Teaching objectives:
1, learn new words, read the text with emotion, and understand the poem in combination with real life.
2. In reading the wind, the body will be naughty and lovely. In seeking the wind and performing the wind, the students' life feelings will be aroused, and the habit of careful multi-angle observation will be cultivated.
Emphasis and difficulty in teaching: learning new words and cultivating students' habit of careful observation.
Teaching preparation: courseware
Teaching process:
First, create a situation to stimulate the introduction of interest
Teacher: Do you like making friends, children? Today, Mr. Wu brought you a new friend, but this friend is very shy. It disappeared when I first entered the classroom. Let's go and find it together!
Show courseware. Teacher: Look, it is playing with the windmill! Listen, who is this? (Title: Wind)
This is everyone's new friend. Let's say hello to it! Reading problems. Courseware demonstration theme
Wind dolls like enthusiastic children.
Wind dolls like lively children.
Second, read and perceive first, and learn words and sentences.
1, Teacher: Hearing the warm greetings from the children, Wind Doll ran out happily. Look, the wind is blowing gently. Do you want to make friends with it? (Health: I think) However, the wind doll secretly told the teacher that if you want to make friends with it, you have to pass the baby pass. Are you confident to accept the challenge? Then how do you know the new words we don't know?
Student: Look at Pinyin.
Yes, asking others is also a good way to acquire knowledge.
It seems that you often look it up in the dictionary.
Teacher: Children, when studying, you should not only be serious, but also be good at summing up methods. That's why the teacher summed up some literacy skills for you: Pinyin Festival, asking others, guessing, and looking up the dictionary.
Let's read it.
3. Teacher: If you master these methods, it will be easier to pass the exam. Let the children use the method we just summarized to solve the new words you can't understand while reading the text. Raise your hand and tell the teacher when you have finished.
Teacher: Look at the courseware. Here comes the newborn. Who wants to challenge? (Courseware shows words: trembling, time, nodding, waves, games)
Teacher: It's amazing! Read aloud in a standard way. Can you read like him? Come along! (Find a good student)
4. Teacher: It's really good, but naughty wind dolls still want to test everyone. Who will read the first word of the courseware? (Different forms of reading: boys, girls, groups, like games)
5. The wind doll said, "You read so well!" Congratulations on making friends with it.
Third, read the text again and feel the content.
1, Wind Doll is very happy. It wants to play hide-and-seek with everyone. Look, it's hidden in a poem. Courseware, please take out your pens and use your favorite symbols to draw places where you can see the wind when reading.
Step 2 communicate and call the roll
Children, have you found the hiding place of the wind doll? Who wants to talk about it? you are here
(1) Health: I found the wind doll from the trembling leaves.
Teacher: You found its courseware from the trembling leaves. You are really an observant child. Teachers teach-leaves tremble. So how do leaves "vibrate"? Do you want to see them? Courseware? If your little hand is a leaf, think about how to tremble.
(Students try to do actions)
Ask two students to demonstrate and evaluate-the teacher demonstrates.
Teacher: Some students do this, (the teacher swings his arm greatly). Is this "trembling"?
Health: No.
Teacher: This is-swinging. Some students did the right thing, "trembling" should be like this. So how do you want to read this section?
Health 1: when the leaves tremble, they are lightly read.
Health 3: Read happily when you find the wind.
Teacher: Yes! So read slowly and quickly in the future. Let's try to read it!
Teacher (Introduction) The leaves are swaying gently in the breeze. (Group 1 and Group 2)
Teacher (Introduction) The leaves are like naughty children in the breeze. (Group 3 and Group 4)
Teacher (Introduction) How happy you are when the leaves are pushed around by the breeze! (read together)
(2) Teacher: Where else can you find wind dolls that love to run around?
Health: I found the wind doll teacher's blackboard writing from the tree nod _ _ _ _ tree nod.
Teacher: Yes, you see, the tree is nodding to you.
Who else will the trees nod to?
Health 1: The tree is nodding to the grass.
Health 2: The tree is nodding to the river. …………
What a polite wind! How do you read it? Read to your deskmate.
Who will read it? What do you think of his reading?
Health: I seem to see the little tree nodding and smiling at us.
Teacher: Let's study like her.
(3) Teacher: How polite! After walking through the Woods, where did the wind doll go?
Health: In the river.
Teacher: Where did you see it? Teacher writes on the blackboard _ _ _ _ Jiang Lang.
Teacher: Yes, it plays games in it. Who can remember "swimming" in the courseware?
Teacher: Who can tell me where the word "you" is most likely to be wrong?
Teacher: It is not easy to write the word "you" well. First of all, we should observe the position of each stroke of Tian Zige. Look who has a pair of golden eyes. Then see if there are any strokes of the center line.
Teacher: Show me. Little hand is going to write with the teacher. Pay attention to the left, right and middle, and write it thinner and more compact to look good. Pay special attention to the "sub" on the lower right. Started to describe in the book.
Sit down and tell the teacher after you finish.
Teacher: Have you ever played games? What games have you played? How do you feel when playing games?
Teacher: Where are the wind dolls playing? Let's take a look together. What do you think of the mood of the wind doll at this time? Who wants to read it and express the happy mood of the wind doll?
Teacher: After listening to this classmate's reading aloud, I seem to see the wind dolls playing happily in the water. Students, let's read this poem with a happy mood like this classmate.
Teacher: Teachers still have different ways of reading. Will you listen to me?
Teacher: Pay attention to what the teacher reads.
Teacher: What did you hear again?
Health; I know the wind is coming.
Teacher: You see, different people have different understandings, so there will be different interpretations. Read with your different feelings.
3. Teacher: We enjoyed the wind in three places just now. Do you want to keep this beautiful poem in your mind? Let's stand up and read poetry with our feelings and favorite actions. (accompaniment)
4. Another golden key to summing up observation.
Teacher: The wind doll is invisible and intangible, but children can find it through trembling leaves, nodding trees and the waves of the river. Thanks to the children's concern, we got another golden key to observation.
(Courseware presentation: Observe carefully and know how to connect with the things around you.
Fourth, find the wind to write the wind, enhance the experience and use the language.
Teacher: Wind dolls are naughty and lovely. Now use your little head. Where else can I know the wind is coming?
Health: Tell me about it.
Teacher: The teacher caught it when the wind came. Let's enjoy it together
Teacher: Having enjoyed so much wind, now let's be a little poet in the form of poetry, shall we?
Teacher: Who will say something? Student: Feedback.
Teacher: Let's write down our feelings. Is there a little poet willing to recite his poems? Ask two or three students to show it.
Verb (abbreviation of verb) abstract
1, classmates, today we found the wind, knew where it was, and made friends with him. In life, we should also be good at observation and discovery.
2. Appreciation of ancient poems.
Like a strong wind in spring, it blows at night,
Blow open the petals of ten thousand pear trees.
-Cen Can's Song of Snow White sent Tian Shuji Wu home.
In the wild wind in the vast sky, the ape is sobbing,
Birds fly over the clear lake and white sand beach and fly home.
-Du Fu's "Ascending the Mountain"
Sixth, the operation of small supermarkets.
Teacher: How mysterious the wind doll is! You let us know that you have been with us. What do you want to do most when you get home today after the students have learned this little poem? (Find the wind, draw the wind, keep a diary ...)
"Wind" Teaching Plan II
Teaching objectives:
1, can memorize new words scientifically. And can confirm reading in different language environments, pay attention to the pronunciation of words such as "this, rope".
2. Read the text correctly and recite the favorite parts.
3. Accumulate relevant vocabulary and learn about "each other" with the help of a dictionary; Contact the picture to learn about the "iron ring".
4. Be able to write Chinese characters in Tian Zige correctly under the guidance of teachers.
5. Understand the characteristics of the "wind" like a naughty child, and be able to play the child's imagination and exchange other characteristics of the "wind".
Teaching focus:
Be able to read 8 new words correctly and accumulate related vocabulary in the new language environment.
Teaching difficulties:
On the basis of repeated reading and literacy, I realized the naughtiness of the wind, and further realized the little author's love for the wind. On this basis, I began to remember while imagining.
Teaching tools:
courseware
Teaching process:
First, create a situation to stimulate interest introduction.
Solve a riddle
The cloud sees it give way,
Miaoer saw it bend down,
The tree saw it nod,
Flowers smile at it.
Students, have you seen what the wind looks like? But when the wind comes, we can feel it immediately. Want to make friends with interesting wind? Today, let's walk into the text "Wind".
Theme of blackboard writing
Second, the preliminary reading of the text, the overall perception
1. Read the text freely in your favorite way and read the new words circled before class several times.
You can ask your deskmate to help you read those unsolvable words.
3. Check the feedback.
Drive a train to read a word card.
When the trees move, the river will fluctuate.
4. Read the text freely and mark it. How many bars does this poem have?
5. Think about what you have read.
Third, combine reading with enlightenment and experience emotion.
1, learn the first section.
What sentences in the text let you know that the wind is coming? Please draw it with "-"
Health: I know from the first verse that when the leaves tremble, it means there is wind.
Blackboard: The leaves are shaking-the wind is coming.
Who can talk about the meaning of "tremor" with illustrations? What else can I change?
Birth 1 swing
Health 2 shake it.
Yes, the leaves kept shaking in the breeze. We seem to see green leaves shining in the breeze. Can you read your feelings?
(Read aloud with actions)
(Boys and girls competition)
No one has ever seen the wind, let alone me and you.
But when the leaves tremble, we know the wind is coming.
Teacher: Can you try to memorize it?
(Try again)
Conclusion: Students really know how to learn. Through our own efforts, we have learned the first part. Who can tell us how we learned the first part just now?
(biological test)
Now we teach ourselves 2 ~ 3 bars in the same way.
1) Show learning tips: (small blackboard)
(1) Read each section freely and explain what each section says with the help of the illustrations at the same table.
(2) Read what you have learned with actions.
(3) try to recite.
2) AC feedback part 2.
Read the second part by name
What did the second part say?
Health 1: there are ripples on the water surface, indicating that the wind is on the water surface.
Health 2: It is the wind that makes the calm water ripple.
Have you ever seen the ripples of the river?
Health 1: Just like fish scales.
What you said is really vivid. There happens to be a word called "shiny scales".
Health 2: I've heard of ripple, too.
The river becomes more beautiful because of the arrival of the wind, and small ripples prove that the wind is coming.
Blackboard: The river is gurgling-know where the wind is.
Who can try to read it?
Read the text and do ups and downs with your hands.
(Recite the second section)
3) Communication section 3.
What did you read in this section?
Health 1: Flowers nod, which proves that the wind is coming.
Health 2: The wind is coming to play games with flowers. The flowers were very happy and kept nodding.
Health 3: Flowers nod to show that they are blown by the wind.
Blackboard: Flowers nod-the wind is playing games.
What an interesting wind! Can you imagine what the flowers will say when they nod?
Health 1: Hello, Feng, we can play games again.
Health 2: Feng, you are so naughty.
Can you read naughty and lovely wind?
(Read Part 3 for students' performance)
Section 3 introduces
(Students recite)
Fourth, classroom exercises.
Imitate a poem
No one has seen the wind,
Needless to say, you and me.
But sometimes,
We know the wind.
Summary after class
What did you learn from this lesson?
homework
Finish the exercises after class.
Blackboard design:
wind
"Wind" Teaching Plan III
First, the introduction of blackboard writing reveals the theme.
Today, let's learn a text about the wind and see where the little author feels the wind doll. (Writing on the blackboard: Feng) Read the topic together.
Guide the students to use the word "wind" to form multiple words.
Second, read the text for the first time and feel the content.
1. Read the text in your favorite way, and pay attention to the correct pronunciation and sentences. Reading Thinking: Where did the little author feel the wind doll?
2, collective communication, roll call.
(1) You can feel the wind blowing from the trembling leaves. (written on the blackboard)
What does it feel like to guide the leaves to "vibrate" when reading the first section? Use body movements to help understand the meaning of "tremor". )
(2) The leaves are shaking gently. Is it windy?
(3) "leaves trembling" seems to be doing with us?
④ Read this section together.
(2) You can feel the wind from the tree nodding. (written on the blackboard)
(1) When students read the second section, the branches are nodding slightly. How can they just nod slightly?
If you are in this forest now, the wind is blowing gently, and the teacher tells you by gesture: Wow, the wind is coming. The child's body swings. Q: What should you do now? How do you feel? Understand that the wind is getting stronger and stronger.
(3) If the student can't answer, the teacher will guide him: What's the difference between the wind dolls and those just now?
(4) Read this passage in a competition between boys and girls. When the boys read aloud, the girls perform and then exchange roles.
(3) You can feel the wind blowing from the waves in the river. (written on the blackboard)
Read the third section. Imagine what game the wind will play with the water.
(2) How to read this section better? The teacher gestured while reading.
Students who like this section stand up and read while doing actions.
3. Summary: Wow! The little author is so careful! He felt the wind blowing from trembling leaves, nodding trees and the waves of the river.
4, that! Follow the teacher, let's feel the disadvantage together and read the whole poem happily!
Third, read the text carefully and exchange ideas.
1, find the same point: draw three paragraphs with ""for the same sentence.
(Students watch and report, courseware presents)
The first sentence of each part is the same.
(Students read, the courseware shows: "No one has ever seen the wind, let alone me and you." Read this sentence together. )
(Understanding "who" means "anyone". The wind has no color, no shape and no taste. He hasn't seen you or me. The wind is mysterious! Read this sentence again. )
(2) The same words are "But when" and "We know the wind has gone".
2. Teachers and students read the text in cooperation. Teachers read the same class and students read different classes. )
3. Teacher's summary: The wind is invisible and intangible, but when the leaves tremble, the trees nod and the river ripples, we feel the wind coming. Where else can you feel the wind? .
Write to them with the pen in your hand! The courseware shows the location of the forest police and its detailed communication address. )
Fourth, expand training and guide creation.
1. Find out where we feel the wind around us.
(Teacher-student communication, showing blackboard writing)
2. Contact with the wind everywhere in life. Teachers and students watch courseware together.
3, strive to be a little poet, students continue to compose poems.
Show sentence patterns:
No one has seen the wind,
Needless to say, you and me.
But sometimes,
We know the wind.
(Introduction: Students, this poem is too beautiful, but unfortunately it is too short. The teacher added another part to it. Do you think it's okay? "No one has ever seen the wind, not to mention you and me. But when the leaves on the local floor are flying quietly, we know that the wind is sweeping the floor. " Student, ok? Can you make it up like a teacher? )
4, the lens shows the work, and the teachers and students evaluate and modify it.
The blackboard shows:
The leaves trembled there.
The wind blew through the Woods and trees.
Rivers are flowing and the waves are rough.