"Chinese Garden IV" arranges five parts: interesting literacy, word use, writing skills, accumulation and adult reading, aiming at expanding students' literacy channels, cultivating students' reading ability and comprehensively improving students' Chinese literacy through various forms of Chinese training.
Teaching objectives
1. Memorize the words with the moon next to them accurately by radical classification.
2. Be able to read light syllable words correctly and feel the reading method of light syllable words.
3. Write the braille "Lord, Book and Door" correctly, regularly and neatly. Experience the writing rules of "dots" in different positions and strokes.
4. Read and recite this ancient poem.
5. Read the poem Niu Niu Niu correctly and fluently.
Teaching focus
Read and write, accumulate words by reading and writing back, and master the soft reading of words.
Teaching difficulties
Stimulate students' interest in active reading and writing; Correctly cultivate students' interest in reading.
Preparation before class
1. Multimedia courseware.
2. Students make word cards.
Teaching hours 2 class hours
teaching process
first kind
(literacy gas station, use of words and phrases, writing skills)
First, the game breaks through, literacy gas station
1. Students, let's play a little game of "I'll point, you tell" in this class first, shall we?
Teachers refer to nose, eyebrows, mouth and other different parts of the body. Students observe carefully and say the names of different parts quickly. Encourage students to compare and see who speaks quickly and correctly.
Guide: Seeing that we are playing games, Judy, a police officer from Zootopia, is here. Officer Judy also wants to take us to zootopia. Do you want to go?
4. Break through the game: read words.
(1) The teacher explained the requirements of the game: accurately read the words on the castle gate and stick them on Judy's corresponding parts.
(2) Multimedia courseware display: The gate of the castle is covered with pictures of word cards. Students browse the word cards.
(3) Students read the words correctly in groups first, and then compete with each other to confirm the words.
Words: eyebrows, nose, mouth, neck, arms, stomach, calves and toes.
(4) Students who can pronounce words correctly get word cards and stick them on Judy's corresponding parts. One student posted it on the blackboard, and the other students acted as small judges to see if it was correct. )
5. Remember the new words-eyebrows, nose and mouth.
(1) Transition: We can correctly pronounce words representing body parts. So, what's a good way to remember them?
(2) Remember the word "eyebrow": the eyebrow is the hair that grows under the forehead and above the eyes, so the lower part of the "eyebrow" is the "eye".
Multimedia Courseware Display: The Evolution of the Word "Mei"
(3) Memory of the word "nose": People often point to their noses to express their meaning, so the word "nose" is above their "self".
(4) Memory of the word "mouth": When it comes to mouth, the word "mouth" comes to mind first, then the corners of the mouth, and then the word "this" comes to mind.
6. recite the words accurately, with the moon next to it.
(1) The teacher guides the students to observe that the radical with the most words on the blackboard is "beside the words".
(2) Look for words with "beside the moon" at the same table.
Preset: neck, arms, stomach, legs, feet.
(3) Let's discuss other words with the word "month" in groups.
Preset: arm, brain, shoulder, gallbladder, skin, fat. ...
(4) Guide students to observe and find that the word "beside the moon" means a certain part of the body.
7. Summary: Through game interaction, students can correctly identify and read words related to body parts and successfully break through obstacles. Multimedia courseware display: the castle gate opens.
Second, the game should be broken through and the words should be used.
1. Transition: Students, led by Judy, move on, close their eyes, walk, follow the music ... Open their eyes and watch (multimedia courseware) quickly. The orchard of the castle is full of apple trees. The apple trees are full of red and big apples. They must be very sweet.
2. Game: Pick apples. Compare and see which group picks the most apples. )
(1) The teacher pointed out the requirements for getting through the customs, and only by accurately reading the words on the apple can you get the apple.
(2) Multimedia courseware shows words: courage, zongzi, mirror, father, mother, brother, story, moon and time.
(3) Students should work in groups to pronounce correctly. The group sent representatives to read the words, read the words correctly and pick an apple, and compare which group picked the most apples.
3. Make sentences with words.
(1) Guidance: Students are really full of harvest and have picked so many apples. Teachers can also make sentences with two or three favorite words on the apple. (The teacher demonstrates speaking with his favorite words)
For example, when I was young, my mother would tell me many interesting stories before going to bed every day.
Once upon a time, I was timid My father told me many heroic stories, and gradually I became brave.
(2) Students talk in groups with two or three words they like.
Default: Mid-Autumn Moon is big and round, like a big jade plate.
I like eating dumplings wrapped by my mother very much.
(3) Collective communication, student representatives report, the teacher will write the sentence board that speaks better on the blackboard, and the whole class will read it together.
(4) Guide the reading of words with light syllables in sentences. Teachers should correct and guide students in the process of reading.
4. Show the report and say the light syllable words you know.
Preset: Grandpa, Grandma, Mosquito, Cucumber, Fox, Beauty, Grape.
Third, game breakthrough, writing Chinese characters.
1. Guidance: Students are so happy to pick so many apples. Next, Judy will take us to the amusement park in the animal castle. However, we must complete the following tasks before we can go in.
2. Multimedia courseware display task card: Chinese characters are written correctly and beautifully.
(1) The teacher demonstrates on the blackboard and writes the word "main" according to the correct stroke order. Students and teachers write the word "Lord" in the book together.
(2) Teachers and students compete synchronously to write the word "door". See who wrote it right.
(3) Male and female students send representatives to write the word "book" on the blackboard, and other students are small judges.
(4) Competition between deskmates to write the word "I". The teacher suggested that when writing words, write according to the correct bookshelf structure and stroke order. The teacher made a patrol observation.
3. Summarize the rules of Braille writing.
(1) Guide the students to observe and find that there is a "dot" with the same stroke in these words.
(2) Summarize the writing rules of Braille: when the stroke "dot" is above or above the word, write the dot first; When the "dot" is in the upper right corner of the word, write a dot later.
(3) According to the writing characteristics of "Dian", guide students to write Braille in the correct stroke order.
Fourth, review the full text and assign homework.
1. Question: Did everyone have fun with Judy today? Who can tell you what we have gained today?
2. Summary: In this lesson, Judy took us to the Animal City. Through the game, we know the new words with the word "beside the moon", read out the soft words accurately, write a sentence with two or three words, and write Chinese characters with stroke points according to the correct stroke order. We not only had fun, but also learned a lot of knowledge. Let's say goodbye to Judy in music!
3. Homework: Remember the new words in this lesson in your favorite way.
Second lesson
(Over time, reading with adults)
First, the reading contest, accumulated over time.
1. Introduce the situation and reveal the topic.
(1) Introduction: Students, we visited zootopia with Judy last class. There is also a poetry contest in the animal castle in this class. Do you want to attend?
(2) Multimedia courseware shows pictures: a lively poetry contest.
(3) Revealing the topic: Poetry Reading Competition. Read the title "A note for the absent ecluse" together.
2. The first time you read an ancient poem, you should pronounce it correctly.
(1) The teacher put forward a reading requirement: pronounce the pronunciation correctly.
(2) Read with pinyin between deskmates, and pay attention to correct pronunciation.
(3) Call the students to report and read aloud, while other students listen carefully and correct them.
3. Intensive reading of ancient poems.
(1) Guidance: Students pronounce correctly. Next, let's start a reading contest to see who reads ancient poems with the loudest voice and reads sentences correctly and fluently.
(2) Reading in various ways: group reading, deskmate reading, reading for boys and girls, reading while commenting, and reading together.
(3) Instruct students to memorize the contents of poems through dialogue between two people.
(4) Different roles read poems. The teacher plays the poet and the student plays the boy. Teachers and students cooperate and read aloud in a dialogue way.
(5) Students can recite freely and compare who can recite fastest.
(6) Encourage teachers to recite ancient poems correctly and fluently.
4. Summary: We followed Judy to the poetry contest and read poetry in various ways. I hope students can learn to read poetry in more and better ways.
Second, tongue twister contest, read with adults.
1. Question: We participated in the Happy Poetry Competition, and Judy invited a good friend to everyone. Do you want to know who it is?
2. Multimedia courseware shows the picture of Niu Niu herding cattle.
3. Guidance: Who is the hero in the picture? What are you doing? Reveal the theme.
Default: The protagonist is Niu Niu, and Niu Niu goes to drive the cattle.
4. Students have a preliminary understanding of the content. Teachers show word cards to guide students to learn new words with difficulty in pronunciation.
5. Reading performance: The teacher demonstrates reading tongue twisters.
6. Combined with the picture demonstration, teachers and students learn tongue twisters sentence by sentence and read the pronunciation correctly.
7. Read in multiple ways: read in groups and read at the same table. Feel the content of tongue twisters and the pronunciation of words in a natural and relaxed activity atmosphere.
8. Role competition, divide roles, group, and read aloud with your peers. Students should read tongue twisters with rhythm and speed, and teachers should correct and guide the reading methods.
9. Activity summary: Today, we happily learned tongue twister "Niu Niu Niu". Tell me the best sentence you read. Through retelling, let the students practice different sentences, and further deepen their understanding of Niu Niu's cattle.
10. Extended activities: Let the students read this tongue twister with their families when they get home.
Unit 4 "China Gardens IV" Teaching Design 2 Teaching Objectives:
1. Oral communication: cultivate students' creativity, imagination and expressive ability, and cultivate the habit of listening carefully and communicating with each other. When communicating, be natural and generous, express fluently, and keep the content concise and clear.
2. Exercise: Write a composition with pictures. Before class, carefully observe the pictures by consulting relevant materials and imagine the scene at that time. Imagination should be rich and reasonable. Cultivate students' good writing habits.
3. My findings: I can find different emotional colors expressed by these figurative sentences.
4. Accumulate over time: Read idioms, understand their meanings and try to use them.
5. Expand: Learn about the dangers of war through broadband network, and learn about heroes who fight for peace through extracurricular reading, watching movies, listening to stories and visiting exhibitions.
Emphasis and difficulty of teaching: oral communication and practice.
Preparation before class: Collect heroic news and stories prepared by yourself.
Teaching hours: 4 hours.
A small press conference during the first class.
1. exciting imports:
Students, with the development of science and technology, our lives are constantly changing. We live in modern society, and we can feel the existence of news all the time. Think about it, how can I know the news? Watching TV, reading newspapers, listening to the radio, surfing the Internet, etc. )
2. What's your favorite news? Say its name.
3. What are the benefits of watching the news? For example.
Since news has so many benefits, what do you think should be made clear if you are allowed to talk about news?
Let's hold a "small press conference".
Rule: 1. First, tell the news in groups of four, and then everyone will comment on the other three. Finally, each group will choose a representative to tell the news in the class.
The representatives of each group tell the news in the class. After the speech, the students in the class are free to express their opinions. Finally, three "best spokesmen" were elected by a show of hands.
6. Summary and extension: What have you gained from this course? So what are you going to do in the future?
Second lesson
First, collect information and exchange before class.
Students, before class, we collected the historical background of Japanese invasion of China around 1937. Who will tell us?
Second, combined with the requirements of graphic reading practice.
1. What are the requirements for the exercise? Which ones?
2. What do you think is the key and difficult point of this exercise? (observation and imagination)
3. According to the observation, what problems did you think of?
1. Why is the child crying?
2. Where is his mother?
3. What might have happened then?
What is the future fate of this lonely child?
5.……
Fourth, write a story according to the question.
Verb (abbreviation of verb) method guidance
1. Observe the pictures carefully and introduce the historical background in combination with the contents of the pictures.
2. Develop a rich and reasonable imagination according to observation, make up a complete story, and write clearly the cause, process and result of the story.
Six, practice exercises, exchange names, and the whole class puts forward suggestions for revision.
Seven, group communication, judging who speaks the most wonderful.
Eight, the selection of group representatives in class exchanges, the whole class review.
Nine, students evaluate and correct each other's compositions.
The third category
I. My findings
1. Read sentences freely and experience the feelings expressed by braille.
2. Communicate at the same table.
3. The whole class exchanges names.
4. Summary: Two groups of braille express different feelings.
Second, teaching "accumulates over time"
1. Read it together.
2. Communicate the meaning of words in groups of four.
3. The whole class exchanges names, and other students can add explanations.
4. Read and remember idioms.
5. Read and pay attention to the rules of each line.
6. Choose an idiom to say a sentence.
Third, the teaching "broadband network"
1. Read the content in the broadband network. 2. What other heroic stories have you collected in your life?
3. Students begin to collect data. 4. Hold a story exchange meeting and select the story king contest.