The Color of Spring Rain
1. Situation Introduction
Students, spring has come, and naughty spring breeze dolls are blowing hard at the clouds, making the spring rain rustling underground. Moistened by the spring rain, the earth is quietly changing. For some unknown reason, a group of birds chirped and argued. Let's ask some students to read the text with music. Let's find out the answer from the text. (Encourage evaluation after reading) Who can tell me the reason for their argument? (They argue about the color of spring rain) Teacher's blackboard writing topic: the color of spring rain. Today we will continue to learn this lesson.
2. Feeling the content of the text
(1) Learning the first natural paragraph of the text and feeling the characteristics of the spring rain.
1. Please look at the screen and talk about the characteristics of spring rain. (small and dense)
2. Please read the first paragraph by yourself, experience the characteristics of spring rain and practice reading aloud.
please read and evaluate after reading.
3. Listen to the teacher and read, "Spring rain rustling, rustling, rustling ..." Choose the correct pronunciation.
students practice reading aloud. Read by name.
(2) Grasp the word "argument" and learn its meaning by combining the following.
1. Hey, what are the birds doing? Please find the dialogue of birds in the book and read it yourself.
2. which bird do you like? Read it to everyone.
Students read, and the teacher writes on the blackboard:
Little white dove is colorless
Little swallow is green
The color of spring rain
Little sparrow is red
Little Oriole is yellow
3. Please find a role that suits you in the group and read it.
4. Ask the students in the group to put on headdresses in different roles and report and read aloud.
5. Birds have different views on the color of spring rain, and they all think they are right, so the debate is fierce. What do you think of the reading of that group of students just now?
6. please feel the mood of the birds at that time, read the tone of the birds when they argue, and you can add action to read aloud.
7. Ask another group of students to put on their headdresses and do some exercises, and report and read aloud.
8. Please tell me what "argument" means. The teacher randomly dialed.
9. after listening to their arguments, I wonder who you think is right.
1. Who will say what you think? Please click on the computer in front of the screen and explain the reasons.
(For example, students think that Little White Pigeon is right, which can be known from their life experience. Why do sparrows, swallows and Oriole think that spring rain has different colors? If the students can't answer, they can discuss in the group.) Teachers can randomly give instructions according to different situations.
(3) The light rain kept falling, and the arguments among the birds attracted other birds to express their opinions.
Birds common to students appear on the screen, such as peacocks, woodpeckers, cranes and geese.
Please choose one of the birds and talk about the color of spring rain in your eyes. Let the students feel the beauty of spring colors they usually see.
(4) The spring rain keeps falling. Let's listen to what it says.
1. Play the tape and listen to the students read the last natural paragraph of the text.
2. Please open your book, read it by yourself, and think about why the spring rain is more enjoyable.
3. Understand the pronunciation of "Sasha Vujacic". Guide students to understand that when reading "Sasha Vujacic", the tone should be gradually strengthened.
4. Understand the meaning of the sentence "I am colorless, but I can bring beautiful colors to spring".
(Teacher's cue: The growth of plants is related to the spring rain. Under the nourishment of the spring rain, plants are green and flowers are in full bloom, and the earth presents a vibrant scene. Therefore, the color of spring rain is beautiful. )
Optional homework:
1. Practice reading the text with emotion.
2. Draw the beautiful scenery of spring with the brush in your hand.
3. Go to the park with my parents to find the colors of spring.
A courseware of "Color of Spring Rain" for Chinese in the second primary school
Design ideas
"Color of Spring Rain" is a text in the first group of the second volume of the first grade compulsory education curriculum standard experimental textbook published by People's Education Press. The text is both beautiful in quality and quality, and it uses anthropomorphic methods to write the characteristics of spring rain color mottling and its role in nourishing everything. According to the characteristics of teaching materials and children's psychological characteristics, in line with the fact that students are the masters of Chinese learning and the rich humanistic connotation of Chinese curriculum has a profound influence on students' spiritual field, we should pay attention to the spirit of Chinese edification and infection. In teaching, I closely follow the words of autonomy-cooperation-perception-accumulation, and strive to make students deepen their understanding and experience, gain ideological enlightenment and enjoy reading pleasure in order to enrich their language accumulation in active thinking and emotional activities.
Teaching requirements
1. Know 11 new words such as line and theory, and can write 6 words such as you and friends.
2. Read the text correctly, fluently and emotionally, feel the interest of fairy tales, and experience the changes that spring rain has brought to the earth.
3. Accumulate sentence patterns, recite what birds say, and use the spring rain () in (), and () in (). Talk about the color of spring rain in your eyes.
Teaching emphasis
Read the text with emotion and be able to express the color of spring rain in your eyes by using sentence patterns.
Teaching difficulties
Experience the changes that spring rain brings to the earth: colorless spring rain moistens the earth and makes it colorful.
Teaching process
1. Stimulate fun, create a beautiful environment, and reveal the topic
1. Play the music "Spring Rain Gently" (animation courseware).
2. Introduce passionately:
Listen, children! The spring rain is carefully underground. It fell gently to the ground, rustling sand, rustling sand, what a soft sound. Students, look! How beautiful the spring rain is. It falls to the ground like a thread spun by a girl in spring, rustling, rustling.
3. Today, we will learn the second lesson "Color of Spring Rain" (blackboard writing topic).
4. Read the topic together.
2. Read independently, read new words correctly and understand sentences
1. Please listen to the recording of the text first and point to the text while listening to see who listens most carefully and points most accurately.
2. Please read the text freely, circle the unfamiliar words, spell and ask questions. Read difficult sentences several times after consulting at the same table.
3. read new words by driving a train.
4. Read the text by name and section. Correct mistakes in time according to the students' reading aloud.
Third, read by yourself in doubt, and initially perceive the color of the spring rain and feel the form of the language
1. Show the words:
Debate (read the words by name)
2. Show the sentences:
After listening to everyone's argument, Chunyu is even happier, rustling, rustling.
read sentences freely-all at once.
3. Read the text in combination with this sentence and think about the following three questions:
(1) Who do you mean?
[2] What are they arguing about?
(3) What was the result of the argument?
4. Communication:
Let the students talk and paste the pictures prepared in advance on the blackboard.
Little Swallow Green
Little Oriole Yellow
Sparrow Red
Fourth, read aloud, feel the beauty of spring rain, and realize the beauty of language
1. Practice reading aloud in groups of four:
Transition: The birds who participated in the debate came to our classroom. They want to choose smart and capable children among us to speak for themselves. Who wants to be their representative? They decided to select on the spot.
First, read aloud in groups of four, and recommend outstanding representatives to participate in the selection.
2. Read aloud and show, and select representatives:
Teacher: What color do I announce the spring rain is? The argument begins now! Please swallow first!
Teacher: Little Sparrow can't wait to speak. Please ask the representative of Sparrow to speak.
Teacher: Little Oriole is anxious! Please speak!
3. flexibly guide students to read the roles according to their reading situation:
(1) guide them to read the tone of the argument: the sparrow is wrong, the Oriole is wrong, and it is wrong.
⑵ green, what a vibrant color. How well does the swallow read green? Will you teach us?
(3) Experience the beauty of language and read colorful spring.
4. According to the delegates' reading aloud, show the corresponding sentences and rewrite them in the form of poems:
Spring rain is green. Spring rain is red. Spring rain is yellow.
Spring rain falls on the grass, on the peach trees and on the oil fields, and
the grass becomes green. The peach blossom is red. Rape flowers are yellow.
The spring rain falls on the willow branches, the spring rain drops on the cuckoo bushes, the spring rain falls on Pugong, and
the willow branches are green. The azaleas are also red. Dandelion flowers are yellow, too
5. Guide the students to read aloud and read the charm of the poem:
Experience the subtlety of falling, pouring, sprinkling and dripping in repeated reading.
6. Read the text with emotion:
Read the text in groups and boys and girls in groups.
7. Guide reciting and accumulate language.
5. Expand arguments and gain experience in language expression
1. Create situational communication and provide a platform for students to interact with each other:
Use the sentence patterns of birds to express the color of spring rain in their eyes.
teacher: the birds are arguing vigorously. At this moment, a lovely little squirrel came. The little squirrel said, you'd better ask the children. They read many books and are smart. They must know the color of spring rain. The birds thought it was a good idea, so they came. Children, are you willing to help them?
teacher: please tell these lovely birds the color of spring rain in your eyes without reservation!
2. Teacher's summary:
You are all right. Spring rain itself is colorless and transparent, but everything on the earth becomes colorful and colorful under the nourishment of spring rain, making spring more beautiful and colorful. Therefore, we are always looking forward to spring. Let's read this little poem with emotion again.
3. Finally, the text is expanded. The teacher asks the students to imitate and fill in this poem:
The colorful spring rain
The spring rain is _ _ _ _ _. _ _ _ _ _ The spring rain is _ _ _ _.
Spring rain _ _ _ _ _ to _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _. _ _ _ _ _ is _ _ _ _.
the spring rain is _ _ _ _ _. _ _ _ _ _ The spring rain is _ _ _ _.
Spring rain _ _ _ _ _ to _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _. _ _ _ _ _ is _ _ _ _.
6. Consolidate new words and learn to write
1. Consolidate new words:
(1) You mean I can read new words:
Yes, yes, yes, that's _ _ _.
wrong, wrong, wrong, not _ _ _.
(2) Send a friend with new words home by double-track train: one reads new words, and the same table composes words for this new word.
2. Writing:
(1) I can write:
First, divide these six words into three groups:
Alone: You
Stranded: Red and Green
Grass prefix: Flowers and Plants
(2) Courseware:
You, girls, red and green written in the field.
(3) write one and find out the order of strokes. Then students draw red and try to write. Finally, write a communication and modify it.
(4) Focus on writing green:
The courseware demonstrates the order of green strokes, and pay attention to the four paintings on the lower left.
Design on the blackboard
Color of Spring Rain
Swallow, Green, Falling and Raining
Oriole, Huang, Sprinkle and Drip
Courseware of Color of Spring Rain
Learning objectives
1. Know 11 new words such as "line, theory" and can write.
2. Read the text correctly and fluently. Actively accumulate some words.
3. While feeling the changes brought by the spring rain to the earth, cultivate students' feelings of loving nature.
teaching focus
1. read and write.
2. Read the text correctly and fluently and feel the spring.
class schedule
2 class hours.
preparation before class
1. headdresses and pictures of swallows, sparrows and Oriole.
2. Word cards and word cards.
3. Courseware (scene diagram of the changes brought by spring rain to the earth).
Teaching process
First class
1. Stimulate interest and lead in conversation
1. Students, what do we call the spring rain?
writing on the blackboard: spring rain
2. According to your observation, say:
What color is the spring rain?
3. So what color is the spring rain? Let's look for it in the text together!
supplementary topic: spring rain (color)
2. Read the text aloud and learn new words by yourself
1. Read by teachers to get a preliminary understanding of the text.
2. Students are free to read, and they are required to read the pronunciation correctly and draw the natural paragraph number.
3. Read the text by name and section, and say: How does the text describe the spring rain?
4. Autonomous literacy communication:
Communicate the words you have known in the group and talk about your own literacy methods.
5. Check literacy.
Third, create scenarios to understand the text
1. Learn the first natural paragraph:
(1) Read each other at the same table and read by name.
(2) After reading this passage, do you know what spring rain is like?
Draw the appearance of spring rain on the board.
(3) Do you hear the sound of spring rain?
Imitate the voice: Sasha Vujacic
2. Show the last paragraph:
(1) Read in groups and in groups.
(2) who does "everybody" mean? What are we arguing about?
3. Speak while acting and understand the dialogue:
(1) Show the scene:
Tell me which birds are discussing the color of spring rain.
post pictures of three kinds of birds.
(2) What do they say?
draw what they say.
Please show three students their headdresses.
(3) Who heard it? What color did they say the spring rain was? What is their basis?
(4) Where can we see that they are arguing about the problem?
(5) Have you ever argued with others in your life?
try to read the tone of the argument. (Instruct reading)
[6] Read 3 ~ 5 paragraphs in groups.