First, the teaching objectives:
1, read the words with wooden characters, and guide the students to find that many words have the same radicals, which can be linked and remembered.
2. Guide students to read in life and stimulate students' interest in observing things around them and reading actively.
3. Learn to compare similar words and write carefully.
4. By reading sentences and reciting ancient poems, we can consolidate and accumulate the language.
Second, teaching focuses on difficulties: cultivating students' habit of active literacy. Using the characteristics of Chinese character radicals to express meaning and improve literacy interest.
Third, teaching preparation: courseware, pictures.
Fourth, teaching time: 2 class hours
first kind
First, introduce the new course:
Today, the teacher is going to play an interesting turntable game with the children. Do children know this word?
Second, I can recognize the turntable.
Transition: After listening to the students' answers, Zimu's friends came. Look at that. (Pointing out the turntable)
Do you know each other? (Guide students to read freely)
Let 34 students read aloud. (Pay attention to pronunciation)
C. the study group will drive the train to study.
D, there is a secret hidden in these eight words, and smart children will know it at a glance. (Guide the students to observe the relationship between the eight characters on the turntable and the wood)
E, why are there wooden characters in these words? Ask each group of students to discuss. Such as machine, originally meant as loom, and later used as machine. Hugh, it can be understood that people rest by trees.
F, playing games, roulette and crossword puzzles.
G. Extracurricular extension: Besides these words brought by the teacher, what other words can you think of beside the wooden characters? Think about it, find it and write it down. )
Third, I can read.
1, wonderful introduction; The teacher will take the students to an interesting place where there are many words commonly used by children. (pointing out that I can read)
What is the little boy reading? (showing a movie) Can you read? How do you read it? (Guide the students to say)
B, guide students to observe: signs are mostly hung beside or on the gate. Have you noticed? Show the six signs in the book with pictures. Students can read freely.
C, show six pictures. Students discuss and communicate with each other and choose the right one. Put the sign on the picture.
2. Literacy competition.
There are many signs on the exhibition platform. Please find the words you can recognize, then gently pick them off and introduce them to you later. If you encounter unfamiliar words, you can also ask your classmates or teachers first, and then write them down. Finally, see which group is the most correct.
A. Group activities, discuss, read and choose cards.
B, activity exchange
C, teachers spot-check rewards
3. Guide students to know how to read and write.
A, children know so many words, can you tell the teacher where you have seen these words at ordinary times?
B, simulated situational performance: Now we are in the street, and this classmate meets a word he doesn't know. What can he do?
4. Consolidate practice and play games to climb the hero slope.
A, each group sends out a blank hillside map, and each student in the group puts up a few brands prepared by himself, and reads one at the next higher level to see who climbs to the top of the mountain first, who can get the hero flag at the top of the mountain.
B, each group plays games, and the teacher makes a patrol inspection.
Fourth, expand the exercise:
Find Chinese characters from packaging bags, waste newspapers or cartons at home and cut and paste them into your own literacy book.
Second lesson
Teaching objectives:
Learn to distinguish between words with similar glyphs and strive to write beautifully and neatly. Read and recite ancient poems correctly, fluently and emotionally.
Teaching process:
1. Compare and write.
1, displaying new words.
A, please compare children carefully. What's the difference between these words arranged together? Choose a group by yourself.
B, students speak freely in the group, and teachers patrol to participate. Students can be guided to say it in the form of crossword puzzles. One more stroke: add a horizontal soil under the cross.
There is one more horizontal fine print to tick in Japanese characters, one more and one less.
Change a stroke: the pen in the sky becomes a hook, and the vertical hook without hands becomes a hook. In Maotian, the head is bent and the hook is bent to write.
A, emphasize the key contrast.
Pay attention to the writing posture, and the teacher will patrol.
C, please put the works that you feel most satisfied under the physical projection for the whole class to appreciate and evaluate.
Second, I can read.
1, show me three sentences.
A, see who reads the most carefully, and find the same place in these three sentences.
B, students read freely, and then read from each other at the same table.
2. Teachers conduct spot checks.
A, name students to read.
B, we seem to have seen such a sentence somewhere, who has a good memory? The older the pumpkin, the yellower the skin. )
C, expansion
Add a few computer animations, such as windy pictures, the wind is getting stronger and stronger, and the children are getting taller and taller. Summer is coming and the weather is getting hotter and hotter.
Third, look at the back
1, stimulate the enthusiasm of reciting ancient poems.
Transition: Students usually love to recite ancient poems. Now, please show them your favorite ancient poems and see which one you remember the most.
A, students voluntarily participate.
B, after reciting, choose a small expert who recites ancient poems.
2. Today we are going to introduce a new ancient poem "Mow the Crops". Some students must have heard of this ancient poem. If you know it, you can read it with the teacher.
Show wall charts, music and model reading.
B, attract students and stimulate their interest in reading, and guide students to read spontaneously.
C. Students are free to choose the correct way to read ancient poems. (Read by yourself, with your deskmate and in groups of four)
D. teachers conduct spot checks.
Students evaluate and correct individual pronunciation mistakes.
3. Feel poetic.
A, after students read aloud repeatedly, inspire students to use their imagination and do actions according to their personal feelings.
B, when students do the action of wiping sweat, they can take the opportunity to nudge and guide students to experience poetry. (Heaven and man are one, and life is heavy)
C, know how to recite, pay attention to the rhythm of poetry, and avoid reading together.
Fourth, after-school expansion.
Find out what other poems or children's songs about farmers' uncles are, read them and recite them to see who remembers them better.