Night 1 teaching design of teaching objectives;
1. Read the text correctly and fluently. Recite the text.
2. In view of students' timid psychology, cultivate students' good psychological quality in the education of being close to nature and loving life.
I am confirming that there are thirteen new words in the reading class, and I can write six new words.
Teaching focus:
1, know thirteen new words in reading class.
2. Read the text correctly and emotionally, so that children can cultivate good psychological quality in the education of being close to nature and loving life.
Teaching preparation:
New word cards, physical projection, etc.
Instructional design:
First, the situation import:
1 Students, today we are going to learn a new text. Before studying again, let's sing a familiar and pleasant song, Little Star, shall we?
Teachers and students perform together and sing together.
Teacher: Do you like this song? Who knows when this song is about scenery?
The teacher wants to know what night is like in your eyes.
Today, another child also wants to talk to us about the night in his eyes. Do you want to know what night looks like in his eyes? Let's study together in this class.
It says on the blackboard: Night.
Second, read the text and recite new words.
1, Teacher: Please try to read the text, circle the words you don't know and choose your favorite way to remember them. (Teachers patrol and usually pay special attention to children with poor reading and writing skills)
2. Check the new words in the group. Whoever can correctly understand them is the king of culture.
3. Check the reading.
Third, reading and understanding.
1, the teacher read aloud with music. Question: What did you understand after listening to the teacher's reading aloud?
The teacher randomly wrote on the blackboard: Are you afraid?
2. Teacher: You understand very well. Knowing the main idea of the text, what should I do next?
The teacher asked: How much do you think you know about this text, so you can read it clearly?
3. Instruct students to make collective communication reports. Rereading the text, what did you read?
The teacher found that all the flowers and plants were smiling as during the day.
4. Teacher: When children walk with their father, what other beautiful scenery may they see? You can talk about it according to your own life experience.
5. After summing up, project beautiful night pictures.
6. Teacher: I can also see beautiful scenery at night. From then on (show: no matter how dark the night is, I can see how birds sleep in the moonlight. ) Guide students to understand the artistic conception.
7. The teacher guides the feelings to read the text.
Fourth, the game recitation:
1, word guessing game.
2. Recite the text.
Verb (short for verb) Homework:
1, read the text.
2. Collect students' words.
Students and teachers perform and sing together.
(night view)
Students can freely talk about the night in their eyes according to their own life experiences.
Students read the topic together.
Students can read the text and read in their own way.
The group leader uses the new word card to check the memory of new words, and rewards the students who read all the words correctly with a small red star.
Choose your favorite form and report the reading situation in groups. (Read in groups or on behalf of students)
Other students will comment after listening.
Students listen to the teacher's model essay and then talk freely about their own gains.
Read the text carefully and really understand.
Students ask questions according to the text, and grasp the main line: How did the child fear the dark at first, and then why not? Then read the text with questions.
(1) Students can understand children's timidity according to the content of the text. On this basis, say your own pronunciation and practice reading aloud.
(2) According to the content of the text, understand the reasons why children are not afraid.
The students felt the smiles of flowers and plants and the beauty of the scenery.
Students imagine the beautiful things that children see according to their own life experiences.
Students like beautiful night scenes.
The students began to imagine what they would see in the dark. Practice oral English with sentence patterns in the book. Further experience the beauty of the night.
After students practice reading, show them separately. Audience comments.
Instructional Design of Night 2 I. teaching material analysis
The nature of being afraid of the dark prevents children from seeing the beauty of the night and blocks their vision of exploration. How bright in the starry sky at night? How do flowers smile at night? How does the earth sing silent songs at night? Ke Yan's Night captures children's fear of darkness and calls them to be close to nature and love life with words that touch their hearts.
Second, the analysis of learning situation
This teaching design aims to feel the psychological change process of children from fear of night to fear of night through reading poems, and realize the characteristics of poetry such as language beauty, artistic conception beauty and emotional beauty. Encourage students to use a variety of methods to learn new words, enhance their interest in literacy, and make literacy, writing and reading harmonious.
Third, the teaching objectives
1, can recognize 12 new words such as "dare, dare and do", and can write seven new words.
2. Read the text correctly, fluently and emotionally, and understand the content of the text.
3. Cultivate students' brave qualities.
Four, the focus and difficulty of teaching
1, can recognize new words and read the text aloud.
2. Cultivate students' brave qualities.
Five, teaching preparation
Multimedia courseware, new word card.
Sixth, the teaching process.
First, situational import, revealing the topic
1, multimedia courseware plays video to feel the mystery and beauty of the night.
(1) Teachers and students enjoy the video together. With the melodious melody, the multimedia courseware shows the charming night scene.
(2) Question: Tell me what kind of night you saw.
(3) The teacher asked: Are you afraid in such a dark night?
(4) Students talk about their feelings about that night according to their daily life experience.
Preset ①: I am particularly afraid of the dark, because it is dark at night, and I can't see anything clearly, only a black shadow can be seen.
Presupposition 2: I am not afraid of the night, but I like the beautiful scenery at night very much.
2. Go into the situation and reveal the topic.
Transition: The beautiful night is intoxicating, and the charming scenery is full of reverie. Today, let's walk into the night together and see what the night looks like in the eyes of children in the text.
Second, read poetry for the first time and recognize new words.
1, read poetry for free.
(1) The teacher puts forward reading requirements: correct pronunciation and fluent sentence reading.
(2) Students are free to read poems as required, and teachers patrol and give timely guidance to correct pronunciation.
(3) Read the text in a group competition, with one student reading aloud and other students listening carefully to correct their pronunciation.
(4) Read two paragraphs by name and read sentences smoothly.
2. Students learn new words by themselves.
(1) Circle the new words in this lesson in the way you like.
(2) With the help of Pinyin, repeat spelling and draw new words. Understand the new radical "factory"
(3) Check with each other at the same table, and be a small teacher to correct the pronunciation that the other party can't read correctly.
3. Teachers organize students to report for literacy.
(1) Multimedia courseware shows new words: courage, courage, communication, outside, window, bustle, prejudice, walking, originality, liking and smiling.
(2) When the train reads new words, the teacher should correct the pronunciation in time.
(3) Game session-When the train passes by the platform, a new word of this lesson will be displayed every time it passes by a platform, so that students can read the new words as a small teacher.
(4) Talk about how you remember these new words, and exchange memory methods.
Third, read poetry and experience the emotional changes of poetry.
1, read aloud paragraph by paragraph and feel the emotional changes of "I".
(1) In the first section, find out the sentences that describe "I" being afraid of the dark and read them out.
Default: I used to be so timid that I didn't dare to look out as soon as it was dark. Mother told this brave story over and over again, but when I looked out of the window, my heart was pounding. ...
(2) Guide reading the first section: "I dare not look out as soon as it is dark" "But my heart beats when I look out of the window." When reading these two sentences, lower your voice and read the tone of fear.
(3) Call the students to read the first section, and the teacher will give timely guidance when the students read.
(4) Read the whole class together and read out the children's fear of the night.
(5) In the second section, find out the sentences that describe "I" from being afraid of night to becoming not afraid of night, and read them out.
Default: Dad insisted on taking me for a walk at night, but all the flowers and plants laughed like during the day. From then on, no matter how dark the night is, I can see how birds sleep in the moonlight. ...
(6) Guide reading Section 2: "Dad insisted on taking me for a walk at night". This sentence was originally "I don't want to go out", but my father insisted on pulling me out, so we should read the tone of helplessness and coquetry, and read the word "resolute" more carefully. When I went out, I found that the outside was different from what I expected. The night outside is not as terrible as I thought, but the scenery is charming. This sentence was read in a tone of surprise and appreciation. "I can also see how birds sleep in the moonlight", this sentence is read lightly and slowly, as if there are really birds sleeping in the moonlight.
(7) Call the students to read the report, pay attention to the changes of children's emotions, and the tone of reading will also change.
(8) Read the game aloud and experience the psychological changes of children from being afraid of night to liking night.
Fourth, pay attention to literacy and guide writing.
1, transition: through reading poems, experience the psychological change process of children. There are some interesting new words hidden in these languages. Let's learn them together.
2, guide to write new words-look, laugh, outside, late, again.
(1) Learn new words-look.
① Guide the students to find the new word "Look" in the first section and read this sentence.
(2) Instruct students to learn to "look": put their hands on their eyes to "look" and memorize new words with font memory.
Reading this sentence with the word "look" in the poem can understand children's fear of the night.
(2) Learn a new word-Laughter.
① Teachers demonstrate on the blackboard, and students learn to write new words-laughter.
(2) Teacher-student interaction, make a smile and experience people's feelings when they smile.
(3) Learn new words-foreign.
① Observe the structure of new words, and students report their memory methods. (Night+Divination = Outside)
(2) The teacher writes Chinese characters on the blackboard and the students have blank paper.
(3) Pay attention to the writing of "no", first write vertical, vertical, and then write some.
(4) Learn new words-later, later.
Observe the structure of new words and learn to write.
(2) Teachers and students write new words together, which is more neat and beautiful than anyone else.
3. Comparative literacy method: write new words with "ba"-"color" and "dad".
(1) Observe the similarities and differences between the new words "color" and "dad".
① Same: upper and lower structure, with the word "Ba" at the bottom.
2 different: write the word "color", slightly smaller. Write the word "dad", which is slightly larger.
(2) writing Chinese characters in the competition. The team sent representatives to write Chinese characters on the blackboard, which was more beautiful and generous than any other team.
Fifth, summarize the full text and feel the night again.
1, teacher's summary: In this class, we read poetry, feel the psychological change of children from fear to not fear at night, experience the beautiful language of poetry, and know many interesting new words. Let's read the poem again and feel the beautiful and charming night scene.
2. Play music, and students recite poems with the music.
Afraid.-Not afraid.
I used to be timid-now I like the night.
Teaching objectives of the third night's instructional design;
1, I'm confirming that I have 12 new words in the reading class, and I can write 7 new words.
2. Read the text correctly and fluently and recite the text.
3. Understand the content of the text, cultivate students' brave quality and be brave children.
Teaching emphases and difficulties:
1, I'm confirming that I have 12 new words in the reading class, and I can write 7 new words.
2. Read the text correctly and emotionally, so that children can cultivate brave psychological quality in the education of being close to nature and loving life.
Teaching preparation:
New words and courseware
Second lesson
teaching process
First, check the import.
1, show the courseware to read.
2. Show the courseware and read it.
3. Read the text together.
Ask the students to tell the main content of the text: I was brave in the text.
Small, afraid of the night, then no longer afraid.
5. The teacher questioned the transition: What makes a child who is afraid of the dark bolder?
So what? In this lesson, let's go into the night and have a look.
Second, learn the first section and experience "fear"
1, call the students to read the first section. While listening, other students wanted to know why my heart was pounding.
2, roll call students to answer, (fear), the teacher blackboard.
3. The teacher questioned: What is he afraid of?
Health: afraid of the dark
Teacher: Please look at the illustrations in the text. It's too dark. What is the child thinking?
Health: Is there a ghost outside the window?
Health: There is a big bad wolf outside. ...
Teacher: What kind of children can you see from here?
Health: It's a timid child.
Teacher: Seeing that I am so timid, what should my mother do?
Health: Tell brave stories over and over again.
Teacher: Is it useful?
Health: It's no use.
Teacher: Where can I see it?
Health: My heart beats when I look out of the window.
4. Show the courseware and let the students read "I look out of the window and jump." Then practice oral English.
Teacher: "One ... just ..." means two actions happen in succession. Let's say something with it.
Health: I'll go home as soon as school is over.
Health: I read as soon as I get up.
Teacher: You are right. Next, let's read the first text and read the tone of fear.
5. Guide reading and read in a fearful tone. Teachers study and students learn to read. Read it several times.
Second, learn the second section and feel the beauty of the night.
Teacher transition: My mother's brave story didn't make me brave. What did my father think that made me no longer afraid of the night? Please read the second part quietly. In the meantime, think about what dad did.
1, name the answer.
Health: Dad insisted on taking me for a walk at night.
Teacher: What do you mean by "eccentricity"?
Health: refers to deliberately contrary to a certain situation.
Teacher: Who can find a word to replace it?
Health: I have to.
Teacher: What did Dad watch with me in the evening? After talking at the same table, call the roll.
Health: When I see flowers and plants, I laugh like a day.
Health: How do birds sleep in the moonlight?
Teacher: I didn't expect to see such a beautiful scenery at night. Since then, no matter how dark it is, I can see how birds sleep in the moonlight. What a serene picture! The bird fell asleep quietly in the white and soft moonlight, as if it had a beautiful dream! Let's read it in a tone of surprise and joy.
Teachers study and students learn to read. Read it several times.
2. Teamwork: What else can children see when they walk with their fathers? root
Talk about your life experience.
Classroom communication:
Representative of the first group: I saw fireflies dancing with lanterns.
Representative of the second group: I heard frogs croak and sing.
Representative of the third group: I saw people dancing beautifully in the square dance under the light.
Representative of the fourth group: I see shining stars like eyes. The curved moon is like a jade plate.
Teacher: The representatives of each group answered well, which won glory for your group. Let's look at several groups of pictures at night and experience the beauty of the night.
The teacher shows the courseware and the students watch it.
Teacher: Am I still a timid child?
Health: No.
Teacher: What kind of child am I?
Health: I am a brave child.
Teacher: Next, let's read the second section and read out the feelings of surprise and happiness.
3. Read the text with emotion and experience the mood change of "I".
4. Recite the text.
Fourth, summarize the full text, expand and extend:
1, Speech Training: Are you afraid of the dark?
Health: Not afraid.
Teacher: What kind of children will you be?
Health: Brave boy.
2. Teacher's summary: Students, in fact, night is as lovely as day. Beautiful night, hiding many little secrets. As long as we bravely go out, there will be surprises. I hope everyone will become braver in their later lives, and then you will reap more wonderful discoveries.
V. In-class test
1, I'll fill it in.
Zai Zai
(1) Xiaohong said () See you in front of the classroom after school.
Bouboo
(2) I was admitted to (), and my mother gave me a () doll.
2. Use "A ... just ...".
Distribution of intransitive verbs
Draw the night you see in color.