Spring came, and she came quietly to us like a shy little girl. The title of this paper is called us-looking for spring! Let's look around the campus, maybe we can find the grass just sticking out on the playground; Let's go to the wild, maybe we can find kites flying in the sky; Open the textbook, we will also find the shadow of spring in the illustrations of the text; Reading the text, we will feel that we are children who take off their cotton-padded jackets, rush out of the house and rush to the fields, realize the urgency of finding spring and feel the joy of discovering spring.
The language of the text is beautiful, full of children's interest and literary color. The author compares spring to a little girl. She is shy, so she hides. She is beautiful, with bright green eyebrows and colored eyes. She plays touching notes lively and skillfully, swings happily, shouts excitedly and laughs. ...
Have the children found spring? Where did you find it? How did you find it? Encourage students to read more books. "There are two kinds of wild flowers that bloom early. Are those the eyes of spring? " "Trees spit out small buds. Is that a note of spring? " ? After reading these sentences, we will feel endless aftertaste.
Analysis of learning situation:
Because this year's spring comes late, students can't be guided into nature before class and experience the changes of nature by themselves. However, children have a good desire to find spring, and have been exposed to articles describing spring before, and accumulated some good words and sentences. The combination of pictures and texts in class guides students to taste beauty and accumulate language in repeated reading. Expand knowledge after class, carry out Chinese practice activities, and cultivate students' feelings of observing life and loving nature.
Teaching objectives:
Knowledge and ability target: 1. Can know 9 new words and write 9 words. 2. Read and recite the text correctly, fluently and emotionally. 3. Experience the beauty of spring.
Process and method: Starting from the topic, guide students to find spring from the text and experience the characteristics of spring through reading, understanding and feeling.
Emotion, attitude and values: cultivate students' ability to observe and discover nature, and stimulate students' thoughts and feelings of loving nature.
Teaching focus:
Literacy, writing and reading the text with emotion are the key points of this course.
Teaching difficulties:
Experience the beauty of spring from the author's beautiful language and writing, and appreciate the interest contained in the article.
Teaching rules:
Teaching methods: "creating situational method, media-assisted method, demonstration reading method, guidance method" and so on.
Learning methods: "Discuss, read aloud, circle, read by since the enlightenment" and so on.
Teaching preparation:
1. Students preview the text.
2. Teachers prepare teaching courseware.
Teaching time:
2 class hours
Teaching process:
Second lesson
First, review and consolidate.
1. Read the words.
2. Show the text and read it aloud.
Second, read aloud.
1. Thinking: How do children find spring?
Students answer first: look, listen, smell and touch.
2. Where will spring be? Read the last paragraph together. Teachers and students
Expand the pictures I collected and some poems I thought of.
Third, practice reciting.
1. The teacher played a reading model with music. Students imagine the scene depicted in the text while listening, and then practice reciting in their favorite way (reciting on the blackboard, reciting with pictures, imagining the scene). )
Fourth, expand.
1. Show courseware: beautiful spring. Guide students to observe and communicate.
2. "Spring in My Eyes" Competition: Students choose one according to their own specialties.
Reading Spring: Choose your favorite passage to read the beauty of spring.
Speaking of spring: combine your own life practice and describe the spring you see.
Write about spring: write about your own discoveries in spring.
Draw spring: draw the spring you see and think of.
Play spring: Sing Haruka and dance spring dance.
Fifth, assign homework.
1. Choose your favorite words, sentences and paragraphs and accumulate them in your favorite way. Read, copy, write and recite. )
2. Recite the text.
3. Draw a picture of early spring in your own eyes and write about it.
Blackboard design:
Looking for spring
Grass, wild flowers, buds and streams
(Eyes) (Notes) (Piano sound)
Looking for the excellent teaching design of the second class of Spring 2. Review, import, review.
1. Review the text and tell me what the children found in spring.
Show what you learned in the last class.
(1) Words: Read and say which words do you think are well used in the text?
(2) Sentences: Show the sentences and let the students read and write them down.
We children, taking off our cotton-padded jackets, rushed out of the house and ran to the fields in search of spring.
Spring is like a shy little girl, hiding.
There are two kinds of wild flowers that bloom early. Are those the eyes of spring?
(3) Fill in the blanks:
Spring has come, we _ _ _ _ _ _ killed her, we _ _ _ _ _ _ killed her, we _ _ _ _ _ _ _ killed her, we _ _ _ _ _ _ _ _ killed her, and we _ _ _ _ _ _ _ killed her.
Second, consolidate literacy and guide writing.
1. Show the words you want to recognize, read the words by name or make sentences.
2. Show the model essay that you are required to write "Take off, freeze, flow, cotton, explore, shake and hide".
(1) Guide students to discover the structural features of these words (all words are narrow on the left and wide on the right).
(2) Observe carefully, and remind the other party of the noteworthy places when writing.
(3) Teachers should focus on guiding "exploration and concealment" and carefully analyze and guide the right half of "exploration" one by one. The bald cover should not be too wide, the dot is on the right side of the "small eight", and the word "wood" should be short and stretched. The seventh stroke of the word "Tibetan" cannot be highlighted, and the word "flower" is written in detail.
(4) The comparison between students' practice writing and model writing.
Third, accumulate independently and practice reciting.
1. Read.
Looking for willow branches, hiding.
2. See who talks a lot.
(1) Do "find and say" exercises after class.
(2) According to the appearance, fill in:
Concealing and concealing _ _ _ _ _ _ is serious _ _ _ _ _ _ _ _
_______________________________________
3. Select articles and accumulate independently.
(1) Show and read the most beautiful sentences or paragraphs you think, and talk about your experience after reading them.
(2) Choose your favorite words, sentences and paragraphs and accumulate them in your favorite way. You can read the back, the performance or the copy, or try to write it silently, and then let the students show and exchange their accumulated words or paragraphs.
(3) Practice reciting texts, practice reciting in groups, and introduce memory methods.
Fourth, transfer and use, and expand imagination.
1. Draw what you found in spring, and then write a sentence.
2. Play the song "Birds, Birds" and end the teaching in imagination.
blackboard-writing design
1 looking for spring
Saw grass, wild flowers and trees.
I heard the cuckoo in the stream.
Smell the flowers and the smell of spring.
Touched it Swing, swing, swing
Looking for excellent teaching design for the second class in spring 3-self-accomplishment
(a) Review and consolidation
1, read the new words.
2. Recite the first to third paragraphs.
(2) Literacy and writing
1, memorize "frozen, flowing" and review pictophonetic notation; Learn to remember "exploring" and review and change the notation; Memorize the "solution" and review the method of adding a word. Then practice word formation.
2. Writing instruction.
Show "Freeze, Flow, Explore, Shake and Solve"
(1) Emphasize key strokes and strokes.
"Shake" means to write "noon" first, emphasize "〡", and then write "∟〡". "
(2) Observe the bookshelf structure of Chinese characters and its position in Tian Zige.
① Group communication.
(2) Students write according to Tian Zige's model, and pay attention to the strokes of the horizontal and vertical lines.
3. "Look in the mirror". Compare your handwriting with the standard Chinese characters in Tian Zige to make it correct and beautiful. The teacher's casual guidance.
Reading and reciting
Students write in exercise books.
Compare with the same group and see who writes better.
Second, cooperation and exchanges.
Learn to read and write.
1, we found Miss Chun in the field, read paragraphs 4 to 7 by ourselves, and fill in the blanks orally in the group:
It's spring eyebrows.
(Early blooming wildflowers) are the eyes of spring.
(Bud) is the note of spring.
(Thawing brook) is the sound of the piano in spring.
How to put it another way? I feel that the grass buds are as sharp as eyebrows, and the wild flowers are like slowly opening their eyes. When the buds spit green, they look like jumping notes from a distance. When the thawed streams flow, they tinkle like singing spring songs. Combine the natural beauty of early spring with the accurate expression of language and writing, and feel the beauty of early spring and language. )
2. Read paragraphs 4 to 7 aloud and practice reciting.
Students fill in orally
Read aloud and recite.
Triple reading comprehension
1. What can you find this spring? In the long run, let the students drive the train and say: Where does spring come from? Can you write down the place where you found the spring?
2, sometimes a sentence can use a good word, this sentence is beautiful, look at the next question, the difficulty is increasing, but students should not be afraid, please see: spring comes to the field, rape blossoms. Spring has come to the grassland, and the grassland has turned green. Can you say something? Can you write it down? Division patrol guidance.
3. Would you like to show your work? Teacher and student evaluation.
4. Teachers also write sentences. Please read them. (showing the small blackboard)
When spring comes to campus, willows spread green and yellow leaves, just like little girls' braids and grandfathers' beards.
Read by name. Read together.
What do the students think of the teacher's writing? Students, evaluate it. Do the students know what tricks the teacher has in writing such an article? Look: What do yellow and green represent? (Teacher writes on the blackboard: color) What did the willow say when spreading its branches? When observing things, the teacher grasps the color and appearance of things, writes down the good sentences you have accumulated and the beautiful scenery you have seen, and adds reasonable imagination.
Looking for Excellent Teaching Design for the Second Class in Spring 4 [Teaching Objectives]
1. Guide students to know 9 new words.
2. Guide students to accumulate words such as "looking for, willow branches, budding, hiding, hiding, Ding Ding Dong Dong".
3. Guide students to read the text correctly, fluently and emotionally, recite the text, experience the beauty of spring and feel the charm of nature.
4. Cultivate students' ability to observe and discover nature, and stimulate students' thoughts and feelings of loving nature.
[Key and Difficult Points]
1, teaching focus:
(1) Guide students to know and use 9 new words in this lesson; Can correctly confirm the 9 words you know in reading class.
(2) Guide students to experience the vitality and beauty of spring and recite the text.
2. Teaching difficulties: guide students to understand key words and feel the beauty of early spring.
[Teaching process]
First, the introduction of new courses.
1, showing text illustrations: You see, spring comes quietly to us like a shy little girl. Where is Miss Chun? Let's go to the suburbs with the children in the picture.
2, blackboard title: looking for spring.
3. Introduction topic: What are you looking for? (emphasis on "spring")
Second, independent literacy.
1. Spell syllables and read the new words below the text correctly.
2, read the text, so that the pronunciation is correct, do not lose words, do not add words, pay attention to pause.
3. Mark the serial number of the natural segment.
4. Practice reading difficult natural paragraphs.
Third, group literacy.
1. Spell the syllables and read the new words under the text together. (accent)
2. Read the new words in I will recognize one by one. (literacy)
3. Communicate the methods of memorizing new words in I Can Write. (Recite words)
4. Show reading aloud. (read well)
Fourth, learn to read and write.
1, create a situation of "urging wild flowers to bloom one after another" and read.
(Show the words "shy, hide, hide, lean out, sprout, note, touch, magpie, take off, thaw, shed, cotton-padded jacket, wag its tail, wild flowers") I am confirming reading.
(Show the sentence: "Spring is coming." "Spring is coming!" "Spring is coming! Spring is coming! " ) I suddenly found that the bare wicker turned green and the winter jasmine had small buds. What was the mood? Read the sentences that best express your feelings at that time. Enter the role, awaken the silent spring in students' hearts, and naturally feel the beauty of language. )
3. Is the child in the picture the same as you? Read it! We children, taking off our cotton-padded jackets, rushed out of the house and ran to the fields to look for spring. )
(1) Write down "Tuo" with changes and remember "Cotton and Wild" with structures to form words.
(2) Read the sentences and choose the pronunciation for Ben according to your own understanding. (Ben bēn: Run; Run. Go straight to the destination. )
(3) "Rushing out and running" expresses children's eagerness, yearning and excitement for finding spring, because they love spring.
4. Read aloud the first, second and third paragraphs of the text.
We love spring, and when spring comes, we are excited and happy ... (read the first paragraph in the class); The fields in spring bring us endless fun, so ... (the whole class reads the second paragraph); In the field, the shy spring girl fascinated us ... (read the third paragraph in the class)
V. language accumulation
Recite the first, second and third paragraphs with emotion in the group.
Six, writing guidance
(Show "Take off, Cotton, Wild, Hide". )
1, emphasizing key strokes and strokes.
(1) "Wild", the order of the last three strokes on the left is "vertical, horizontal and vertical", the fourth stroke on the right is "dot", and the second stroke is "dot". Don't connect it with the fourth stroke.
(2) Both "inside" and "body" are left, avoiding "wild" and "hidden", and the strokes have changed.
2. Observe the bookshelves of Chinese characters and their positions in Tian Zige.
(1) group sending.
(2) Write according to Tian Zige's pattern, and pay attention to the strokes of horizontal and vertical center lines.
3. "Look in the mirror". Compare your handwriting with the standard Chinese characters in Tian Zige to make it correct and beautiful. The teacher's casual guidance.
Seven. distribute
1, recite the first to third paragraphs of the text with emotion.
Please look for spring carefully around like the children in the picture.
3. Read some poems and essays about early spring and accumulate good words.
Looking for the excellent teaching design of the second class in spring V. Review and lead-in:
Situational Literacy-Spring in Tibet
1, scattered flowers
Students can study with fallen flowers; Shame, cover up, hide, hide
[Courseware demonstration: flying words with new words in spring flowers are slowly falling (faster)]
2. Connectives
[Courseware demonstration: wild, bud, tree, grass, peach, branch, willow, flower, tender]
Step 3 find the scenery in spring
(1) Students are willing to choose scenery and find new words: exploration, wild flowers, buds and streams.
【 Courseware demonstration; Spring scenery hides new words, click Spring scenery to show new words]
(2) Can you speak in the above words?
Second, the overall perception-looking for spring
1, read with music and feel the spring.
【 Courseware demonstration; Play music with pictures of spring]
Teacher: Students, how do you feel after reading it? Miss Chun is like a shy little girl, hiding. Where is she hiding? Let's look for spring in the text and feel the beauty of spring!
2. Read freely and look for spring.
Teacher: Read the sentences you think are beautiful several times. After reading it, please read the sentences that you think are beautiful and share them with everyone.
(Students can read sentences freely)
Third, the reading experience-Wu Chun
1, according to the sentences found by the students, to guide reading comprehension.
Teacher: The sentences read by the students are really beautiful. The teacher also thinks some sentences are beautiful and wants to share them with the students!
Grass sticks out from the ground. Are those spring eyebrows?
2) One or two wild flowers bloom early. Are those the eyes of spring?
3) Trees spit out small buds. Is that a spring note?
4) Thawing brook Ding Ding Dong Dong, is that the piano sound of spring?
【 Courseware demonstration; Show the above sentences randomly and click on the key words to change.
3. Good reading becomes chanting.
Show the above sentences as a whole, fill in the blanks after reading and practice reciting;
Grass (), is that spring ()? () Wildflowers (), is that spring ()?
Tree (), is that spring ()? () Xiaoxi (), is that spring ()?
Courseware demonstration: show the above exercises and point out the words in brackets when students recite. ]
Fourth, imagine in reading-talk about spring
1, the teacher introduced the eighth paragraph: Spring is coming! We, we, we, we, we. She is-she is-; She, she.
2. Divergent fill-in-the-blank: Spring has come, we have seen ... we have heard ...; We smell ... we hear. ...
4. Imagination continues: Where is spring still? Please contact life, think about it and talk about it.
Verb (abbreviation of verb) expands independently-Zanchun
Teacher: The students said such beautiful sentences. You really look like little poets. If everyone looks at the words on the blackboard together, it will be a beautiful poem. Spring is still like a beautiful painting and a beautiful song. Let's praise it heartily! Work in groups and choose one independently:
1, write spring;
2. Draw a picture of spring;
3. Sing a song about spring.
Sixth, guide writing
Teacher: We praised the beautiful spring with words, pictures and songs. We should also write beautiful words to match the beautiful spring!
1, solution, leaf: suggesting the radical, the right is narrow and the left is wide, and the seventh stroke of "leaf" is mentioned.
Flow: It is suggested that the radical structure be narrow on the left and wide on the right, and it is suggested that the tenth stroke be written without leakage.
Freeze: it is recommended to be left-sided and left-right structure. (simple, simple explanation)
2, normal writing, the book is empty, painted red.
3. Show, comment and correct.
Seven. homework
1, extract the sentences you like in the text;
2. Recite the text.
Looking for Excellent Teaching Design [Teaching Objective] for the Second Class of Spring Sixth.
1, can recognize 14 new words such as "Tuo, Coat", and can write 9 new words such as "Chong, Xun".
2. Read the text correctly, fluently and emotionally, and pay attention to tone and stress.
Can you tell what spring the children found in the text is like?
[Teaching Emphasis and Difficulties]
1, students can read independently, read the text with emotion, and pay attention to tone and stress.
2. Can you tell what spring the children found in the text is like?
[Teaching time]
2 class hours.
first kind
teaching process
First, create situations and introduce new lessons.
(Play the song "Where is Spring") Where is spring? Today, let's look for spring together. (Title on the blackboard: Looking for spring, read the title together)
Second, read the text for the first time and read independently.
1, read the text freely, draw the new words in this lesson, mark the natural paragraphs, read the correct pronunciation and sentences.
2. Show new word cards. (Reading by train, focusing on the pronunciation of "cover, touch and tenderness")
3. Show the words in groups and read them by name. The teacher will read them.
Notes on thawing of cuckoo cotton-padded jacket buds
Touch it, hide it, hide it
Key guidance: the first group of words indicates the name of things, which can be combined with life experience to help students understand with pictures; The second group is verbs, which can be understood through action demonstration.
4, normal reading, students think: What is the spring that children find in the text?
Students can just say the relevant sentences they found in the text without making comments. )
Third, learn the text and feel happy.
1. Read paragraph 1~2 of the text carefully and think: What kind of mood do children have to look for spring?
2. Display 1 paragraph: Spring is coming! Spring is coming!
Thinking: Spring is coming, what can we do? Do you like spring? (Students discuss)
Read by name. Read the children's joyful mood when spring comes.
3. Read the second paragraph by name.
(1) What preparations did the children make when looking for spring? (Show the second paragraph, verbs are marked in red)
(2) Who can perform these actions? Who can read the excited and impatient tone? (indicating to stress the word indicating action)
Fourth, guide writing.
1, the courseware shows the new words "swing", "beg" and "apricot". Guide students to observe the occupation of new words and find the key strokes.
2, the teacher writes, and the students' books are empty. (For example, the "swing" is an up-and-down structure with a flat top and a wide bottom, and it is memorized by one plus one. )
3. Students make words and sentences orally.
4. Students are painted red, and teachers patrol and check.
Verb (abbreviation of verb) abstract
Spring hides around us. As long as you pay attention, you can find it. Next class, we will go to the fields to find spring and feel the happiness it brings us.
Second lesson
teaching process
First, check the import.
1. Review the new words and phrases learned in the last lesson. (Reading by train)
Miss Chun knew that we were looking for her to play games, but she hid. Can you help the teacher find her?
Second, learn the third paragraph, looking for spring
1, showing the first sentence of the third paragraph, and overlapping words are marked in red. Why did Miss Chun hide? (shy)
2. Read the name of the first sentence and use a gentle tone. (read by girls)
3. Xiu: "Let's look for wow carefully, look for wow." Did the children find it? Who can read the tone of patience and expectation?
Third, read the fourth to seventh paragraphs to find spring.
1, "We" searched for spring so carefully, what did we find? (student exchange)
2. Learn to use the following sentence patterns.
We found (), just like () in spring. (Show courseware)
3. Read these four paragraphs by name and think: Why is this metaphor?
Students communicate freely: "stick your head out" shows curiosity and surprise about the grass and realizes the benefits of the word "exploration"; "One Flower and Two Flowers" shows that the blooming wild flowers can't wait to open their eyes and see the world first; "Small shoots" and "notes" describe the shoots that trees spit out in early spring; "Ding Ding Dong Dong" and "Qin Sheng" describe the lively and unobtrusive features of early spring streams.
4. Discussion: What else can you find from spring? What can you compare it to?
5. Read aloud with emotion, read by name and read by train.
Fourth, learn the eighth paragraph and feel the spring.
1, all the boys in the class read the eighth paragraph.
2. How did "we" find spring? Where is spring? (Look, listen, smell and touch)
(1) Show the courseware and understand "smell" and "touch".
(2) What did "we" see, hear, smell and touch? (group discussion)
Read the last sentence by yourself and practice speaking as it is.
(1) Show courseware: We (saw) her swinging on a willow branch.
(2) Think about the ellipsis in the article: Where will spring be? Leave unlimited imagination and tell everyone that spring is coming and it is around us. Hurry and find it, echoing the topic of "finding spring". )
Read the last paragraph in the group match and compare which group reads better.
Verb (abbreviation for verb) expands accumulation.
1. What would you say if you wanted to praise spring in one sentence? (Students are free to answer)
2. Accumulate good words and sentences describing spring and an ancient poem describing spring after class.
Sixth, guide writing
1. Learn seven new words "Gu, Niang, Tu, Liu, Dang, Peach, Apricot".
2, exchange literacy methods, pay attention to difficult word guidance:
(1) Words with the same root: ancient-willow-peach-apricot.
(2) Contrastive literacy: Niang-Wolf Peach-Jump
(3) Key guidance:
Liu: When writing the word "Mao" on the right, be careful not to lose the word "skin" and pay attention to the difference between "Zi" and "Gan".
Swing: the upper part is flat and the lower part is wide. Pay attention to the writing of the second half of the word "soup". The last part is folded in half. Don't write too much and don't leave it out.
[Teaching Blackboard]
2 looking for spring grass eyebrows.
Wild flower eyes
Bud notes
Listen to the sound of the stream and touch the beautiful scenery.
[Teaching reflection]
At the beginning of the class, I played the song "Where is Spring", so that students could imagine the beauty of spring while listening. Combine the beauty of music with the beauty of language and pictures, so that students can enjoy words in beautiful scenery and stimulate their interest in finding spring. Later, I gave the class to the students, guiding them to find spring with simple questions, feeling the joy of finding spring with different reading methods, and fully combining their own life experiences to feel the author's emotions, guiding them to learn and feel actively.