Excellent teaching design of primary schools draws lessons from a teaching goal;
1. Read and recite the text correctly, fluently and emotionally.
2. Guide students to read independently by self-study and using the literacy methods they have mastered. They can know five new words, 1 polyphone, write four new words, look them up in a dictionary and understand words in context. Accumulate words independently.
3. Understand the thoughts and feelings contained in this poem. Stimulate students' thoughts and feelings of loving life and nature by learning the text.
Teaching emphases and difficulties:
Read aloud with emotion, understand key words and sentences step by step, and experience the thoughts and feelings contained in poetry.
Teaching preparation: multimedia courseware
Class hours: 2 class hours
first kind
First, the introduction of new courses.
1. Li Shangyin of the Tang Dynasty once wrote a poem describing the scene of Chu Qing after the rain, and also left a beautiful poem that has been told through the ages:? The grass was drowned by the rain and finally got the love of God. The rain was sunny. ? Modern poet Dai Wangshu also wrote such a poem. Today, we will learn this poem "When it's Sunny".
2. Read the topic and let the students talk about their initial feelings.
Second, reading the text for the first time
1. Read the text by yourself. Requirements: Read pronunciation correctly, read sentences, and draw new words and sentences that you don't understand.
2. Check the self-reading.
(1) Show new words, read aloud and remember. Requirements: Read the pronunciation correctly and remember the font clearly.
(2) Put forward new words and phrases that you don't understand and mark them.
(3) Read the name out loud and correct it. Reading fluency is required.
3. Understand the content of the text: start with the structure of the poem.
(1) Group discussion. (2) communicate with each other.
Third, read the text again.
1. Read the whole poem silently, think about which poems in the text describe the scenery after the rain, and draw key words while reading.
2. Read the whole poem and appreciate its beauty.
Fourth, homework
1. Write new words in red with pen and ink.
2. Read the text aloud.
3. Copy words.
Second lesson
First, review.
1. Dictate words.
2. Read the whole poem and talk about the scenery described in the article. (Teacher writes on the blackboard)
path
grass
feverfew
Papilio?
Second, explain the goal.
This poem depicts a fresh picture of a sunny day after rain. Let's continue to appreciate this painting, taste the language in the poem, feel the beauty in the poem and remember this poem.
Third, taste the poem and practice reciting it.
(1) Guide students to read poems.
1. Read the poem describing the name of this road.
2. Why is the path cold and gentle? Students discuss, report and communicate.
3. Guide students to imagine the picture.
4. recite poems.
5. Summary method:
(1) Read poems and understand words.
(2) Expand the imagination and reproduce the picture.
(3) contact accumulation, enrich the picture.
(4) Read aloud with emotion and practice reciting.
(2) Learn the text by yourself, and then exchange and discuss.
Which poem do you like? Tell me why. (In the discussion, guide students to combine key words) Further understand the beauty of poetry, imagine the picture and practice reciting.
(3) What other scenes did you see after the rain? Say it.
Fourth, read aloud and recite the whole poem.
Verb (short for verb) homework
1. Read and recite the text with emotion.
2. imitate the writing of this poem and write down what you observed after the rain cleared.
Excellent teaching design in primary schools draws lessons from the second teaching goal;
1. Read the text correctly, fluently and emotionally.
You can simply tell this story in your own words.
3, can contact the context to understand the meaning of the specified sentence.
4. Understand the content of the text and feel the sincere teacher-student relationship between Da Ma and the teacher.
Teaching focus:
Read the text with emotion, and you can tell others the story between Dalima and the teacher.
Teaching difficulties:
The ability to understand in context. Spring rain falls on the grassland, and also on the hearts of teachers and Dalima? The meaning of.
Teaching process:
I. Introduction of Ancient Poetry
1. Everyone has learned Spring Dawn. Shall we recite it again?
2. Reveal the topic. Throughout the ages, there are countless poems praising spring and spring rain. Today, what do we praise in this text?
Second, self-study the text and check the self-study situation.
1, self-study text requirements
(1) Read the text freely and make reading marks according to the requirements of after-class exercises 1.
(2) Contact the context or use tools to learn new words.
(3) Think about who the text is mainly about and what it is about.
2, check the self-study situation
(1) Show new words and let students read, discuss and take notes freely.
The teacher pointed out the main points.
Lip (chǘn) can't be pronounced as ch? N (morning) tired (studying? , don't read J? )
(2) Put forward words that you don't understand as appropriate.
(3) Who wrote the text? What happened between them?
Third, divide the text.
We learned several ways to divide the text into several sections in book seven, remember?
Please choose a segmentation method to segment the text.
Divide the text into several sections in the order of development;
Segmentation of text in time-varying order;
Text is segmented according to the order of position change.
Mark the paragraphs and think about the meaning of each paragraph.
According to different contents, divide the text into four paragraphs according to the following tips.
1. In class, Dalima didn't hear the teacher's question.
After school, the teacher made up lessons for Dalima and sent her home in the rain.
The next morning, Dalima took her teacher to school in the rain.
4. The relationship between teachers and students in Inner Mongolia prairie is like a continuous drizzle, nourishing the earth.
Fourth, learn the first paragraph.
1, read the first paragraph freely.
Let's have a look. What happened in the classroom during class? (or what about Dalima in class? )
Students may answer: Dalima didn't listen carefully in class and was found out by teacher Uhanna.
3. How did Teacher Wu Anna find out?
Students may answer: Teacher Wu found Lima's face from 42 pairs of eyes, a pair of distracted eyes.
(1) Do you understand? Distracted? Lack of concentration, distraction.
(2) What sentences are written in the article? Distracted? Do you understand? Wandering? .
(3) What words are used to connect the front and back parts? What does this sentence have to do with?
(4) understanding:? Did you find it? What inspiration did you get from it?
4. What will Dalima think when she is discovered?
Verb (abbreviation of verb) Learn the second paragraph.
1. Let the students read the third paragraph aloud. Some students thought: What did Miss Uhanna do when she made up lessons for Dalima?
2. How did Dalima repay Mr. Wu?
Students may answer: Dalima looked at the teacher's serious face and vowed in her heart that she would never let her heart run to the grassland again in class.
(1) Do you understand? Swear? Express one's determination solemnly
(2) If you were Darima now, how would you curse?
(3) Why did Dalima swear?
Students may answer: Did Mr. Uhanna find Dalima? Distracted? After confirming with questions, I didn't criticize her, but made up lessons for her after school. Although she is only teaching Dalima, Miss Wu is equally serious. This kind of education deeply touched Dalima. She is not only aware of her mistake, but also determined to correct it. So what? Swear? .
(4) How did Dalima do it?
Students may understand that she has printed everything the teacher said in her mind.
Guide:? Print? What do you mean? What can I exchange for it?
It's because Dalima listened to the class too carefully, and it was raining outside, so she didn't notice it.
4. Read by name, and then read together.
Dalima didn't see lightning or hear thunder, so what did she hear?
Students may answer:? Teacher, I only heard you give me a lecture. ? Yes, she only heard the teacher's hoarse voice and saw the teacher's dry lips. How did she notice the lightning and thunder?
(1) From this sentence, we can see how Dalima attends classes.
Where did you see it? Three? Only? The words can be seen.
2 from? A hoarse voice? And then what? Dry lips? You can see what Mr. Wu was like at that time.
6. Teacher Wu is so tired. How did she feel when she learned that Dalima didn't see lightning or hear thunder in class? (excited)
Guide: Why are you so excited?
7. Read aloud in different roles and experience Dalima's concentration and Teacher Wu's excitement.
6. Learn the third paragraph
1. After finishing class, it began to rain. How did Teacher Wu escort Dalima home? Find out the relevant sentences, read and think: What have you learned from it?
2. The students read aloud emotionally to understand the teacher's love for Dalima, who reported the teacher's love.
7. Learn the fourth paragraph
1. Read the last paragraph together and think: What's your question?
Students may question: how can raindrops fall in people's hearts?
2. Guide students to understand the context and life experience.
Guide understanding in communication
(1) Da Lima touched the dry clothes and leaned against the door, watching the teacher's back go away in the drizzle?
(2) The raindrops in the sky, falling on the grassland, are sprouting full of vitality. The raindrops in spring seem to fall in Dalima's heart.
Two? Raindrops in spring? What is the difference?
The characteristic of spring rain is to moisten things quietly, and the teacher's help to Dalima is a kind of understanding and respect, rather than yelling loudly, but to moisten things quietly; Dalima's gratitude to the teacher is not rhetoric, but pure love from the heart, which is also silent. Under the silent nourishment of the spring rain, everything germinated. Similarly, under the care and love of teacher Uhanna, Dalima has made progress and grown up. Teachers are like spring rain? Moisturize things silently? Our spirit has nurtured a new generation of the motherland, and the new generation can thrive.
Eight, summary, homework
Basic homework: tell the story of the text to your family.
Excellent teaching design of primary schools draws lessons from three teaching objectives;
1, can preview the text according to the four requirements.
2. Learn two new words in this lesson; Understand the meaning of six words, can you use them? Reality? 、? Not only that. Also make sentences; You can modify a paragraph and say why you want to modify it like this.
3. Understand the rapid development of TV technology and the names of four new TV sets.
Teaching emphases and difficulties:
Continue to implement unit training points; Understand the popular science knowledge of the article and appreciate the vividness and interest of the language of the article.
Course arrangement: 3 class hours
first kind
Teaching points: preview the text, read the text through, divide the chapters, read the first paragraph, understand? Every day? .
Teaching process:
First, the examination of questions causes doubts and thinking about problems.
1, blackboard writing: changing with each passing day
Tell me your understanding of this idiom. Use it to say a word.
2. Finish writing on the blackboard.
What did you do when you previewed the text? What did you get?
Second, preview the inspection and understand the general idea.
Check and communicate according to what the students talk about.
1, read through and get the gist. Read books at the same table and give advice to each other.
(1) where communication is difficult to read.
(2) Please tell me what you know about the text.
Help students distinguish? Television? With what? Television?
2. What reading symbols did you use?
Focus on implementation:
(1) Ask difficult questions.
Subparagraph (2).
Third, reread the topic and deepen your feelings.
1, through the preliminary understanding of the text content, and then look at the topic, do you have anything to say?
2. Which paragraph in the text generally explains the rapid development and changes of TV sets?
(1) Where did you learn it?
(2) Presentation: (Exercise 4 after class)
In these short decades, television has changed from silence to color. It can be said that it is changing with each passing day!
Discussion: What's wrong with this sentence? How to change it?
3. Read and summarize together. Which TV are you more interested in? Let's discuss it in depth next class.
Second lesson
Teaching points: read the second and third paragraphs, solve doubts and doubts, and imitate the paragraphs that are summarized first and then explained in detail.
Teaching process:
1. Memories: What interesting TV sets or televisions did the article talk about? What kind are you most interested in? Why?
Second, write instructions to understand the characteristics.
1, can you write a simple product description for it?
(1) Discussion: According to the information provided in this article, what can you write clearly in this product description?
(2) Requirements: The language should be concise and accurate.
2. Students read the corresponding paragraphs and try to write instructions.
3. Communication and evaluation. Teachers grasp the students' generalization of characteristics and give guidance.
Third, introduce products and express exercises.
1, these TV sets or TV types can't arouse people's much interest just by relying on this product manual. What should we do?
2. According to the students' suggestions, let the students choose one and introduce it in detail. Prompt students: You can choose the language in the article according to your own understanding, or introduce it creatively.
3. Students prepare.
4. Communicate with the whole class.
Fourth, use your imagination and imitate writing exercises.
1. After learning so many interesting TV sets or TV types, do you want to give it a try and invent a TV set with practical value and function?
2. discussion.
3. write it.
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