Teaching objectives:
1, can recognize 9 words and write 9 words.
2. Read the text correctly, fluently and emotionally, recite the text, experience the beauty of spring, and experience the interest of being in the embrace of nature.
3. Love spring and be willing to observe and discover.
Key points and difficulties:
1. Focus: read, write and read the text aloud.
2. Difficulties: emotional reading and recitation of the text. The memorization of "shame, cover and softness" and the writing of "shake and flow"
Teaching preparation
Projector, card, song "Where is Spring", ancient poem "Early Spring"
first kind
First of all, talk about introduction.
Gently, gently, Miss Chun came to our side. Let's greet her with beautiful language! Students say some words or sentences about spring. ) Yes, spring is like a shy little girl, hiding away. Where is she hiding? Let's go to find spring together! (blackboard writing: looking for spring)
Second, the dialogue platform.
Self-reading
1, Miss Chun came to the classroom, and she hid in our text. Please read the text carefully and feel the breath of spring while reading. When you meet words you don't know, read them out with the help of pinyin.
Do the students feel the breath of spring? Read the text again and see what else you can find in spring. (Students circle and draw a circle in the text)
3. What did you find? What did you find? Students talk about harvest.
Guide students to read the text independently, guide discovery and talk about gains in rich situations, and let students experience the joy of "discovery learning".
Third, literacy.
1, read the text by name, and the teachers and students have the same sound.
2. Teachers show new words and students exchange literacy methods.
Look at the physical guess-Tibet, symbols, magpies; Painting and Reading-Bidding
Do word guessing-shame, cover, cover, explore and touch.
Riddle and smooth guessing-a sheep is ugly (shy); Hide after flowers (flowers)
3. Look up the sentences at the same table and evaluate each other.
(1) Spring is like a shy little girl, hiding.
The grass sticks out of the ground. Are those spring eyebrows?
(3) When spring comes, we see her, hear her, smell her and touch her.
Encourage students to read in their favorite way, strengthen the connection between Chinese characters and things through actions, paintings and language situations, and improve the quality of autonomous literacy.
Fourth, read aloud.
1, read the text quickly and think: with what mood did "we children" find spring? Name reading-example reading-feeling reading.
Focus on the words "take off" and feel the urgency and excitement of children. Read the tape "!" Sentence. )
2. Read the third paragraph softly, understand "shyness" by changing words and doing actions, and talk about which words in the sentence describe the characteristics of "shyness" in spring.
Video Training of Teachers Imitating Words: Hiding or Not Hiding
Combine students' past life experience, understand the characteristics of early spring, understand the word "find" in the topic, and initially feel the fun of discovery.
Verb (abbreviation of verb) writing
Instructions to write "take off, freeze, flow, cotton, probe, shake" six words.
1. Let the students observe the position of each word in Tian Zige first: What do you find? Students found that these words with left and right structures should be written with narrow left and wide right. )
2. Students remind each other what needs attention: Don't write "frozen" as "frozen".
Teachers focus on "flowing" and "shaking" according to students' writing practice.
3. Students practice writing and try to write standard and beautiful words. Teachers patrol, encourage students who write well and reward little stars.
4. Students exchange evaluations and grade each other.
Sixth, homework
1. Let parents be judges and practice reading the text.
Tell your parents what words you learned today and what you found.
Give full play to the power of family education and cultivate students' good study habits.
Second lesson
First, review.
1, words: students voluntarily show the words they have learned.
2. Reading: Read what Mom and Dad think is good for your partner.
Voluntary display of learning gains, giving full play to autonomy, so that students can truly become the masters of learning.
Second, read aloud.
1, read four to seven paragraphs freely and think: What is the spring we found?
2, guide students to question and answer sentence training:
Exodus: Q: Grass sticks out from the ground. Are those spring eyebrows?
A: The grass sticks out from the ground, which is the eyebrows of spring.
The grass sticks its head out of the ground, much like the eyebrows in spring!
The other three sentences can also imitate training.
3. Understand reading in various ways: introductory reading, competitive reading, performance reading, etc.
4. Where will spring be? Read the last paragraph together. Teachers and students can expand their collected pictures and come up with some poems.
Understanding and reading various forms of articles is conducive to cultivating a sense of language and cultivating sentiment. Expand extracurricular learning materials, promote language accumulation and enhance students' consciousness of learning Chinese.
Third, recite.
Play the music of the text and read the recording aloud. Students imagine the scenes depicted in the text while listening, and then practice reciting in their favorite way (with the help of blackboard writing, pictures and imaginary scenes). )
This link integrates listening, thinking, tasting and memorizing, which enables students to have a multi-level and three-dimensional aesthetic accumulation of written language from form to content.
Fourth, expand
"Spring in My Eyes" Competition: Students choose one according to their own specialties.
Reading Spring: Choose your favorite passage to read the beauty of spring.
Speaking of spring: combine your own life practice and describe the spring you see.
Write about spring: write about your own discoveries in spring.
Draw spring: draw the spring you see and think of.
Play spring: Sing Haruka and dance spring dance. (Play "Where is Spring")
Fully respect students' personality differences and different needs, and build a broad display platform for them, so that students can further feel the beauty of spring and experience the joy of discovery in the colorful activities of "seeking spring and praising spring", which truly reflects the comprehensiveness and practicality of Chinese curriculum.
Verb (abbreviation of verb) writing
1, learn to write the words "wild, hiding and solving". Guide the students to find that these three words are about the same width. The focus is on the change of the word "Ti" when it is used as a radical.
2. Students imitate writing and experience the beauty and standardization of fonts.
Blackboard design:
Looking for spring
Rush out, rush-eager, yearning, excited
Look (carefully)
Discover (grass, wild flowers, trees, streams)-surprise
Feel (see, hear, smell, touch)-rejoice
Look at these grasses.
Smell the wild flowers.
Like touching a bud ...
Tingxiaoxi
Teaching notes:
2. Two ancient poems
Teaching objectives
1, can recognize 7 new words and write 9 words.
2. Read and recite the text correctly, fluently and emotionally. Feel the tenacious vitality of grass and imagine the happiness of children catching butterflies among flowers. Experience the poet's feelings of loving spring and life.
3. Interested in reciting ancient poems.
Teaching emphasis: read poetry with emotion and feel the sincere feelings expressed by poetry.
Information materials: new word cards, related pictures, music tapes, and relevant materials for students to find poets.
Course arrangement: two class hours
first kind
Teacher: In spring, the grass grows and the warblers fly, and the children in spring are in high spirits. Today, let's learn two more ancient poems about spring and see if you have any new discoveries about spring. (blackboard writing topic)
Learn grass first.
Second, the dialogue platform.
study on one's own
1, read the ancient poem Grass by yourself, and pay attention to pronunciation.
2. Check each other's reading in the group, and the teacher corrects the pronunciation of "glory" and "burning".
realize
1, read ancient poems for free, thinking: where did you see them? What words don't you understand?
2. Communicate with each other in the group and discuss what you don't understand (such as the understanding of words such as divorce, age, dryness and glory).
3. The whole class exchanges and discusses their feelings about ancient poetry, and the teacher guides them in time.
(1) "Lili" lets students look at the courseware and talk about how the grass grows. Let the students intuitively understand that this means that the grass grows luxuriantly.
(2) "Years old" can ask how old students are. Follow the students' answers and tell them how old they are from birth to now. "One year" is one year.
(3) Show different pictures of grass in spring, summer, autumn and winter, and think about which picture should be depicted by "withering" and "glory" respectively. Let the students talk about when the grass died. When is Rong?
(4) "Do" can be in the form of a stick figure, so that students can say that fire can only burn the leaves and stems of grass, but not the underground roots.
Students are the masters of learning, and they can exchange their learning gains and puzzles on the basis of self-reading, which fully respects the students' dominant position and cultivates the sense of cooperation.
Third, read aloud.
1, free reading: Do you like grass? Why? I like the endless and tenacious vitality of grass. )
2. Various reading forms: reading by name-reading with music-reading by competition.
Feel the beauty of rhythm and rhythm in poetry reading.
Fourth, recite
1, Situational Recitation: Teachers create situations to recite cursive scripts for their families and guide students to recite.
How can I not understand "endless grass on the plain"? Why not write flowers, just grass? ……)
Teachers and students play the roles of mother, brother and grandfather, and perform and recite.
Creating situational performance recitation according to the psychological characteristics of junior students not only trains words with difficult forms and meanings, but also understands the ideological content of the text, which is conducive to cultivating language sense and accumulating language.
Verb (abbreviation of verb) practice
1, fill in the blanks.
Divorced (), one year old (). Wildfire (), spring breeze ().
The hedge is sparse and deep, (). ( ) 。 Fly into nowhere to find ()
2, according to the requirements of classification.
Zhu Wei branch kuxu dish su
Left-right structure and upper-lower structure of single word
Semi-closed structure with upper, middle and lower structure
write
1, learn to write "dry, glory, burn" three words. Key guidance: Rong: the horizontal direction of the grass prefix should not be too long, the bald cover should be wide, and the horizontal direction of the word "wood" should be short and stretched. Burn: change the point next to the word fire; Don't write "Ge" in the upper right part, and the second oblique hook should have a radian; The word "Wu" below should be short horizontally and the angle of the vertical hook should be round.
2, students practice writing, teachers patrol guidance, evaluation and display.
Second lesson
I. Review
Recite the ancient poem Grass.
Second, self-study.
According to the previous learning steps, self-study the new Shicheng ancient poetry Xugong shop;
1, Reading: Correct pronunciation and fluent reading of ancient poems.
2. Thinking: Thinking about what you have read? What don't you understand?
3. Tell everyone: Talk about your learning gains in the study group.
Third, communication.
1, the students first talk about what they know and what they don't understand in the group, and the teacher introduces the information of the poet Yang Wanli.
2. Communicate in class and understand the general idea of the whole poem.
Fourth, read aloud.
1, free reading: What new discoveries have you made about the scenery in late spring?
2. Guide: What is the mood of children when they catch butterflies? (Happy, joyful) What is your mood when you can't find it? (disappointed).
Guide students to associate illustrations, enrich language accumulation, and further experience the joy of children catching butterflies among flowers.
3, competition reading: group competition, recommend a classmate to participate in the class competition.
4. Evaluate reading: Who reads well? Where's the good news? Is there anything to remind you?
The language of poetry is concise and full of rhythm. Reading aloud in various forms helps students understand the poet's feelings and cultivate a sense of language.
list
Back to the same table, back to the name, back to the challenge, back together.
develop
1. Make this ancient poem into a short story.
2. As a group, I wrote, directed and acted the sitcom Xugong Store in Su Xin City.
Providing students with the theme of "second creation" not only expands and extends the text, but also enriches students' emotional experience and cultivates students' language expression ability and imagination.
3. Communicate with classmates other poems by Bai Juyi and Yang Wanli or ancient poems about spring by other poets.
Ancient poetry is a wonderful flower in the cultural garden of China. Teachers should stimulate students' interest in reciting, cultivate the habit of extracurricular accumulation, and gradually improve students' humanistic quality.
write
Learn a few new words, focusing on guidance:
No-you can review the word "taste" first and then guide your writing. The upper cross should be short and the lower cross should be long; Stretch while skimming.
Night-treasure cover should not be too wide.
evaluate
1, students practice writing and evaluate themselves: mark the words that they think are satisfactory.
2. Show communication in the group and evaluate each other: write a few more dissatisfied words according to the suggestions in the group.
Consciously guide students to evaluate themselves and each other, so that students can learn to evaluate and make progress by learning from each other, learning from each other and appreciating each other.
Related links
According to legend, Farewell to Fu Gu Cao Yuan was an essay written by Bai Juyi when he was sixteen. According to the provisions of the imperial examination, the word "Fu" must be added to all designated questions at present, which is similar to poetry. Farewell to Grass in the Ancient Plain is to express farewell to friends through the description of weeds in the ancient plain.
Online reading:
"Spring Day" (Zhu) wins the day to find the fragrance of the water and the shore, and the scenery is endless. Everyone can see the face of spring, the spring breeze blows flowers open, thousands of purple, and the scene of spring is everywhere.
"Tomb-Sweeping Day" (Du Mu) During the Qingming Festival, it rained in succession, and pedestrians on the road wanted to die. Excuse me, where is the restaurant? The shepherd boy points to Xinghua Village.
"Yong Liu" (He) Jasper is dressed as a tree, and thousands of strands of green silk tapestries hang down. I wonder who cut the thin leaves. The spring breeze in February is like scissors.
"It's not worth going to the park" (Ye Shaoweng) should pity the dog's teeth, Chai Fei won't leave for a long time. But this spring spring, after all, can't be caged. Look, there is a pink apricot sticking out of the wall.
Teaching notes:
3. Bamboo shoots and buds
Teaching objectives:
1. Can recognize 14 new words and can write 9 words.
2. Read the text emotionally, focusing on the dialogue between girls like bamboo shoots and spring rain, feel the yearning and enterprising spirit of bamboo shoots and buds for a beautiful spring, and experience the interest of joining nature.
3. Love reading scientific fairy tales, and can draw strength from fairy tales and cultivate sentiment.
Teaching emphasis: recite new words, read the tone of different roles, and understand the meaning contained in fairy tales.
Information materials:
New word card; Audio-visual materials or pictures of bamboo shoots and buds; Projector.
Course arrangement: two class hours
first kind
First, the riddle is introduced. "When you are young, you will be covered by layers, and when you are old, you will be tall. When I was young, I ate it as a dish and grew into a material. " Guess what this is? (Bamboo shoots) Did you see it? (Showing pictures of bamboo shoots) How did a small bamboo shoot grow into a thick bamboo? Write it on the blackboard to remind students how to read "bamboo shoots and buds".
Second, self-study.
Mark (mark the serial number of the natural paragraph)
Cross (underline unfamiliar words when reading and try to remember them)
Read aloud (pronounce correctly and read through the text)
Thinking (What have you read? What else don't you understand? )
Inspection (peer review and self-study at the same table, teacher patrol guidance)
Third, communication.
1, Pronunciation: the teacher leads the reading-train reading-radical reading-word expansion reading-deskmate exam, and the deskmate who reads correctly will be rewarded with a small bamboo shoot.
2, display method:
Such as: guess: two cars-boom; Silver wearing bamboo hat-bamboo shoots
Action demonstration: call/knead/twist/drill/caress/weave
3. Reading: Read the text by name and pay attention to the correct pronunciation.
4. Question: What are the problems you don't understand in self-study?
The best way for students to remember and consolidate new words is to reproduce them. In the classroom, teachers use various forms to reproduce new words, mobilize students' multiple senses to participate in activities, and improve their independent literacy.
Fourth, sentiment
1. Read the passage that Teacher Chun Yu and Grandpa Lei called for bamboo shoots. Imagine the same tone they asked for?
2. Focus on guiding the tone of the call between Chun Yu and Lei Gonggong.
(1) How does Miss Chunyu call bamboo shoots? (Soft voice, kind tone, feeling of "moistening things quietly") Who can try to "whisper" bamboo shoots?
Example reading-name reading-comment reading-practice reading-reading together.
(2) Who is Lei Gonggong calling for sleeping bamboo shoots? Does he have the same tone as Miss Chun Yu? (Loud and inspiring)
Practice reading-challenge reading-group reading-reading together.
(3) What does the bud look like after waking up? Understand the words such as "kneading", "stretching", "coquetry", "twisting" and "drilling" by doing actions and combining with existing life experience.
Imitation reading-plus action expression performance reading-male and female voice competition reading-evaluation reading-voluntary display reading.
(4) Read the first four paragraphs in different roles.
Junior students have not yet formed a keen sense of language, so teachers should pay attention to creating situations, using empathy strategies to mobilize students' multiple senses to deepen understanding, and at the same time play the role of demonstration reading to gradually cultivate students' sense of language.
Verb (abbreviation of verb) writing
1, practice writing the words "shout, shout, shoot". The teacher focuses on the words next to the word "mouth": the word "mouth" should be on the upper side, not too big. Among the three words "you kou", "Hu" is a new word, which can mainly guide. The sixth "left" on the right should run through from top to bottom and cannot be written as vertical or left.
2. Students practice writing and evaluate each other.
Guide students to discover the rules of word formation of new words and further feel the beauty of Chinese characters; Various forms of evaluation have greatly stimulated students' interest in writing and improved the quality of writing.
Second lesson
First, review.
1, read your accumulated good words and sentences to everyone.
2. Read in groups.
Second, read aloud.
1 Read the text carefully: What does spring look like when bamboo shoots break through the ground?
2. Can you read the beauty of spring? (Read by name, read together) Teachers and students feel the beauty of spring together.
3. Imitation sentence training: What else did the bamboo shoots see? Can you say a few words like in the book?
Third, imagine
1. Read the text silently: If you are this strong bamboo now, what do you want to say most? (You can tell Teacher Chunyu or Grandpa Lei ...)
2. Read again: Do you like bamboo shoots? Why? Inspire students to connect the growth of bamboo with their own growth: what care and love did you get during the growth process?
Explore the potential humanistic factors in teaching materials, connect with students' real life, encourage students to express their opinions boldly, and let students feel that personal growth can not be separated from the care of people around them, which embodies the personalization and diversification of aesthetic values.
Fourth, performance.
1, rehearse the textbook drama in groups, and the teacher will patrol and guide.
2. A good performance group was selected in the class, and a hooded performance was performed.
Verb (abbreviation of verb) writing
1. Learn to write Gangster, World, Boom. The teacher focuses on guiding the folding pen of the horizontal folding hook of the word "Gang" to be vertical, not inward; The ""in it should not be too small, and the second one should be longer. The word "you" to the left of the word "bang" should be changed to dot.
2. Students practice writing and evaluate each other in groups. According to your classmates' suggestions, write more words that you can't write well until you are satisfied.
3, the whole class exchange display, selection of "little calligrapher".
Sixth, homework
Read a fairy tale and tell it to your classmates.
Teaching notes:
4. Rose of Deer
Teaching objectives:
1, can recognize 8 new words, can write 12 words, and has the interest and habit of accumulating words.
2. Read the text emotionally with different roles to understand why the deer rose was not planted in vain.
3. Fully understand the words of oriole and Qingfeng, realize the value of planting flowers and grass, and realize that you can also get happiness from creating happiness for others.
Teaching emphasis: recite new words, read the text with emotion in different roles, and understand why the deer rose is not white.
Information: animal headdresses, new word cards, text illustrations, pictures of deer and roses.
Course arrangement: two class hours
first kind
The first is physical import. The teacher has a bunch of roses in his hand. Let the students have a look and smell: Do you like this gift? (Guide the pronunciation of "rose" and write "rose") Are there any beautiful stories about roses? (blackboard writing topic)
Second, self-study.
1, free to read the text, requirements: accurate pronunciation, reading sentences.
2. Check the pronunciation of new words in groups, exchange literacy methods, and pay attention to the pronunciation of "rose, flower and bone".
Have a literacy contest to see who can read accurately and quickly.
4. Have a text reading contest to see who can read the text fluently without typos.
In the second semester of Senior Two, students have been able to read and write independently, which can stimulate students' enthusiasm for learning and is conducive to students' independent literacy and cooperative learning.
Three. discuss
1. Find out the words that describe Brother Lu and guide the students to ask questions: Is there anything you don't understand? Students may ask: Why did Brother Lu say that roses were white at first, and then said that there was no white? )
2. Read the text in groups, discuss and solve the problems raised, and the teacher will patrol and guide.
Fourth, communication.
Key communication: Why did Brother Lu say that roses are white?
(1) Read the natural paragraph of the text 1-2, grasp the sentence "Deer plant flowers carefully", and guide the students to imagine: What does a deer think when planting flowers?
(2) What was a deer thinking when it hurt its foot and couldn't see the roses in bloom?
(3) What would Brother Lu think at this time? Feel his regret.
In the blank space of the text, using the strategy of "empathy" to guide students to put themselves in the role experience not only enriches their inner feelings, but also lays the foundation for understanding the following "Nothing is in vain".
Verb (abbreviation for verb) is read aloud.
1, free reading: students choose their favorite way to read the text.
2. Exchange reading: Ask your study partner-where did you study well? What needs to be improved?
3, competition reading: each group recommends a classmate to read, everyone comments, learn from each other.
Give students the right to choose freely and the time and space to read freely, pay attention to the personality differences and learning needs of different students, and effectively stimulate students' desire to participate in reading.
Sixth, practice
Practice writing in combination with the situation of the text;
1, Hua is growing up.
The deer lies quietly in bed to recuperate.
Brother Lu said to his brother regretfully, "You bought this rose for nothing."
Pay attention to guide students to broaden their thinking and see who says different sentences from others. )
Seven, write
Learn the words "brother, brother, bone, slight, gradual".
1, student observation: What should I pay attention to when writing these words?
2. There is a short cross in the middle of the word "micro" in the teacher's model essay guidance, and the word "several" below should be changed to a hook; The word "bone" is folded horizontally in the middle of the top, and the word "moon" below becomes vertical. The word "gradually" under the word "car" is changed from horizontal to lifting, and the stroke order is vertical first and then lifting.
3, homework display, teacher and student evaluation.
(The most satisfactory word in personal self-evaluation-the most satisfactory word in mutual evaluation at the same table-the "expert writer" selected by the group-the homework presented by the whole class)
Guide students to actively discover the rules of writing new words, and provide a display platform, so that students can initially feel the physical beauty of Chinese characters and cultivate good writing habits.
Second lesson
First, import
1. Review the new words in this lesson by "picking fruits".
2. Read the text with emotion.
Second, communication.
Key communication: Why did Brother Lu say that roses are not white?
1. Read oriole and Qingfeng by name: practice reading-role reading-challenge reading.
2, to guide the imagination: the deer's friend elephant photographed the scene of flowers, imagine what he would say to the deer? What other small animals will say to the deer when they see the roses in full bloom?
3. Teacher's summary: Although the deer didn't see the roses, the roses were already in other people's hearts, others felt happy, and the deer felt very happy. So the deer's roses are not white.
Teachers expand the text and guide imagination, which is conducive to breaking through the teaching focus, making students deeply understand the truth that "roses are not planted in vain" and enhancing the social value of the text.
Hmm. How interesting