The original language of nature, Chinese in the first grade of primary school.
Don't think that only people can speak, and nature also has languages.
This language is everywhere,
You can find it by careful observation.
White clouds are floating high,
It must be sunny tomorrow.
This is the language of nature.
Ants move high,
Take an umbrella when you go out.
This is the language of nature.
There are rings on the stump.
One lap is a year.
This is the language of nature.
Tadpoles swim with their tails wagging.
Spring is coming.
This is also the language of nature.
Natural language,
That's great.
People who don't like learning can't understand.
Careless people will never see it.
The Language of Nature, a Chinese teaching plan for Grade One in Grade Two.
Teaching objective: 1. Learn 10 new words in this lesson.
2. Accumulate 7 words.
3. Read the text correctly and recite it.
4. Stimulate students' interest in observing things and cultivate their feelings of loving nature.
Teaching focus:
1, can skillfully read the new word 10 in the language environment with the help of pinyin.
2. Learn the "big mouth box" and master four new words in the process of description.
Teaching difficulties:
1, read and recite the text correctly.
2. Stimulate students' interest in observing things and cultivate their feelings of loving nature.
Teaching aid preparation:
Courseware, new word cards
Teaching time: 2 hours.
Teaching process:
First, introduce the topic.
1, son, you know what? Nature is a learned teacher. Look, now it is going to tell everyone a secret.
2. Who will read this secret? [Show the first part]
3. It turns out that nature also has languages. [Show the topic]
4. Self: Do you have any good ways to remember it?
Words:
(1) How do you know this word?
(2) find friends for it.
5. Look at the topic together.
6. Transition: Although plants and animals in nature can't talk, many phenomena tell us a lot of interesting knowledge. Listen.
Second, read the text for the first time and feel the main idea.
1. Read the text and tell me what you hear. [Music]
2. Read the text freely, so as to read the new words correctly and understand the text.
3. Group cooperative learning: [demand]
(1) Read the words and pay attention to the flat tongue.
(2) Distinguish between glyphs and merge words (throw and be accurate)
(3) The word "circle" is empty in the book. Do you know the radical of this word?
(4) Enlarge the word "pro"
Third, emotional reading, recitation
1. What natural languages are introduced in this article? [sentence]
2. Section II
(1) Children who can read this sentence stand up and read together.
(2) What does "must" mean?
(3) Fill in the blanks: [White clouds float high, _ _ _ _ _ _ _, which is the language of nature. ]
(4) Reciting
3, group cooperative learning section 3-5
(1) Can you find a synonym for "go"?
(2) What circles are there? (annual rings)
(3) What is the action of "throwing"? (Shake, shake)
4. "I ask you to answer" game (brought back by the teacher)
Section 4 and 6
1, lead reading
2. Miao: How to remember? What do you mean, "great"?
Rough: Find good friends.
3. Why can't people who don't like learning natural languages understand it, and careless people will never understand it?
So what can we do to discover the natural language? [sentence]
Verb (abbreviation of verb) expansion and integration
1. What other natural languages do you know?
2. Can you also be little poets and make up a poem according to the text?
3. Read words and drive a train
4. Writing instruction
Reflections on natural language teaching in the third grade of primary school.
The Language of Nature is a poem with five parts. In the second, third and fourth sections, tadpoles swimming in the water, circles on the scales of big fish and trilobite fossils on the top of Himalayas are taken as examples to show that these are the languages of nature. I teach the first class, and the key point is to let students learn two new words, know new words, know three natural languages, and know that "natural language" refers to various phenomena in nature, as if telling people novel knowledge in silent language.
First, this lesson is worth learning.
(1) Reading teaching should be a spiritual encounter and collision among teachers, students and texts. In the classroom, I fully respect and trust students, bend down as a participant and researcher, talk with students in a tone of discussion and discussion, encourage students, awaken their potential, create a democratic and equal dialogue atmosphere, and leave the classroom to students.
(2) In this class, I used audio-visual education to create a relaxed and pleasant classroom teaching atmosphere for junior students, created a fresh space for the full development of students' learning activities, and naturally brought students into the learning situation.
Especially when students see pictures of trilobite fossils, they are interested.
(3) The whole class is clear and has the characteristics of lower grades.
The main links of this lesson are: stimulating interest and revealing topics; Know new words, read the text correctly and read fluently; Understand the content of the text; Learn new words; Practice writing. In the whole class design process, I noticed the characteristics of junior high school textbooks and correctly grasped the teaching requirements, so that this class reflected the grade characteristics of junior students with literacy as the main factor.
(4) In this class, I fully let students read aloud, including self-abuse, reading at the same table, reading by name, and thinking while reading. Students' reading is more interesting, which shows that the guidance and training for students' reading is still in place. There are various forms of reading aloud, and the purpose is very clear, that is, to cultivate students' ability of self-abuse and since the enlightenment.
Second, shortcomings.
When explaining the fourth section, some people questioned the setting of this link and designed a question, "Why is it said that Wang Yang was once the place where trilobite fossils were found at the top of the Himalayas?" The design difficulty of this question exceeds the students' cognitive level, and the teacher can't get the expected answer no matter how to guide it. The solution is to reduce the difficulty and let students know that in this section, nature can tell us which place is the ocean embedded with trilobites in the Himalayas. The main task of learning the lower grade text should be to get a preliminary understanding of the text content, not as detailed, in-depth and thorough as the middle and high grades require, but to reflect the grade characteristics of the lower grade.