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:
first kind
First, introduce new lessons.
1. Recall the characteristics of spring in connection with the texts learned before.
2. Show the text illustrations: Look, 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.
3. blackboard writing topic: looking for spring.
4. 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, pronounce it correctly, and pay attention to the pause.
3. Mark the serial number of the natural paragraph.
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 can recognize them" one by one. (literacy)
3. Communicate the methods of memorizing new words in I Can Write. (Recite words)
Fourth, read aloud.
1. Read the text quickly and think: What word is this article written around?
The students scrambled to answer: "find".
2. Thinking: In what mood did "we children" find spring?
Roll call reading: "Spring is coming" highlights children's happy mood and reads the tape well! Sentence. Words such as "take off", "rush out" and "rush" express children's anxiety and excitement.
Ask the students to perform the actions indicated by "take off", "rush out" and "rush".
3. Thinking: Why look for spring?
Ask the students to perform the actions indicated by "shyness", "hiding" and "hiding"
Video Training of Teachers Imitating Words: Hiding or Not Hiding
4. Thinking: What spring scenery did the children find?
Students discuss and communicate, and the teacher writes on the blackboard:
Grass, wild flowers, buds and streams
(Eyes) (Notes) (Piano sound)
5. 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. )
5. Boys and girls read paragraphs 4-7.
6. Can children write a paragraph after imitating paragraphs 4-7?
Exodus: The breeze is warm and soft. Is that the little hand of spring?
5. Literacy and writing.
1. Remember "Frozen and Creek" to review the phonetic notation; Remember that "exploration and vacillation" can be reviewed and changed; To recite "Xie", you can review the method of adding words first, and then practice word formation.
2. Writing instruction.
Show "Freeze, Flow, Explore, Shake and Solve"
(1) Emphasize key strokes and strokes.
"Shake" means writing "noon" first, emphasizing "vertical", and then writing "vertical folding".
(2) Observe the bookshelf 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.
Find the teaching goal of instructional design 2 in the first class in spring;
1, can recognize 9 new words such as "shame" and write 9 words such as "take off".
2. Read the text correctly, fluently and emotionally, recite the text, understand the characteristics of spring, feel the fresh and energetic beauty of spring, and experience the interest of being in the embrace of nature.
3. Love spring and be willing to observe and discover.
Teaching preparation:
1, new word card.
2. Woodblock painting.
3. Composition written by students describing spring.
4. Piano music "Childhood Memories".
First, subject teaching.
Children, do you know how many daughters nature has? How many seasons are there in a year? ) What season is that? Yes, this is the last season of the year, winter. Shelley, a famous English poet, said, "If winter comes, can spring be far behind?" Spring is beautiful, let's greet her with beautiful language! The students say words that describe spring. )
Beautiful spring, pleasant spring, warm spring flowers, spring back to the earth full of spring.
Wanmu sprouted, Vientiane was renewed, and the thorn insects Zhaosu and Chunyan Chunqiu returned to their nests to fight for a year.
The garden is full of spring scenery. All love is full of beautiful spring scenery. Spring is like the sea. Spring is as deep as the sea. Spring scenery is charming and provocative.
The spring is bright, the mountains are smiling, the spring is bright, the sun is shining, the spring is chilly and the flowers are warm.
Flowers, flowers, flowers, flowers, flowers, flowers, flowers.
Dark flowers, bright flowers, dark peaches, green willows, green peaches, red peaches, Li Bai, peaches, plums, peaches and willows.
Apricot blossom rain pear blossom cloud apricot blossom rain pear blossom flower flower flower flower flower flower flower flower flower flower flower flower flower flower.
Grass grows, warblers fly, grass grows, warblers sing, Yan dance, warblers sing, birds sing, birds sing, birds sing, and everything recovers in spring.
Red apricots in spring, red apricots outside the wall, red love, green, fat, red, thin, green, fat, green, dark red, the earth woke up.
2. Yes, spring is coming, spring is coming. She is like a shy little girl, hiding. Where is she hiding? Let's go to find spring together! (blackboard writing: looking for. Full theme)
Second, the first reading comprehension.
1, spring is hidden in our words. Please read the text carefully and feel the breath of spring while reading. When you meet words you don't know, read them out with the help of pinyin.
Teacher: Can you name all the new words in the text? Let's have a try, shall we? (Show the new words in Pinyin and read them by name)
Teacher: It's great that you can remember so many new words! Can you tell us how you remember these new words?
Health 1: I remember a word "shame", which is very similar to the word "zhe". Just replace the "ugly" below with "eyes".
Health 2: I remembered "hiding" by adding radicals to familiar words. Body+flowers is hiding.
Health 3: I remember cuckoo, because cuckoo is a kind of bird, so there are birds.
Teacher: Students have many methods, which are also very useful! With so many good methods, I believe everyone knows these new words by heart. Now will the teacher get rid of pinyin and drive a small train? (Reading new words by train)
Teacher: Now the good friend who can't express his meaning has also come to the big screen. Please read the words to the boys and girls.
Teacher: When Mr. Chun first came, he was shy and hiding. We must observe carefully to find the trace of Miss Chun. When we find her, we will have a surprise in our hearts and feel the joy of discovery. Let's read the text again and see where the children in the text found Miss Chun. The students began to read the text together and patrol among the teachers. )
Teacher: As soon as Miss Chun heard that her classmates read her so beautifully, she couldn't wait to jump out and meet her classmates. (The student smiles happily.)
Teacher: Let's talk to your group partners about the spring girl you found in the text. Study in groups, and the team leader will organize everyone to record the spring found on the paper card issued by the teacher. Students are enthusiastic and actively participate in group discussions and exchanges, while teachers go to various groups to participate.
Teacher: Which child already knows where Miss Chun is hiding? The students raised their hands and said "I know". The students start talking)
Health 1: (I said, I said) The grass just sticking out is the eyebrows of spring.
Health 2: (For me) There are two kinds of wild flowers that bloom early. Those are the eyes of spring.
Health 3: (I still have) the small buds spit out by the tree, like the notes of spring.
Health 4: (competing to answer) The streams tinkle in winter, which is the beautiful piano sound in spring.
Health 5: (I can't wait) I also know that Miss Chun is hiding in willow branches, kites, magpies, azaleas, peach blossoms and apricot blossoms. (Teachers should give proper affirmation and guidance at the right time and write down on the blackboard: grass, wild flowers, buds, streams, willow branches, kites, magpies, azaleas, peach blossoms and apricot flowers)
Teacher: (thumbs up) The students are really amazing. Teacher Chun has been found by the students. She was very happy to meet her classmates, so she brought them a song. (Students cheer and applaud)
Play the song "Looking for Spring" (some students can sing along with it emotionally) Teacher: Let's read paragraphs 4 to 8 of the text in a beautiful voice, and thank Mr. Chun for bringing us wonderful songs.
Health: (enthusiastically) good. Students read the text with emotion.
Teacher: We found the beautiful teacher Chun. Now the teacher wants the students to expand your rich imagination. Imagine: what did "we" see, hear, smell and touch Miss Chun?
Health: I saw grass sprouting, flowers blooming, willow branches turning green, streams thawing and birds flying back.
Health: (I add) I also saw peach blossoms and apricot blossoms. Children fly kites in spring. They are so happy!
Teacher: Your eyes are really sharp!
Health: I heard the chirping of birds and the tinkling of streams. They seem to be singing in chorus.
Health: What I hear is the gentle spring breeze. Breathe. (What you said is wonderful)
Health: I smell the fragrance of spring from flowers, grass and trees.
Health: Do you know what I smell? Tell me about it. ) I smell birds.
The students laughed and the teacher gave him applause. )
Health: I touched the willow branches, streams, flowers and plants in spring, and the drizzle in spring. (That's really good)
Student: Teacher, the spring breeze gently blows on my face and makes me touch her.
Teacher: (I was overjoyed and smiled involuntarily. You speak very well, much smarter and more powerful than the teacher. I really admire you. Students, let's give him the warmest applause!
Do the students feel the breath of spring? Read the text again and see what you can find this spring. (circle, line)
3. What did you find? What did you find?
Third, read the text intensively.
1. The author not only looks carefully, but also writes beautifully. Read with your heart and experience the beauty of the author's writing and the beauty of spring. This time, you can choose your favorite sentence to read.
2. Teach 4~7 natural paragraphs.
(1) roll call reading (any one of the four sentences, combined with blackboard painting and the teaching of new words)
A, what do you think after reading this sentence?
Can you imagine this beautiful picture?
Do you have anything to say?
D. guide reading aloud.
(2) Study the other three sentences in groups.
A, we also found that there are three sentences very similar to this sentence. Please read in groups of four and tell us what you read. What do you feel? Think of something, or want to say something?
B, group report. (Combining blackboard painting with the teaching of new words)
C, look at the blackboard to guide reading.
D, try to recite it.
(3) imitation. Write and imitate these four sentences. You can write about spring breeze, wicker, bamboo shoots and so on.
3. Learn the eighth paragraph.
(1) There is still a passage in the text that the teacher likes very much (paragraph 8 of Fan Bei).
(2) Do you want to read it yourself? (Original reading)
(3) The word "she" beside the word "woman" is used in the text. What did you realize?
(4) How do you feel after reading this article? Chun is a naughty child, a lovely doll and a beautiful girl.
4. Summarize and change the subject.
Spring girl hides, hides, laughs and plays; From the distance, to surround us, spring has really come! Change the topic: looking for spring-spring is coming! Let's welcome the arrival of spring with the most beautiful voice! (Full text with music reading)
Fourth, extracurricular extension.
The children all took off their cotton-padded jackets and ran to the fields to find spring. A few days ago, we went to Jiang Bin Park to look for spring. Although there are not many flowers and lush foliage, every child finds spring in his own eyes. And wrote down her, can you enjoy this beauty with everyone? (Students choose to read the composition)
Verb (abbreviation of verb) summary.
Students, spring has come quietly, quietly. Inadvertently, you will find a messenger of spring and meet a spring spirit. Let's look forward to this spring painting (referring to the board painting) becoming more and more beautiful!
There are nine words to be recognized in this lesson, and the main pronunciation difficulties are "Gai" and "Touch" (pronounce Gai with your tongue out) and "Nen" (vowel is en, not un).
2. The following literacy methods can be used to guide students to remember new words.
(1) Understand "Gai", "Gai", "Hide" and "Explore" by combining life experience and action demonstration.
(2) Reading the text distracts the understanding of shame and gentleness.
(3) Memorize "hide", "touch" and "magpie" by adding radicals or changing radicals.
3. Understand the meanings of "shame", "tenderness" and "touch" according to students' life experience. You can also guide students to understand the meaning of words by looking them up in the dictionary, but don't read or recite the explanations in the dictionary.
4. Writing instruction.
The nine words required to be written in this lesson are all words with left and right structures; Except for the words "leaf" and "knot", the rest are words with narrow left and wide right. We can focus on the words "narrow left and wide right" in writing guidance. Guidance focuses on guiding students to grasp the law as a whole. For example, words with narrow left and wide right can be combined to guide students to observe their structural characteristics first, so that students can discover the law of narrow left and wide right, and then guide them to write temporarily.
The words "exploration" and "hiding" are new words in this lesson, so it is suggested to give priority to guidance. To guide the writing of the word "Tibetan", we should pay attention to reminding that the seventh stroke cannot be omitted, and the word "flower" should be written in detail. The word "Tan" is difficult to write. In addition to the hand, the right half can be carefully analyzed and guided one by one: the bald cover should not be too wide, the dot should be on the right side of the "small eight", and the word "wood" should be short and elongated horizontally. In addition, the right side of the word "flow" is more complicated and needs detailed guidance.
Find the teaching goal of instructional design 3 in the first class in spring;
1, can recognize 9 words and write 9 words.
2. Read the text correctly, fluently and emotionally, recite the text, experience the beauty of spring, and experience the interest of being in the embrace of nature.
3. Love spring and be willing to observe and discover.
Teaching focus:
Read, write and read the text.
Teaching difficulties:
Read and recite the text with emotion. The memorization of "shame, cover and softness" and the writing of "shake and flow"
Teaching methods:
Independent inquiry reading and writing, group cooperation inspection and reading comprehension
Teaching preparation:
Projector, card, song "Where is Spring", ancient poem "Early Spring"
Teaching process:
first kind
First, the introduction of ancient poetry
Show the ancient poem "Early Spring". Ask the students who can read it aloud to see what the characteristics of early spring are.
Second, read the text for the first time and teach yourself the text.
1, the teacher reads the text. Requirements: How does the teacher feel when reading?
2. Self-study (underline unfamiliar words when reading and try to remember them)
Reading (read through, read correctly, read the text well)
Thinking (read and don't understand)
3, the group check the self-study situation, teachers patrol.
Third, the communication between teachers and students.
1, refers to reading the text and pronouncing.
2. Read new words.
3. Key literacy: (words that students can't remember when they study by themselves)
4. Read each other at the same table and hit the five-pointed star.
Step 5 read words
6. Read the text together
Fourth, read the text again and feel the discovery.
Reading the text by yourself requires reading correctly and fluently. After reading, talk about what the children found in the text.
Five, guide the writing
1, observe the structural characteristics of the characters.
2. What do you want to remind your classmates?
3. The teacher writes down and copies new words after reading.
Abstract of intransitive verbs
Looking for the teaching design of the first class in spring 4 [teaching goal]
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.
Find the teaching design of the first class in spring. 5. Mobilize accumulation, stimulate interest and expose topics.
1, play the song "Where is Spring?". Random blackboard writing: spring.
With the music, teachers and students review the accumulated words about spring together.
2. Reveal the topic: looking for spring.
Teacher: Spring is coming! Spring is coming! We will go looking for spring with these new friends.
Second, perceive the text and learn new words by yourself.
1, students can read the text freely and learn new words by themselves in their own way.
2. Communicate in groups and learn new words by yourself.
3. Show the sentences and check the situation of self-learning new words.
A, spring is like a shy little girl, hiding away.
B, the grass sticks out from the ground, is that the eyebrows in spring?
C. The trees spit out a little bud. Is that the note of spring?
D. Spring came, we saw her, heard her voice, smelled her and touched her.
E, she swings on the willow branches and shakes on the kite tail; She cried in the mouths of magpies and cuckoos, and laughed in the branches of peach blossoms and apricot blossoms.
Read the sentences and check the pronunciation of the new words. Camera-Guided Writing: Exploration and Hiding
Read the sentence again and see what you find.
Third, read the text aloud and accumulate feelings.
Teacher: Spring is really like a shy little girl. Let's take off our cotton-padded jackets with these children, rush out of the house and run to the fields to find spring!
1. Read the text and find out where spring is with pictures.
Communicate with the class and read the text.
Read your favorite sentences several times, and then read them to your peers.
3. Read your favorite sentences by name, and the camera will guide you to read aloud, thus accumulating your feelings.
(1) Spring is like a shy little girl, hiding.
Watch the show: hide. After reading this sentence, I understand shyness.
(2) the 47th natural festival
A, read the sentence by name, and the lens shows the fill-in-the-blank questions:
(), is that Chunmei? (), are those the eyes of spring? (), is that a spring note? (), is that the piano in spring?
Teacher: The grass is sticking out of the ground. Are those spring eyebrows? There are two kinds of wild flowers that bloom early. Are those the eyes of spring? Read four more sentences. Ask and discuss in the group if you have any questions. Feel the accuracy of language and the richness of imagination. )
Guide students to practice oral English with questions and answers;
Example:
Q: The grass sticks out of the ground. Are those spring eyebrows?
A: The grass sticks out from the ground, which is the eyebrows of spring.
The grass sticks its head out of the ground, much like the eyebrows in spring!
C, various forms of reading, cumulative recitation, performance reading, etc.
(3) Paragraph 8
Let's continue to look for spring. Where else could she be?
Read the third sentence aloud. She swings on the willow branches and swings on the kite tail; She cried in the mouths of magpies and cuckoos, and laughed in the branches of peach blossoms and apricot blossoms.
From these words, the teacher thought of some ancient poems:
Willow is green for thousands of miles, and spring breeze warms thousands of families.
Huang Ying sings green willows and Yan Zi cuts the spring breeze.
As soon as the spring breeze blows, Qian Shan is green, and Southern Yan belongs to each family.
The children came back from school early, so they were busy flying kites in the east wind.
Can you say a few spring poems like a teacher?
Feel poetic, and then read the eighth paragraph and read your own feelings.
Fourth, accumulate independently and practice reciting.
Multimedia pictures demonstrate the colorful scenery in spring, and with beautiful light music, students can recite relevant paragraphs freely according to the pictures.
Five, into the campus, looking for spring
Spring is coming, let's go to the campus to have a look, listen, smell and touch the footsteps of spring.
Encourage students to show their discoveries in spring in different forms according to their own specialties and preferences.
Six, extracurricular expansion, migration and application
Show the relevant paragraphs in Zhu Ziqing's Spring for students to read.
The grass crawled out of the soil, tender and green. In the garden and in the field, look, there are many such trees. Sit, lie down, roll twice, kick a few balls, run a few laps, grab a few laps. The wind is quiet and the grass is soft.
Peach trees, apricot trees and pear trees are all in full bloom, and you won't let me or I won't let you. Red is like fire, pink is like chardonnay and white is like snow. When you close your eyes, the flowers are sweet, and the trees seem to be full of peaches, Xinger and pears. Hundreds of bees are buzzing under the flowers, and butterflies of different sizes are flying around. Wildflowers are everywhere: miscellaneous, named and unnamed, scattered among flowers, like eyes, blinking.
A hundred flowers blossom and a hundred birds contend, which is really a beautiful scene. As long as you observe with your heart, you will find beautiful things around us.