The first teaching goal
First of all, over time.
(1) keywords.
1. You should be able to understand: Mianniang cures beauty. Don't do anything strange.
2. Fun literacy (word literacy):
(1) fun literacy (word literacy):
Riddle: "white" wool and "towel" are hanging on the tree. (cotton)
A virtuous woman (mother)
"Big" has "can" (odd number)
Wrap (a piece) of fruit in paper.
Lao Bai and Lao Wang are sitting on a stone. (finish)
There is something dirty in your mouth to spit out. (spit)
"Mouth" is in "North" and "20" is at four o'clock (c). (Yan)
One plus one: Stop being a freak and spit.
Comparison: dry-thousand spoons-floating
Change: cotton (cotton) treatment (lifting)
Know the new radical: big head
3. Easy-to-read typo: curing pecking expectation spots
4. Disyllabic words: only (zhι, one; Zhǐ，only)
Dry (gān, clean; Gan, trunk)
Don't (bié, respectively; Biè, embarrassed)
Evil (thulium, disgusting; Se, fierce; W u, damn it)
Memory song formula: bad words hurt people, you want to spit out your heart.
It's really hateful (W u), and evil thoughts are hidden deep.
5. You should be able to write:
(1) correct writing: easy to write typos.
(1) Guiding writing words: Doctors should not be odd seven stars.
② Guide the order of "disease and medicine"
(2) Beautiful writing: classified guidance according to writing rules.
Guiding points:
Disease: semi-closed structure, don't forget two points of water next to the word disease, and it should be long. The first stroke of the word "C" should be short.
Doctor: When writing from top to bottom, the last stroke of "vector" is "three".
Odd: The last stroke of "big" is "three". Pay attention to the order of "can". When writing, it is narrow at the top and wide at the bottom, especially highlighting the long horizontal.
Dry: the first stroke. The second horizontal length is written on the horizontal centerline.
Seven: the first long horizontal stroke. When writing, the left is low and the right is high. The pen starts below the horizontal centerline and ends above the horizontal centerline. The vertical hook is written vertically on the vertical centerline.
6. Words to be accumulated:
Cotton, cure, hate, aphids, hope, air, others, help, sudden, surprise, spots, ladybugs, green, spit, Snow White, grinning.
(2) Focus on reciting content: be able to read the text correctly and fluently in Mandarin; Can recite the fifth and sixth paragraphs fluently.
Second, understanding and application
(A) to understand the meaning of words
1. What needs to be understood: the damn aphid hopes that the trunk will suddenly be lit by the ladybug.
2. Methods of understanding the meaning of words: understanding the meaning of words according to pictures, understanding the meaning of words through actions, understanding in context and demonstrating by courseware.
(2) Key issues:
Why don't swallows, woodpeckers and frogs treat cotton girls? Who finally cured Cotton Girl's illness?
(3) sentence imitation (or sentence making) training:
Green leaves, green leaves, green leaves, green leaves
Snow Cotton, Snow White, Snow White, Snow White
Bright red, bright red, dark, dark, blue, blue
Third, emotional experience.
I like reading books, and reading fairy tales comes from my heart. Have a strong interest in scientific common sense, and have a desire to observe, explore and discover the scientific common sense around them.
Hope, establish the consciousness of protecting beneficial insects.
Teaching focus:
1. Read, write and read sentences with exclamation points.
2. Recite paragraphs 5 and 6.
Teaching difficulties:
Know birds and insects that are useful to human beings.
Teaching preparation Teaching preparation: teachers (the routine preparation method of senior one:)
1. Mark the natural paragraphs of the text as much as possible. Signs (seven natural segments)
2. Read the text at least three times with the help of Pinyin, and try to read the correct pronunciation and fluent sentences. read
3. Circle the rhymes that appear in the text. circle
Draw the words with "-"in the text and read them three times. support
Spell the new words correctly with the help of Pinyin, and try to form a word three times. admit
6. Carefully observe the new words in Tian Zi Gerry, pay attention to the position of each stroke in Tian Zi Gerry, and empty the new words according to the stroke order above Tian Zige.
Part II Design Description
Reading teaching is a dialogue process among students, teachers and texts. This point is clearly pointed out in the Chinese curriculum standard. This kind of dialogue is first of all a reading practice, which allows students to fully read, feel the whole in reading, feel things in reading, cultivate a sense of language in reading and be infected by emotions in reading. The article "Cotton Girl" tells us a vivid fairy tale: There are many aphids on the cotton girl, and swallows, woodpeckers and frogs are all "willing but unable". Finally, the ladybug Seven Stars cured the cotton girl's illness. This text is about science around us. Language conforms to children's characteristics and has a strong enlightening effect on students' understanding of scientific knowledge. According to the characteristics of the text and the importance of reading, the teaching design of this course strives to realize the learning mode of "autonomy, cooperation and inquiry", focusing on reading, emphasizing the process of students' autonomous learning, and at the same time allowing students to link Chinese with other disciplines according to their own experience, expand their thinking and experience the emotions contained in the text.
Preparation before class
1. Making multimedia courseware; Make pictures of cotton women, new word cards, cotton women's headdresses, swallows, frogs, woodpeckers and ladybugs; Find information about ladybugs and other friends of human beings-beneficial insects. (teacher)
2. Preview the text, spell new words and read the text aloud; Understand the characteristics of small animals mentioned in the article. (student)
Class arrangement
2 class hours.
teaching process
first kind
First, talk about it and do it well.
1. Students, today the teacher brought you a new friend. Who is she? Look, how beautiful the girl selling cotton is! Who will praise her? Yes, the cotton girl is white and tender, wearing a green skirt, how beautiful! Let's call her by her name in a friendly way! (Title on the blackboard: Cotton Girl)
2. Remember "Mian" and "Niang". Where have you seen these two words? What do they have in common?
Design intention: It is intuitive and can attract students' attention by focusing on the thinking in images of junior students and introducing new lessons with pictures in a dialogue way. Let students carry out the activity of "praising cotton girl", let students feel the beauty of cotton girl, and pave the way for writing about cotton girl's illness and treatment.
Second, stimulate interest in learning, the overall perception
1. Students, please look at these two pictures and tell me what happened to the expression of the cotton girl. Show the sad and happy pictures of cotton girl. )
2. Yes, the cotton girl in the first picture is sad. The cotton girl in the second picture smiled happily. Cotton girl from sadness to happiness. What happened? Let's look for the answer in the text.
3. Communication: What do you know?
Random word cards: cure disease, swallow, others, trunk, sudden, surprise, seven, ladybug, green, spit out, laugh.
(1) Students are authorized to read.
(2) deskmate, you mean that I read the new words "cure, swallow, don't, dry, natural, strange, beautiful, ladle, green, vomit and pull" in cooperative learning, and found the most suitable method of literacy by myself.
4. Read the text freely.
Design intention: Reading comprehension is difficult for first-year students. This lesson starts with pictures and questions to help students understand the key parts of the text. After perceiving the content of the text as a whole, let the students communicate what they have learned after listening to the old teacher read aloud, and recognize the new words in front of the camera, so as to organically combine the understanding of words, words and sentences with reading comprehension.
Third, read the text and remember new words.
1. What should I do to read the text correctly and smoothly? Ask others when you meet unfamiliar words, read difficult sentences several times, and pay attention to the pause ...
Did you encounter any difficulties when you were studying just now?
(1) Paragraph 1: What are the words in this paragraph? Can everyone understand it?
The second sentence: read the word "cure" and remember "cure".
Read paragraph 1.
(2) Are there any difficult sentences?
"We have seven spots on our bodies, just like seven stars. Everyone calls us ladybugs. " (Read by name, read all at once)
There are many key sentences in the text. Can you read them?
Show the sentence: (1) "Please help me catch pests!"
(2) "Sorry, I can only catch airborne pests. You'd better ask someone else for help! " (Read by name)
You're amazing. You can read all the difficult and important sentences. Is there a problem reading the text together? Now read it. The teacher believes that you will read better this time!
5. Read the text by name according to the natural paragraph.
Design intention: The design of this link is to integrate "grasping the text as a whole and reading guidance". Students can roughly understand the content of the text by reading it smoothly. The most important thing is to put the learning of new words in a specific context and integrate it into the process of reading comprehension, which improves the learning efficiency.
Fourth, a variety of ways to consolidate new words
1. Remember "Yan" and "Park".
(1) Two of the new words we are going to know today are particularly difficult. (Yan, Piao) Who has a good way to help you and tell us how to remember them?
(2) Student group analysis.
2. The new word dolls are glad to see that everyone knows them. They want to play the game of "word seesaw" with everyone: seesaw, here, one side is high and the other side is low. ...
Words: cotton, girl, cure disease, swallow, others, trunk, suddenly, surprise, seven, ladybug, green, spit, laugh.
Design intention: The characteristics of this link design are: creating rich teaching situations, stimulating students' interest in literacy, and allowing students to play while learning.
5. Observe carefully and write carefully.
1. Today we will learn to write seven new words: disease, medicine, parting, dryness, strangeness, star and seven.
Please have a look and pay attention to the case of each word.
Please observe carefully the position of these words in Tian Zige.
4. Normal writing, emphasizing the stroke order of "illness".
Please draw one and write one.
6. Show students' works and give timely evaluation and encouragement.
Design intention: Writing teaching is an important part of Chinese teaching. In view of the characteristics of junior students' young age, students are required to write compositions in each class, which not only embodies the teaching principle of combining reading and writing, but also completes extracurricular homework in class, reducing students' academic burden.
Second lesson
First, know the new words and review the introduction.
Students, last class we learned the text "Cotton Girl" preliminarily. Today, the cotton girl came to visit everyone again. Let's affectionately call her "Cotton Girl"!
1. Cotton girl also brought a lot of cotton babies! Show me the new word cards with cotton patterns. She wants to test everyone. Whoever can recognize the new words, I will give him this cotton baby award. Show the new word cards, read them by train and form words. )
2. Read the names of new words and choose your favorite words to say a sentence.
3. Read the full text by name and read it correctly and fluently.
Design intention: Review and consolidation is a practical and good method to improve teaching quality, which can make students feedback knowledge in time and strengthen their understanding and memory. At the beginning of teaching, I arranged some teaching activities, such as recognizing new words cards, reviewing new words, taking students to read the full text, etc., to consolidate students' mastery of new words, and to stimulate students' enthusiasm for learning by rewarding cotton babies, so as to lay a good foundation for later learning.
Second, create a situation to stimulate the introduction of interest
1. You mastered it so quickly. Teacher Cotton is so happy to see such a capable student. Look, everybody. (Show a picture of smiling cotton. ) How happy the cotton girl laughs!
However, a few days later, something unfortunate happened. Show pictures of sick cotton. What about the cotton girl at this time? Who did this to the cotton girl? Aphids are round and small, but in fact, aphids are natural enemies of many crops. They specialize in sucking plant juice. If you are a poor cotton girl, now many aphids are sucking your juice, what do you want to say most?
Can you use the words "disgusting, hateful, aphid, hope, cure"? Use as much as you can.
It's amazing that you told all the unfortunate experiences of Cotton Girl. Show me paragraph 1 of the text. ) Let's read it together. (Students read the text)
Design intention: People say that interest is a teacher. In this teaching session, students practice speaking with given words, expand their imagination, put themselves in the sick cotton girl's shoes and say what she wants to say, thus arousing students' desire to continue learning.
Third, focus on reading, understanding and feeling.
(A) the problem, the overall perception.
Show the first illustration: what a poor cotton girl!
Students, have you always been sick? Let's talk about our illness experience and think about how cotton girls feel when they have a lot of aphids. There is a saying that best reflects the cotton girl's mood now. Which word is it? (Hope) Who can read the cotton girl's mood at this time? (Students read)
What is she looking forward to most? What do you want most? What do you want most? Yes, how she longs for a doctor to treat her! Who does she want to see most now?
1. A guide to reading words that describe the psychology of cotton girls.
Can you change "hope" into another word without changing the meaning of the sentence?
3. You also have the most promising things, right? Who can say a word with "hope"?
(B) the combination of graphics and text, role reading.
Such a miserable cotton girl, how I wish a doctor would treat her! There are some famous doctors in the animal kingdom. Please read paragraphs 2 ~ 5 freely, and draw a line with the doctor that Cotton Girl invited to help her cure. Who finally cured her of the disease?
1. What doctors have treated Cotton Girl? Read paragraphs 2 ~ 4 of the text and give the answers.
Language training: Try to say "Who does Cotton Girl ask to help her catch aphids" in one sentence? Show the courseware and guide the students to practice oral English in the sentence pattern of "Cotton Woman asks _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ )
2. Introduce swallows, woodpeckers, frogs and their contributions to human beings through pictures.
3. Instruct to read aloud the dialogue between Cotton Girl and Swallow.
4. Practice in groups, and read aloud the dialogues between Cotton Girl, Woodpecker and Frog in different roles.
5. Teachers' situational guidance.
Introduction: The girl selling cotton waited and waited, and finally Dr. Swallow came. She was really happy and thought, finally, a doctor came to treat me, and I have hope. She said to Dr. Swallow very politely ...
(refers to two students reading Cotton Girl and Swallow respectively. )
Doctor Swallow flew away embarrassedly. Cotton girl is very sad: I finally waited for the doctor, but there is no way to cure my illness. Is my illness really incurable? Oh, there, here comes Dr. Woodpecker. Maybe he can cure me. I'll ask him. ...
(refers to two students reading Cotton Girl and Woodpecker respectively. )
Dr. Woodpecker is gone, too. What can we do now? My body is getting more and more painful, and the hateful aphids are still desperately sucking my juice. I think I'm going to die. Suddenly, Doctor Frog jumped in. Oh, maybe he is my hope. I was so happy that I quickly stopped him. ...
(refers to two students reading cotton girl and frog respectively. )
Swallows are gone, woodpeckers are gone, and frogs are gone. With so many doctors here, my illness can't be cured. It seems that my illness is incurable. ...
6. Instruct to read aloud the dialogue between the cotton girl and the ladybug.
7. Read the last paragraph together.
Design intention: Reading comprehension is difficult for first-year students. This link makes full use of the illustrations in the text to guide students to associate according to the given words. Through various forms of reading aloud and using different tones, help students understand the cotton girl's eagerness to treat her disease and the different psychology of swallows, woodpeckers, frogs and ladybugs. Promote speaking by reading, replace speaking by reading, and deepen understanding in reading.
Fourth, class summary and cooperative performance.
1. Choose students who have read aloud in groups and put on headdresses for role performance.
2. Summary: In fact, there are many beneficial insects and birds in our daily life. They are an indispensable part of nature and our good friends. We should take good care of them!
Design intention: Easy, interesting and ingenious performances make learning interesting and vivid, and promote the consolidation of what students have learned through performances.