamic beauty of the lotus and my praise to the lotus through the author's own feelings and imagination with the border pen (4 to 5 nature paragraphs), and writes the perfection of the beauty of the white lotus in combination with reality.
The training focus of this paper is to learn to summarize the main meaning of a paragraph. It is difficult to summarize the meaning of the third and fourth paragraphs of the text. After class, Question 4 is trained by completing sentences, which is more suitable for students' current level. Therefore, in the usual teaching, we should adopt flexible and effective methods according to the existing level and ability of students.
In the second paragraph of this article, there are some differences between the old and new textbooks around which sentence to write. I think teaching material analysis in the new textbook is convincing. The second paragraph can't be simply understood as written according to the general total score structure, but should be analyzed from which sentence 4, 5 and 6 are written, so as to guide students to understand that Bai Lianhua emerges among these big disks. Write, write three different shapes of lotus. Then analyze the lotus leaf.
Teaching objectives:
1. Understand the beauty of lotus and feel the author's thoughts and feelings of loving nature.
2. Learn 9 new words in this lesson and understand the meaning of 8 new words.
3, can complete the sentence as required, can analyze the specified sentence according to the prompt.
4. Be able to summarize the main meaning of the third and fourth paragraphs according to the prompts.
5. Be able to recite the second and fourth paragraphs of the text.
Teaching focus:
1, learn how to summarize the meaning of natural paragraphs.
2. Experience the beauty of lotus in reading aloud.
Teaching difficulties:
Summary of the meaning of the fourth paragraph.
Teaching preparation:
1, please ask the art teacher to guide the students to draw lotus flowers before class.
2. Projector, small blackboard, etc.
first kind
Teaching objectives:
1, learn the natural paragraph of the text 1-3, and feel the beauty of the lotus flower initially.
2. Learn new words and practice summarizing the paragraph meaning of 1-3 natural paragraph.
3. Combine painting with word learning to cultivate students' ability to express beauty.
Teaching focus:
1, learn to summarize the paragraph meaning of natural paragraphs.
2. Experience the beauty of lotus in reading aloud.
Teaching difficulties:
Experience the beauty of lotus in reading aloud.
Teaching process:
First, the dialogue reveals the topic.
We have learned many ancient poems. Who can recite the ancient poems we have learned? Can we recite an ancient poem describing lotus flowers among the ancient poems we have learned?
1, showing the lotus map. Question: Children, how do you feel when you see the lotus in the picture? Do you want to draw the ancient poems we are going to learn today with your own paintings?
Write on the blackboard.
Second, I know the content of the text first.
1. Listen to the recording of the text and talk about which natural paragraphs in the text directly describe the beauty of the lotus.
2. Listen to the pronunciation of new words in the lecture.
Third, check
1. Learn the text by yourself and read the new words and phrases correctly.
Squeeze the lotus, the bones are full and burst, dancing.
Remember the words you think are the most difficult as soon as possible, and tell me how you remember them. (Lotus, dance keyword explanation. Guide the students to find the lotus in the picture, talk about the structure of words and guide their writing. )
Tell me how many natural paragraphs there are in the text.
3. From what aspects does the text directly describe the beauty of lotus?
Fourth, study paragraph 1-3 of the text.
When we learn to draw, we must first have an overall concept. Today's text has told us to conceive from several aspects. Please read the natural paragraphs of 1 to 3 silently and tell us from which three aspects the three natural paragraphs describe the characteristics of lotus. (fragrance, shape, posture)
1, learning is the first day.
(1) Read this passage together. Thinking: What are the characteristics of lotus in this passage? Which word in this article indicates that the fragrance of lotus is very attractive?
(2) How to summarize the main meaning of this passage.
Review unit learning tips: what to use and how to use it. To sum it up. (Small blackboard display unit learning tips)
Exercise: (presented on the blackboard)
Early in the morning, I went to the park to play.
As soon as I got to the park, I smelled the fragrance of lotus.
C, I ran to the lotus pond.
(3) If you use pictures to express the fragrance, how to express it?
First of all, I smell the fragrance of lotus. Next, we ran to the lotus pond to have a look. As described in the poem, the lotus leaves are infinite and the colors of the lotus flowers are different. Lotus.
2. Learn the second paragraph of the text.
(1) The teacher demonstrates the second paragraph, and the students mark the period.
Thinking: Which sentences directly write the shape of the lotus? (4、5、6)
(2) What kinds of lotus shapes are written? (fully open, just open, finally open)
Find the shapes of these three lotus flowers from the picture.
(3) What words are used to connect these three shapes? (some-some-some)
(4) Guide reading
(5) It seems that there are many lotus flowers with different shapes. So, what are these three sentences written around?
Discrimination:
First of all, the lotus has blossomed a lot.
B, Bai Lianhua emerges between these large circular plates.
The second sentence should be used to write the shape.
(5) Understand the Bai Lianhua between these large disks. Tell me which word is used well in this sentence. What's so good about it?
Guide students to experience risks, write lush lotus leaves and write graceful lotus flowers. Three different forms of lotus are reflected in the painting.
Question: Does the text only talk about lotus flowers? Do you think our photos look good? What else should I draw? Did you write it in the article? How did the article describe the lotus leaf?
(6) Learn the second sentence.
The small blackboard shows that the lotus leaves are dense, like big green disks.
Find many and dense words () to describe the lotus leaf, the word () to express the color of the lotus leaf, and the word () to write the shape of the lotus leaf. Understand the meaning of squeezing words in comprehension sentences. )
(7) This passage is mainly about lotus flowers. Why write lotus leaf? (The lotus leaf is lush and the lotus is beautiful; The big green disc sets off the snow-white lotus, which is more beautiful. )
Design concept of teaching design 2 of lotus open class in primary school;
The words are picturesque and the classroom is poetic. Relying on video, music and other media to create the artistic conception of words, let children wander among them. Combine reading with enlightenment, realize in reading, be familiar with in reading, cultivate language sense and promote its accumulation. Let the personality of reading process stand out, and let students deepen their understanding, experience, feel and think in positive thinking and emotional activities. Imagine in listening, turn words into pictures, imagine in reading, empathize with experience, seize the opportunity, train language, develop thinking, let children get aesthetic experience, and let reading teaching become a positive dialogue among students, teachers and texts.
Teaching process:
First, video import, intuitive stimulation, into the text situation.
Lead: Today we continue to learn Lotus written by Grandpa Ye Shengtao. Do you want to see the lotus with your own eyes? Before reading, the teacher has a little suggestion. You can point and talk with your partners around you. After reading it, please describe your favorite lotus.
1, play the lotus video.
2. Describe your favorite lotus.
Second, combine reading with enlightenment, break through the key points and learn Section 2.
Yes, there are so many lotus flowers, one by one. Look at this beautiful flower and that beautiful flower. This pool of lotus in front of me is simply a big painting. What is Grandpa Ye Shengtao's painting? Let's read the text together.
1. Read the second section freely, underline the most beautiful sentences you think, read them several times and talk about your feelings.
2, exchange gains, combined with reading guidance.
A, the board painting understands "squeezing around".
B, change the word, experience "Mao" (play the picture of white lotus flowers, imagine: what are these Bai Lianhua doing coming out from between big disks? )
C, perform three postures to taste the lotus.
How many postures of lotus are described in this paper? Watch (the teacher's board drawing) together.
3. Read by name. The rest of the students closed their books, listened attentively and imagined the picture while listening. Tell me what kind of painting you see.
4. Recite the second paragraph according to the blackboard.
Third, promote reading with actions, imagine while reading, and learn Section 4.
Transition: while listening and thinking, I suddenly feel like a lotus ... isn't it beautiful to recite the fourth paragraph with the music? Want to see it? And then read it beautifully, lovely lotus fairies.
1, read by name (Read aloud to the music, and other students dance to the music)
2. Several people read together and listen to the action.
3. Language training:
Dragonfly, what did you just say to the Lotus Fairy?
Xiaoyu, what did you just say to the lotus fairy?
Besides, where are all the other little guys hiding? Don't you want to say something to Sister Furong?
4. Be familiar with reading.
Fourth, excavate the purport of the text, expand the extension and seek development in practice.
Transition: It took me a long time to remember that I am not a lotus, I am watching a lotus. You see, there are so many Bai Lianhua in one posture. Look at this beautiful, and look at that beautiful. If the lotus in front of us is regarded as a large-scale living painting, the artist's skill is really amazing. Do you know who this great painter is?
1. Who is the painter?
2. Show some pictures of different colors of lotus flowers and guide students to talk about what other good ways you can boast about lotus flowers and nature.
3. communication.
Design reflection:
The article "Lotus" is fresh and beautiful, which is worth tasting and accumulating. Therefore, when designing, I take "painting" as a clue, running through the whole class, withholding the second and fourth key paragraphs of the text, and guiding students to taste until they are familiar with it.
When designing the second paragraph and the fourth paragraph, different ways are adopted according to the text characteristics of the two paragraphs. When guiding the second paragraph, let students read since the enlightenment by themselves first, and give full play to the leading role of teachers in communication and feedback, so that students can taste the words artistically in combination with reading guidance. It is necessary to promote enlightenment by reading, help reading by enlightenment and combine reading with enlightenment, and position reading as "intensive reading and excellent reading" to cultivate students' sense of language in a down-to-earth manner. The board drawing made according to the text becomes a clue to guide students to recite paragraphs.
When learning the fourth paragraph, first use model essay reading to seduce feelings. And according to the age characteristics of students, it is carried out in reading aloud. Actively create situations, seize the blanks in the text, expand imagination, and conduct language training to show children's childlike innocence in the fairy tale world. In a variety of reading, students enjoy it, and reciting it is a matter of course.
The third paragraph and the fifth paragraph become the transitional language of the whole class, which appears repeatedly in the class, making students unconsciously engraved in their hearts, and the whole design also appears natural and smooth, seamless.