Instructional Design of Earth Discourse 1 teaching material analysis;
Words of the Earth is the first text in Unit 1. This unit takes discourse as the theme, and arranges three texts to show students the function and charm of language in life from different aspects. Words of the Earth is a modern poem, which is divided into five sections. Poets personify the earth as a mother through personification, and transform their silent dedication into the language of poetry. The first four sections describe Mother Earth's love for seeds, birds, fish and grass respectively, and the fifth section is the summary and sublimation of the whole poem. Mother Earth regards all the living elves as her treasures, hoping to hide all the treasures in her body. The whole poem expresses Mother Earth's broad mind, motherly tolerance and love, and selfless dedication.
Analysis of school and students: Our school is in the urban area, and the teaching facilities are relatively perfect. Due to the long-term open education, students are not only active in thinking, but also have a cognitive concept of Chinese learning, strong oral expression ability and gradually improve their writing ability. Under the organization of teachers, they can carry out independent inquiry learning, exchange real-life events, find and ask questions from real life and real situations, initially have the ability to use Chinese knowledge and methods to solve problems, and have a strong sense of cooperation.
Teaching objectives:
1, know 3 Chinese characters independently, learn to write 5 Chinese characters, and focus on memorizing Swiss characters when reading.
2. Understand the meaning of words according to the content of the text and cultivate students' ability to understand words in context.
3. Be able to recite this poem with emotion, understand the whole poem and appreciate the selfless dedication of Mother Earth contained in the poem.
Teaching focus:
The first four sections of this text are very simple and easy to understand. Focus on understanding the fifth section. All living souls are my treasures. All the treasures are in my body.
2. Learn to imitate poetry and continue to write.
Teaching process:
First, the introduction of new courses.
1. The teacher wrote directly on the blackboard and asked: What is this word? What do you think of when you see this word?
When the teacher writes on the blackboard again, ask the students to think: Who will the earth talk to?
3. Teacher: The earth has a lot to say. Who did it talk to and what did it say? This is what we are going to learn today-the words of the earth. (Multimedia presentation of text content)
[Design Intention: This is a very personalized and broad question. Students have different ways of thinking and different answers. Introducing nature can stimulate students' strong curiosity. ]
Second, reading comprehension.
1, the teacher enjoys reading.
Teacher: Now the teacher recites this poem with music. Please listen and think: Who is the earth talking to?
Name the students to answer. (blackboard writing: seeds, birds, fish, grass)
[Design Intention: The most effective way to guide reading is model essay reading, which is very consistent with the characteristics of poetry. Reading needs to understand the artistic conception of poetry, the teacher's emotional mode reading, plus music, so that students can quickly enter the artistic conception of poetry and have an overall feeling of poetry. ]
2. Students can read poems and learn words by themselves freely.
(1) Free to read poetry softly. Requirements: Correct pronunciation and understanding of sentences.
(2) Contact the context and learn words from students with reference books.
(3) Check the recognition and understanding of new words in the same place.
(4) Communication with the whole class. Correct mispronounced sounds, such as snoring, spitting, driving, etc. Focus on reciting the word Swiss.
[Design intent: Grade four students have the ability to learn words by themselves. The design of this link aims to cultivate students' subjective consciousness and the ability to consult materials with reference books, which is in line with the concept of autonomous learning in the new curriculum. ]
3. Read the poem silently and understand the content.
(1) Read the poem silently and make some comments on the book. The content of comments can be students' understanding of this poem or their feelings after reading it, or they can be questions they don't understand.
(2) Students communicate in groups and teachers patrol for guidance.
(3) Communication with the whole class.
[Design intent: Give students enough time to read poems and make comments. Cultivate students' ability to find and solve problems independently and the spirit of unity and cooperation. ]
4. Read aloud in different roles and guide students to speak attentively.
(1) See what the earth wants to say to seeds, birds, fish and grass. And choose one of them to practice reading.
(2) Name four students and play the first four paragraphs of the text. Imagine that you are Mother Earth. What do you want to say to seeds, birds, fish and grass? Other students are seeds, birds, fish and grass. Listen carefully to the earth and see if you can understand what the earth wants to say to you.
(3) Students choose their favorite paragraphs, and then read the first four sections of the text. The teacher clicks on the relevant courseware (animation courseware is made in each class), and the rest of the students evaluate it after reading it.
[Design intention: Reading aloud in different roles, so that students can enter the context of the text, which can not only stimulate students' interest in learning, but also enable students to integrate their emotions while concentrating on speaking; Other students also learned to listen carefully in the process of participation; In addition, judging others also deepens your understanding of the text. ]
Third, transposition lyric.
1, (courseware presented) If you were a seed, a bird, a fish, a grass, or other creatures on earth, what would you like to say to Mother Earth after listening to her words? Can you tell your team members?
2. Four people cooperate and exchange, and teachers patrol and guide.
3. Communicate with the whole class.
[Design Intention: This seemingly simple question continues the previous link. When the same person plays the role of the earth to express words to each other, the other person can listen carefully. At this point, students can feel the influence of the earth's words on each other after empathy, that is, the function and charm of language. ]
Fourth, summarize and sublimate.
1, let's watch the last section together.
2. Think back to the truth of the earth just now. Can you feel how the earth wants to express itself? Guide the students to answer in the language in the text.
3. Random doubt: What does the ellipsis in the last sentence mean? There are also many creatures on the earth, such as fallen leaves and stones. )
4. Listen to the recording of the text, play the animation courseware, appreciate the poetry again and feel the broad mind of the earth.
[Design Intention: The last paragraph of the text is a summary and sublimation of the full text, which is intended to make students understand that everything the earth says is an expression to all creatures on the earth: you are all my treasures, and everything in my body is treasures. And through the understanding of ellipsis and appreciation of poetry, it paves the way for the following. ]
Fifth, promote writing by speaking.
1, (courseware presented) If you are Mother Earth, you must have a lot to say. Who else do you want to talk to? Please open your heart and speak out! (Students cooperate and communicate in groups. )
2. (Courseware demonstration) Imitate the structure and language style of the first four sections of the poem and write a short poem to tell what you want to say.
Show and communicate in class.
[Design intention: To promote writing by speaking is to let students realize a leap in thinking. This kind of training is closer to the poetic language and directly connects with the text content. Although it is difficult, the taste in the classroom is high, which is the real expansion of the language. ]
Sixth, after-school expansion. (Show courseware) Continue to revise your own poems after class and prepare for the evaluation and display in the activity class.
[Design intention: Stimulate students' interest in writing through evaluation, and cultivate students' ability of self-evaluation and self-correction. ]
General comments:
This teaching design actively advocates the new curriculum concept of autonomy, cooperation and inquiry. The whole design takes reading as the core, aiming to let students deeply understand the central idea expressed in the text through reading, and then effectively have a real dialogue with the text over and over again, and understand the poetic language in reading. Through different forms of reading, let students practice reading from the beginning-reading fluently-reading with emotion, and finally change from reading to speaking. Moreover, it is necessary to speak attentively and ask students to gain something in every conversation with the text, so that every reading can be timely and effective. Let students read the text carefully step by step, and then change from reading the words of the earth to speaking their own words, activate students' existing life experience and Chinese knowledge, promote writing by speaking, make them closer to the text, understand the center of the text, and feel the thoughts and feelings of the earth on everything. This kind of feeling can exist imperceptibly in children's hearts.
The words of the earth 2 teaching material analysis's teaching design;
Words of the Earth is a modern poem. The poet personifies the earth as a mother by personification, expressing the broad mind and selfless dedication of the mother earth. The language of poetry is popular and difficult to learn. While appreciating poetry, students can better appreciate the charm of nature and feel the interest of language. They can continue to say what they want to say to all the people she wants to talk to in the name of "the earth" or others. In other words, we can imitate the text and continue the content.
Analysis of learning situation:
After more than three years of study, students have developed a good habit of previewing before class. Most students can master new words in self-study and understand them in various ways. I also encourage students to express their personal feelings about a paragraph or a word in the text during self-study, and write it in a book to discuss and communicate with others. The students in our class like poetry very much, so there is no need to give them too many trivial explanations in teaching, so that they can feel and understand while reading. After learning, guide students to imitate writing, and then organize exhibitions to further stimulate students' creative enthusiasm.
Teaching objectives:
1. Be sure to read three new words in the text, master eight new words in the writing table, and focus on guiding the writing of "Rui".
2. Pay attention to reading aloud, feel the content of poetry, be able to read and recite with emotion, and experience the selfless dedication of Mother Earth contained in poetry.
3. Be able to follow the poem and express your thoughts and feelings independently.
Teaching preparation:
Teacher preparation: practice reading projection with music; Students' preparation for new words: read poems with emotion before class and learn new words and phrases by yourself.
Teaching process:
First, the introduction of heart-to-heart, emotional entry
The teacher writes "Earth" directly on the blackboard, which activates students' thinking and thinking: Students, what do you think of when you see this word?
(This is a very personalized and broad question. Students have different ways of thinking and different answers. Teachers should pay attention to guiding students' divergent thinking when answering. )
Then finish the questions on the blackboard, and then presuppose who the earth will talk to and introduce new lessons.
The students previewed the text. This question can help teachers check students' preview of the text. )
Second, reading the text, the overall perception
1, students are free to read the text and try to read it well.
2. New words show new words and new words.
Students read new words while driving a train. Students question whether there are words they don't understand.
3. Read the text and tell who the earth is talking to.
Third, read poetry carefully and appreciate it.
This poem is divided into five sections, and the first four sections are easy to understand. Therefore, reading should be put in the first place in teaching design, so that students can deeply feel the central idea expressed in the text through reading and have a dialogue with the text itself effectively and sincerely. Therefore, in the process of designing and reading poems, students can feel independently, express their feelings spontaneously and continue their feelings naturally through various reading methods and effective guidance. Design the following two links:
(A) into the role, to read the enlightenment.
1, the teacher shows the content of the text and reads it with music.
[Design intention: bring students into the situation and have a strong desire to read aloud. ]
Read the first four paragraphs of the following passage silently and see what the earth wants to say to seeds, birds, fish and grass. And choose one of them to practice reading. While reading fluently, try to understand the words of the earth.
3. Name four students and play the first four parts of the text. Imagine you are the earth. What do you want to say to your friends? Other students, you are seeds, birds, fish and grass. Listen carefully and feel with your heart to see if you can understand what the earth has said to you.
Choose your favorite passage and read it to your peers to see if your peers can understand what the earth wants to say. When reading, you can write down your feelings in one sentence or a paragraph and communicate with your peers.
Teachers guide students in time, and according to their understanding of poetry, guide students to speak with "heart", read attentively and communicate attentively. )
5. Read aloud by name on the basis of self-reading and communication.
6. Read the last paragraph of the text again, and then recall the truth of the earth just now. Can you feel what feelings the words of the earth want to express? How do you understand the ellipsis in the last sentence? What's the special meaning? Is that there are many creatures on the earth, such as …
[Design intention: The first five links are to let students practice reading from the beginning through different forms of reading aloud? Reading aloud with emotion will eventually change from reading to speaking, and it is necessary to speak with heart, which requires students to gain something in every conversation with the text, so that every reading can be timely and effective. Don't deliberately guide students to read aloud with feelings, just let students read the text attentively step by step, and then change from reading the words of the earth to speaking their own words, so that they can be closer to the text, understand the center of the text, and feel the thoughts and feelings of all hostile things subtly enter the children's hearts. The sixth link is intended to make students understand that everything the earth says is expressed to all creatures on the earth. You are all my treasures, and everything in my body is treasures. And through the understanding of ellipsis, it paves the way for the following continuation. ]
(B) with the help of text, transposition lyric
If you are a seed, a bird, a fish and a grass, what do you want to say to the earth after listening? Can you tell your team members?
[Design Intention: This seemingly simple question continues the previous link. When playing the role of "expressing words" to the other party, the other party can listen carefully. At this time, students can feel the influence of the words of the earth people on each other after empathy. That is to understand the function and charm of language. ]
Fourth, stimulate emotions and write a sequel to love.
1. After reading this text, I believe you can't help it. Do you want to talk about it? Open your heart to the people and things you want to say, and speak out boldly.
2. Also try to express your feelings with the related words "if" and "even if" in the text, imitating the first four paragraphs of the text.
(Here, students can be guided to continue to use the words of the earth to everything, and they can also talk about the words of everything to the earth; You can also leave the book and set your own goals. )
3. Students imitate the first four paragraphs of the text and write a short poem they want to say.
4. Communicate in groups and recommend an excellent poem.
5. The whole class exchanges the recommended poems, and the dissatisfied places are modified by themselves.