Therefore, this teaching design focuses on creating situations and using various reading methods to teach, so that students can realize the meaning of happiness in reading: being alone is a kind of happiness, getting along with others is also a kind of happiness, and learning to pay for others is even more a kind of happiness; Happy games, happy learning.
The collocation of words in this paper is extremely rich, such as "kicking shuttlecock, listening to music, playing chess, playing volleyball and telling stories", which is a good material for students to learn a language. Therefore, on the basis of being familiar with reading, guide students to understand such phrases and accumulate words with verb-object structure.
Preparation before class
Teacher preparation:
1. Make teaching courseware and new word cards.
2. Prepare photos of students' game activities during recess.
Students prepare:
Read the text by yourself in pinyin.
Class arrangement 2 class hours.
teaching process
first kind
First, the dialogue leads to the topic
1. (The courseware plays pictures of students playing games) Introduction: Boys and girls, did you have a good time in the ten minutes between classes just now? Why? (student exchange)
2. Expose the topic: Yes, if a person has fun, and many children play, everyone will feel happier and happier.
3. blackboard text topic: how can we make everyone happy?
4. Guide reading the text topic and ask questions: What do you want to know after reading the text topic?
Design intent:
Talking with students on the topic of recess games can make students quickly enter the dialogue situation between teachers and students, and at the same time, they will have reading expectations because they talk about interesting content.
Second, read the text for the first time and recite new words.
(1) Reading the text for the first time.
1. The teacher demonstrates reading, and the students listen carefully to the teacher and think: What games did the children play in the text? Are they happy?
2. Read the text freely.
(1) With the help of pinyin, you can read sentences fluently, and compare the new word circle 12 recognizable words and 1 polyphonic words while reading.
(2) After reading the poem, mark a poem with several sections.
3. Read the text by name, circle the name of the game, read these phrases correctly, and read the weight of the phrases.
4. Exchange positive information.
(1) display new words, read aloud by name, and correct the sound with the camera. Focus on guiding students to correctly read "how, how and how to pronounce" in the front nasal sound and "rope, words and deeds" in the back nasal sound. Correctly reading the polyphonic word "de" emphasizes reading dě i in this article. Read the "how" of the flat tongue and the "rope" of the tongue. ? The picture runs fast and becomes stronger.
(2) Courseware shows the words that represent the name of the game, and guides students to read the new words correctly and read the words well.
(2) Reciting new words.
1. Talk about good ways to remember words and let students communicate with each other.
(1) The teacher shows the new words in the courseware and the students read them by train.
(2) classifying and memorizing new words.
① Show pictures of game activities and related words, and read freely: skipping rope, telling stories, playing volleyball, basketball, badminton and having sports meetings.
② Action imitation and memory "skipping rope". What is the radical of the word "jump"? Can you jump? ("Jump" is related to the foot, next to the foot word; The "rope" is next to the stranded wire and is related to the silk thread. )
③ What new words can be memorized by radicals? (Speaking, volleying, basket, ball)
(4) Add one plus to change the rote memorization of "playing with feathers". (2) add one to "learning" to know "feather"; Change sides with "seeking" and know "drama". )
⑤ Radical classification and memorizing "Lian and Yun".
2. Cooperative reading to find out the rules.
(1) Teachers and students read the name of the game in cooperation. Teachers say verbs and students say nouns.
(2) Communication: What did you find? The first word is action, followed by name. )
(3) Can you say more such phrases?
Design intent:
In the lower grades, literacy is the main teaching task. Most of the new words to be recognized in this lesson are in the name of the game. In teaching, teachers combine literacy with word reading, which increases students' interest in literacy and stimulates students' interest in literacy.
Third, standardize writing and form habits.
1. Show two new words to be written in this lesson: "Say yes".
2. Guide writing.
(1) guides the observation of glyphs and structures. (Left and right structure, beside the word, narrow left and wide right. )
② Observe the position of these two words in Tian Zige. The last horizontal picture of these two words should be written on the horizontal center line.
(3) When the teacher writes, the book is empty.
(4) Students draw a red color and then write a few. Pay attention to remind students of their writing posture.
(5) Feedback and evaluation.
Design intent:
It is very important to follow the intuitive principle of junior high school students' learning, and the teacher's demonstration is very important. Students can make clear the strokes and order of Chinese characters in the process of observation and learning, and break through the writing difficulties.
Second lesson
First, test the old knowledge and read aloud in the competition.
1. The teacher shows the word card and the students practice reading.
2. Read the text aloud: read the text aloud in the competition between deskmates and evaluate who reads well.
Design intent:
By reviewing and introducing the new words in this lesson, students can quickly enter the classroom atmosphere and consolidate the memory of new words.
Second, reading, transmission and application
1. Read the text freely and softly, and feel while reading: What do you seem to see? What do you feel?
(1) student exchange. (It's fun to play alone)
(2) What can a person play? Circle and understand the meaning of "alone" in the context.
(3) Read the name aloud.
(4) Besides these, what else can a person play?
Play alone, very good!
Lonely, quiet,
Just _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _
Can _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _
2. Transition: So what fun will it be if two people play, three people play and more people play?
3. Read the second to fourth sections by name.
4. Read and listen to each other at the same table, communicate with each other, and accumulate words such as "skipping rope, playing football, telling stories, listening to music, playing volleyball, playing games" in combination with reality.
5. Finish a small creation.
Two people play, very good!
You can _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _
A person _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _.
Many people play, even better!
Many people, what game _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _
Can _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _
6. Read the text with emotion and read out happiness.
7. Guide students to think: Why do many people have more fun?
8. Read together, read the sense of picture, read the rhythm, and read happily.
9. Boys and girls compete to read.