Chapter 1
Teaching objectives:
Knowledge objectives: Learn the new words in this lesson, master the radical of the word "wild", and understand the words composed of the new words words.
Ability goal: Read the text aloud with emotion and recite the text.
Emotional goals: Understand the text content, experience the colorful childhood life of rural children, and stimulate students' love and yearning for rural life.
Important and difficult points in teaching:
Key points: Master the radical of the word "wild", read and recite the text with emotion.
Difficulty: Guide students to understand the text content by looking at pictures, and stimulate students' yearning for rural life.
Teaching methods:
Lecture method, reading method, situational method
Teaching props:
Multimedia teaching (PPT courseware)
p>
Teaching process:
First lesson
1. Introduction to the conversation, revealing the topic
1. Introduction: Who can tell me what if What do you usually do when you live in the country? (Student answer)
Today the teacher will introduce you to a new friend. Her name is Country Child. What is her life like in the country? What will she do? Let's study a new text "Country Child". (Teacher writes the topic on the blackboard—countryside children)
2. Explain the topic:
(1) The whole class reads the topic together.
(2) Emphasize that "countryside" should be pronounced softly.
(3) The countryside is the countryside, and the children in the countryside are the children in the countryside.
2. Read the text for the first time and clear up the words.
1. The whole class reads the text aloud freely, draws the new words in this lesson with a pen, and tries to read them.
2. Teach students vocabulary (teacher courseware shows new words and phrases)
(1) Students read the new words together.
(2) Teachers teach new words: Take the new word "Mo" as an example, let students spell the pinyin of "Mo", tell the radical and structure of "Mo", the order of strokes, and finally form words. .
(3) Read the new words (teacher demonstrates); ask individual students to spell them out.
(4) Remove pinyin and let students read it.
3.A Focus on explaining the radical "里" of "野" and let students give examples of the radicals of "野". (For example, Li, Li, Tong, etc.);
B Distinguish the difference between "huai" and "bad". (The bad radical is earth, the pregnant radical is 忄)
4. Read the phrase together as a class and then ask individual students to read it.
5. Ask students to be primary teachers to read new words and phrases. (Other students act as civilized listeners).
6. Ask the whole class to read the text freely and count how many sections there are in total (the teacher explains and guides students to understand the difference between poetry and text in dividing natural paragraphs. Poems generally do not have two blank spaces in front of them. , each section is aligned and parallel, with the main section being the main section, while the text generally has two blank spaces in front, mainly natural paragraphs), and is numbered.
7. Thinking: After reading the text, who can say in their own words what the text is mainly about? (Teacher guidance: mainly write about the colorful and interesting childhood life of rural children.)
3. Assign homework:
1. Copy new words and phrases, and use the new words practiced after class Trace red.
2. Copy the new words in "Country Child" from the first book.
Second Lesson
1. Review Introduction
In the last lesson, we learned the new words in this lesson. Let us all review the new phrases together. (Show the courseware—read it as a whole class). Do you want to know how country children spend their childhood? What skills does she have?
2. Read the text and analyze it in depth.
Read the first section
1. Who will read the first section of the text.
2. The teacher asked the student’s answer:
Teacher: Who “was the singing oriole in mother’s arms, and the blooming wild chrysanthemum on father’s back”? (The student teacher writes on the blackboard: Country children)
Teacher: Is this what happened when the country children were young or what they are talking about now? Which word can we tell from the text? (Zeng: This means once, past)
3. Guide students to talk about: Country children were once singing orioles in their mother’s arms, and wild chrysanthemums blooming on their father’s back.
4. Let’s talk about the sentences in detail: Introduction: Let’s take a look at what the country children were like when they were young?
(1) Guide students to feel their mother’s love. (Teacher guides students to answer)
(2) The whole class reads this sentence together.
Was once a singing oriole in mother’s arms
Teacher: What does a country child think of lying in mother’s arms? (The student’s teacher wrote on the blackboard: The singing oriole)
Teacher: Have you seen the oriole? Want to hear the song of oriole? (The courseware shows pictures and calls of orioles)
Teacher: Do you think orioles are beautiful? Is the singing cheerful? (Write on the blackboard: Sing for joy—Who will read this word and read out the cheerful rhythm.)
(3) Guide students to feel their father’s love. (Teacher guide student’s answer)
It was the wild chrysanthemum blooming on dad’s back
Teacher: How did country children play with their dads when they were young? (Students answer teacher’s blackboard writing: Wild chrysanthemums are in full bloom—guide students to look at textbook pictures to understand what wild chrysanthemums are)
(4) Instruct students to read softly when reading “Dad” and “Mom” aloud.
(5) Analyze the structure of the word "野". (The radical is inside, the structure is left and right, and the group words are: wild, wild chrysanthemum)
(6) Create a situation to let students feel what it feels like to lie in their mother’s arms and ride on their father’s back, and experience their parents’ support for our love.
(7) The whole class reads the first section aloud, and students who can memorize it try to memorize it.
Read Sections 2 and 3
Transition: Under the care of parents, country children grow up happily. Do you want to know what games country children play in their childhood? What skills do you have?
1. The whole class quickly reads sections 2 and 3 aloud, and uses pens to draw what kind of games country children play? What skills do you have?
2. Ask individual students to talk about it (the teacher guides and writes on the blackboard: Countryside children know how to catch, know how to hold, know how to dig, and know how to catch).
3. Catch butterflies and make up songs. (Imagination, intelligence) Catching a butterfly can weave a beautiful story. (Courseware display)
(1) Guide students to imagine the actions of country children catching butterflies, and think about the mood of country children when catching butterflies.
(2) Ask individual students to read this sentence aloud with actions.
(3) Analyze "knitting": This does not refer to mother knitting sweaters but to creating stories; let students use knitting to make sentences.
4. Contains grass leaves and plays songs. (Smart) Introduction: Can you play a song using blades of grass? With a blade of grass in it, you can play a beautiful song. (Courseware display)
(1) Who will read this sentence.
(2) Country children can play beautiful songs with blades of grass. What do you think of country children? (Smart)
5. Dig wild vegetables to stretch your belly. (Hard-working, capable)
Dig a basket of wild vegetables and fill the piggy’s belly. (Displayed in the courseware)
Introduction: Think about what housework a country child usually helps her parents do at home? (Students answer the teacher’s blackboard writing: Digging wild vegetables—guide students to look at the illustrations in the text to understand) (1) What does the “round belly” in the text mean? (Look at the illustrations in the text to understand, here it means that the piglets have a round belly after eating)
(2) The country children raise the piglets to be fat. What do you think of the country children? (sensible, hard-working, capable).
(3) Who will read this sentence.
6. Catching small fish makes the cat happy. (Responsible)
Introduction: After the country children have fed the piglets, it is time to feed the cats at home. Think about how she is fed? Catching a bunch of small fish made the greedy cat very happy. (Courseware display)
(1) Think about what “a string” means? (i.e. a lot of fish) Can we change "a string" to "one"?
(2) Think about what a happy cat looks like? What words would it say? (For example: Thank you!)
(3) Students read this sentence together.
7. Instruct students to read and recite sections 2 and 3.
(1) The whole class reads sections 2 and 3 together.
(2) Ask students which thing they like most in this matter, and read the thing they like most to everyone and recite it.
3. Extracurricular development:
Do it to see who can complete the following sentences. (The courseware is shown for students to do)
A cut a handful of vegetables and fed the goat.
B. Holding a plate of bones, the puppy was very happy.
C. Grab a handful of rice grains and scatter them to the chicken.
D. Pulled out two radishes and handed them to the rabbit.
Read Section 4
Introduction: The life of children in the countryside is so colorful and interesting! Who can tell me why country children have such a happy life?
(1) The whole class reads section 4 together and answers the questions (the student-answer teacher writes on the blackboard: 生—sunshine is long—wilderness).
(2) Analyze the meaning of "wilderness", which is an empty wilderness, and let students make sentences.
IV. Summary and guide students to review the full text
(1) The teacher guides students to return to the full text by writing on the blackboard.
(2) The whole class reads the full text emotionally and recites it.
(Play text reading MP3)
5. Assign homework:
1. Question 4 on page P34 of the text, and write down the interesting things you said.
2. Recite the text and check it in the next class.
Part 2
First lesson
Teaching content:
First reading of the text.
Teaching objectives:
1. Be able to read texts correctly, fluently and emotionally initially.
2. Learn 13 new characters, of which the 8 above the grid can only be read but not written, and understand the words composed of the new characters.
3. Understand the colorful, happy and joyful childhood life of rural children.
Teaching focus:
1. Read the text aloud.
2. Writing and understanding of new words.
Teaching difficulties:
Understand the colorful, happy and joyful lives of rural children.
Teaching preparation:
Slides
Teaching process:
1. Passionately reveal the topic.
2. First reading the text.
1. Show the new words.
2. Read it and ask students to read it.
3. When students read the text for the first time, they are required to read it correctly and fluently.
4. Learn new words
Ask students to analyze the autograph and talk about the points to pay attention to, especially the stroke order of "Zeng".
3. Classroom consolidation exercises.
Draw red in the textbook.
4. Assign homework.
The "Calligraphy Book" is painted in red, imitated shadows, and written on the fly.
5. Class summary.
Second Lesson
Teaching content:
Read the text carefully.
Teaching objectives:
1. Be able to read and recite texts correctly, fluently and emotionally.
2. Learn 5 new characters, recognize 2 radicals, and understand words composed of new characters.
3. Understand the colorful, happy and joyful childhood life of rural children, and cultivate thoughts and feelings that love the vast world of rural areas.
Teaching focus:
1. Read the text aloud and recite the text.
2. Writing of new words.
Teaching difficulties:
Cultivate thoughts and feelings that love the vast world of rural areas.
Teaching preparation:
Transparencies.
Teaching process:
1. Read the text for the first time and read out the pause requirements.
2. Read the text carefully.
1. Read the first section as a group and let the others think about it.
Which words can reflect that "I" is still young?
What words can make "me" happy?
2. Guide the re-reading of words such as "in the arms, on the back, oriole, wild chrysanthemum".
3. Free practice reading.
4. Ask students to read.
5. Read the second section and experience the lively and happy childhood life of children playing.
6. Read the third section and read words such as "dig, wild vegetables, and catch small fish" to appreciate the sensible and hardworking country children.
7. Read the fourth section, emphasizing "sunshine and wilderness" to feel the vastness and bright future of the rural world.
8. Section by section introduction.
9. Look at the pictures to guide the whole lesson.
10. Read together.
3. Learn new words.
1. Show the new words.
2. Students analyze by themselves.
3. Thinking: Where have you seen which of these words in your life?
4. Oral word expansion.
5. Draw red in the textbook.
4. Class summary.
5. Homework after class.
The corresponding characters in the "Calligraphy Book" are traced in red, imitated, and copied.
The third lesson
Teaching content:
Consolidation summary.
Teaching objectives:
1. Be able to recite the text correctly, fluently and emotionally.
2. Review and consolidate new words.
3. Understand the colorful, happy and joyful childhood life of rural children, and cultivate thoughts and feelings that love the vast world of rural areas.
Teaching focus:
Proficient mastery of new words.
Teaching difficulties:
Recite the text.
Teaching preparation:
Small blackboard and slides.
Teaching process:
1. Ask students to read the full text.
Others listen to him to see if he can read his own feelings.
2. Summary of the review.
3. Practice with deskmates.
Read about the joyful happiness and satisfaction of rural children.
4. Ask students to read.
5. Guide recitation.
Recall the growth process and childhood life of rural children.
6. Recite.
Tablemates try to recite each other.
7. Classroom exercises.
1. Compare and form words.
Huai () stove ()
Bad () belly ()
Flat () Contains ()
Edit () thoughts ()
2. Make sentences.
Weaving——
Beautiful——
8. Complete the "Chinese Exercise Book".
9. Class summary.