Swallow Train Courseware 1 Learning Objectives:
1. Know new words such as 1 1 "Europe" and "Zhou". Can write "Europe", "Europe", "Switzerland" and so on 14. Read and write the words "Europe", "Switzerland" and "comfort" correctly.
2. Read the text with emotion and understand the main content of the text.
3. Experience the relationship between bad weather, environment and people's dedication to love, and feel the expression effect of this writing.
4. Feel the love that runs through the whole article and enhance the awareness of protecting the environment and caring for birds.
Preparation before class:
1, new word card.
2.CAI courseware (snow map, text description).
3. Collect information about swallows from spring to autumn.
Teaching process:
First, the introduction of reading, revealing problems:
Students, we will continue to learn swallow training in this class. The students have all read this touching story, and there must be many questions lingering in your heart. Who will say something? Swallows are migratory birds. They can fly long distances. How to send it by special train? Please read the text with questions.
Second, the situation is difficult to create (the second paragraph: the environment)
1. Students can read the text freely. While reading, I thought: Swallows are migratory birds and can fly a long distance. How to send it by special train?
Organize communication. Why do you still send it by special train? Grasp the content of the text as a whole.
Yes! What trouble did these swallows encounter in the article? Please find out the sentences in the text and read them. Draw with wavy lines. (Students are free to read and sketch)
2. (Organize communication and show sentences in the process of communication) Cai courseware shows sentences: The local temperature plummeted and the heavy snow continued, and almost all insects were frozen to death. Swallows are very tired after a long journey, plus they can't find food, so they are hungry and cold, and they are on the verge of death.
3. What is this * * *? (two sentences). Come on, let's take a look at these two sentences and feel the trouble the swallow has encountered. Students can read freely. Who will share your feelings with you?
4. Organize communication: (1). I felt the weather was very bad at that time. From which words do you feel cold? The courseware shows the video of the snowstorm: Teacher's Narrator: Listen, the wind is blowing hard and the snow is falling. Thousands of swallows are cold, tired and hungry. They flew desperately in the snowstorm, but they couldn't fly. It seems that they are in a lot of trouble. Do other students feel differently? )
I think the swallow is in danger. How can (poor) be so poor? What sentences and words do you feel from the text? (CAI courseware adds "long journey" and "hunger and cold")
5. Teachers demonstrate reading (music). Students, before your eyes, what do you seem to see and hear? Guide students to expand their imagination. Students communicate freely: some are dying, and some are freezing to death.
6. What a poor swallow! Let's read it ourselves. Famous Exhibition: (Comment: What a pity! I can hear you feel sorry for them. I just feel a little cold. Who will try again?
7. Read aloud in class.
Third, read aloud with passion and feel love (paragraph 3)
1, lead: It seems that the swallow is in trouble. Life and death, so how do people do it?
2. Yes, people responded to the call of the government and immediately went to look for frozen swallows, so there was this touching scene.
Therefore, the government called on people to act immediately through television and radio to find the frozen swallows and send them to the railway station. After hearing the news, residents went out of their homes one after another, braving the chilly spring cold and the flying snow, stepping on hard mountain roads and looking for frozen swallows everywhere. " )
Please read this article freely. How did everyone do it?
4. Organize communication: Let students speak more and encourage them to speak in their own words. CAI courseware: the teacher points out the words and the words change color. Where did you know that people were out? It's good to grasp the key words and understand the text.
(The teacher opens the courseware: "Run, Hold and Step". ) Read the dotted words in the text and see what else you know. What else did you find? (organizational communication: go forward and hold a group to step on the spot: people are not afraid of cold and bad weather to save swallows. )
5. As the saying goes, it's cold in winter, and seedlings freeze to death in spring. People are not afraid of the cold, so they all come out to look for swallows. Do you want to see for yourself? (Courseware: Video)
6. What are you going to say? Talk about feelings all your life. Take this feeling to the text to read. (Students can read freely) (Read by roll) Who can use his own reading to show the scene that people are not afraid of the cold to save swallows? (The teacher guides the evaluation and guides the reading in the evaluation)
7. Let's feel what people have done to save swallows in such a bad environment. (read together)
Fourth, study with passion and sublimate love (paragraph 4)
Thousands of people are looking for frozen swallows everywhere. There are adults, old people and children your age. One of them is a little girl named Betty. Do you want to know her? Who will introduce little Betty? Please read Part 4. (Read the fourth section by name, and the CAI courseware displays the fourth paragraph)
Please read this paragraph by yourself. When reading, pay attention to which sentences move you most. Find out and look at it a few times. It is best to express your feelings by reading aloud.
3. Students can read freely. Read the name aloud and ask: What touched your heart after reading this sentence? Highlighting the danger of "crevices in the mountains" saved many swallows, without considering themselves at all. Evaluation: Yes, in this freezing weather, little Betty should have been protected by adults, but braved the cold to look for swallows. How touching. ) Come on, let's praise little Betty together. Students read in groups.
I can hear that little Betty "doesn't care at all". Why doesn't she care at all? How cold it is!
Look, she finally found a swallow. What is she saying to the swallow?
6. Create a situation and connect with reality: the poor swallow was saved. At this moment, you are in Switzerland. You watch TV in the shopping center and listen to the radio in the park. Come on, I'll interview you. What would you do? The temperature suddenly dropped, and I didn't wear much clothes. What would you do? It seems that you are in contact with little Betty. What do you want to say to little Betty?
What a touching scene! In the process of searching for swallows, there is more than one such touching story!
Verb (abbreviation of verb) develops harmoniously.
1. What a wonderful story people weave with love and affection. Thousands of swallows were saved. They got on a beautiful and comfortable special train and were about to leave Switzerland. Let's read the last paragraph of the text happily.
The rippling sea, lush forests and colorful flowers make Mother Earth look beautiful. Lively and lovely swallows, clever dolphins and kind and friendly people are playing on the sea under the blue sky. Life is so beautiful, and man and nature are so harmonious. (Play the song "Little Swallow")
Swallow Train Courseware 2 Learning Objectives:
1. Know new words such as 1 1 "Europe" and "Zhou". Can write "Europe", "Europe", "Switzerland" and so on 14. Read and write the words "Europe", "Switzerland" and "comfort" correctly.
2. Read the text correctly, fluently and emotionally.
3. Understand the content of the text, get the education of caring for animals, and experience the beautiful affection between people and animals.
Preparation before class:
1. New word card.
2. Flip chart or caption slide.
3. Collect information about swallows from spring to autumn.
Teaching process:
first kind
First, introduce problem-solving to stimulate reading interest.
1. Do you like swallows? Can you recite an ancient poem about swallows?
2. blackboard writing project, according to the question: what questions do you have when you see the project? What does "special train" mean? Why do you want to open a swallow train? ……
Second, since the enlightenment read by himself.
1. Read the text correctly and fluently. Know new words.
2. Read and think: What is the main point of the text? What did you learn from it?
3. Discuss in groups.
Third, the whole class reports and exchanges.
1. Read the text by name, and the camera will guide the reading.
2. Read new words by name, and be careful not to read "special" as ch ū; Don't pronounce "suddenly" as zò u; Don't pronounce "near" as Pí n.
3. communication.
(1) What does the text mainly say?
(2) What do people do for swallows? Through communication, students should fully grasp the content of the text. We can think from two aspects: first, the government (decision-making, appeal to the people, swallow train); Second, people (who have left their homes and tried their best to find them and made a special trip to see them off).
(3) exchange your own experience. Focus on understanding people's love for swallows.
(4) Read the text and think: How does the text write about people's love for swallows?
(1) the government's appeal;
(2) Briefly describe how residents do it;
(3) Write specifically how a little girl did it.
Fourth, guide reading aloud.
1. Whether people help swallows or help swallows, it all stems from one of the simplest and most sincere feelings, that is love! Where can I see "love" from the text? How can I understand this kind of love?
2. Focus on reading the third and fourth paragraphs.
(1) In the third paragraph, it should be that residents left home to look for swallows despite the bad weather and the difficult road.
(2) The fourth paragraph depends on the story of Betty, a little girl, looking for swallows with her parents regardless of danger and cold. Outstanding risks ("cracks between snow-covered mountains") saved many swallows ("one person saved more than a dozen"), and completely ignored himself ("face flushed with cold, hands stiff with cold, but didn't care at all").
3. Look at the pictures, guide the imagination, supplement the text in thinking and enrich the content of the text. Where did Little Betty find the swallow? How did she do it? What would you say?
(1) Practice speaking by yourself.
(2) naming.
4. Summarize and guide students to read the full text with emotion. What a touching scene! In the process of searching for swallows, there is more than one such touching story! What a wonderful story people weave with love and affection. Let's read the text again and experience the beautiful feelings between people and animals!
Fifth, copy new words.
1. Self-memory symbol. Put forward difficult words
2. Guide writing.
3. Students copy new words and words. New words: Europe, Switzerland, comfortable starting, special sudden trek, government snow rescue (copy content can be determined according to the specific situation of students. )
Second lesson
First, continue to guide the emotional reading of the text.
Second, create a situation and guide you to write what you want to say to Betty.
1. The train carries the rescued swallow and people's love for the swallow, and sails to a warm distance. What do you want to say to Betty after reading this story? Please write it down in a few words!
2. Students write independently.
3. Read, evaluate and modify by name. The evaluation should focus on whether the students are fluent in language and whether the words are accurate. Allow students to have different contents, as long as they are heartfelt and reasonable.
Third, exchange data collected and accumulated by students.
1. Sing some songs about people caring for animals.
2. Do you know such a story? Please talk about it.
3. Read poems about people caring for animals.
4. summary. There are many such stories. I hope every student can love animals and the environment like the hero in the story, and I hope this story is no longer news!
Fourth, assign homework.
1. Write the new words you think are easy to make mistakes several times.
2. Continue to carry out comprehensive learning activities to prepare for "oral communication" and "practice" of this unit.
Swallow training courseware 3 teaching objectives:
1, know Europe, Europe, etc. 1 1 new words, and write Europe, Europe, Switzerland, etc. 14 words. Read and write European, Swiss and comfortable words correctly.
2. Read the text correctly, fluently and emotionally.
3. Understand the content of the text, and experience the beautiful affection between people and animals.
Teaching focus:
Guide students to grasp the full text, understand the key words, experience the love that runs through the whole text, and enhance their awareness of protecting the environment and caring for birds.
Teaching difficulties:
Understand the relationship between the description of harsh climate and people's adventurous love, and feel the expression effect of this writing.
Teaching preparation:
Small blackboard (new words)
Teaching time:
3 class hours
first kind
First, affectionate introduction to stimulate interest in reading
Teacher: Do you remember the lesson of Swallow? Swallows bring us joy every spring. They come in spring and go in autumn. How many things will happen in this trek, and there may be many dangers! Today, let's read the text Swallow, which will definitely make you feel a lot! Write on the blackboard: 6
Yan Yu zhuan che
Second, read aloud and complete the following requirements.
1. Read the text correctly and fluently. Know new words.
2. Read and think: What did people do for swallows? What did you learn from it:
Third, report the exchange of self-study effect
1, read the text by name, and further guide the reading fluency according to the actual situation.
2. Know new words.
Keywords Europe, Switzerland, comfort, air conditioning, departure, special, long distance, sudden drop, fatigue,
Cold and hunger, warmth, government, ambulance, carriage, thank you.
3. Exchange ideas.
What do people do for swallows?
Tip: We can think from two aspects: A government (making decisions, calling people and sending them to special trains) B people (leaving their homes one by one, trying their best to find them and send them away).
According to your own experience, add appropriate words between people and swallows.
People → Yan Yu (Students can add words such as help, like, love and help according to their own feelings. )
Fourth, around love, reading discussion, emotional reading.
1, people save swallows: saving swallows comes from one of the simplest and most sincere feelings, that is, love for animals! Where can you see love from the text?
2, read the circle, discuss and communicate.
Guide students to understand people's love for swallows from two aspects.
It is noteworthy that the government has made a decision. (manpower, material resources and financial resources)
People try their best to save swallows. (adults and children, there are cracks in the mountains, regardless of themselves)
2. Focus on reading the third and fourth paragraphs.
( 1)
How do you think it should be read?
(2) Read by roll after practice.
(3) Review and read again.
3. Look at the pictures, guide the imagination, supplement the text in thinking and enrich the content of the text.
Where did Little Betty find the swallow? How did she do it? What would you say?
A
Practice speaking by yourself.
B
Say its name.
For example:
Little Betty looked down carefully as she walked, even under trees and grass. As if she heard the faint cry of a swallow, she quickly squatted down and poked it in the snow. Sure enough, in the snow nest under the tree, a pair of swallows nestled together and almost froze.
Dad, mom, I found two more! She shouted excitedly, held the swallows in her hands and warmed their cold bodies with the hot air in her mouth.
4. Summarize and guide to read the full text with emotion.
What a touching scene! In the process of searching for swallows, there is more than one such touching story! What a beautiful story people weave with love and affection. Let's read the text again and experience the beautiful feelings between people and animals.
Second lesson
First, read the text emotionally by name.
Second, show pictures, create situations and practice writing.
1, Teacher: The swallow train has left, and the swallow is safe, but the rescue of the swallow has attracted people's attention. Especially the lovely little girl Betty, who became a news person. People call or write to her one after another and tell her what they are talking about. What do you want to say to Betty after reading this story?
2. Students speak independently.
3. Name and evaluate.
5. Handwriting. Teachers patrol individual tutors.
Fourth, expand the exchange of materials accumulated in students' lives.
1. Listen to the song "The Story of the Red-crowned Crane" and show the lyrics. Do you know what the story is in the song? The teacher told a simple story about a girl who saved the red-crowned crane. )
2. Do you know such a story? Please talk about it.
3. Summary: There are many such stories. I hope all the students can love animals and the environment like the hero of the story, and I hope this story is no longer news!
The third category
First, learn new words and guide writing.
1, show new words to read aloud and form words.
2. Memorize glyphs independently and put forward difficult words.
Guide students to observe and find the structural features of new words, such as: Europe, Europe, Switzerland, Shu, Shu, sudden, involved, stepping and existing all belong to left and right structures, and opening, fatigue and loading all belong to semi-closed structures.
3. Guide writing.
Reminder: Shu should not be written as a spear; Don't write much if you take a half step right; Pay attention to the order of writing.
4. Write and copy words.
Second, practice reading the text with emotion.
Third, refine good words and sentences.