The dream teaching design of primary school Chinese color 1 teaching goal;
1, knowledge and skills: can recognize 9 new words.
2. Process and method: Read the text correctly, fluently and emotionally.
3. Emotion, attitude and values: cultivate imagination and generate care and love for life.
Teaching focus:
1, memorizing new words.
2. Read the text correctly and fluently, and read out your own feelings.
Teaching difficulties:
Feel the color of dreams, use your imagination and boldly describe dreams.
Teaching methods: guidance method and instruction method.
Teaching preparation: multimedia courseware
Teaching process:
The first is to lead the way.
1, son, have you ever had a dream? What kind of dream is it? Would someone please tell us about it?
Children's dreams are really wonderful. Today, let's look at other people's dreams. This is a colorful dream. (Show the topic and read the topic together.)
2, clear learning objectives.
Second, review old knowledge.
1, apple picking game
The teacher planted an apple tree. Now the apple is ripe, big and red! Students, would you like to help the teacher pick apples?
Show new words: color, dream, sen, apple, pull, knot, equality, precision and spirit.
(1) Read new words and pick apples by train. (choose which one you like)
(2) Read the new words together.
To thank you for helping me pick apples, I prepared some balloons for you. Come and get it!
Display text: box chat lawn lush chimney-like elf reminder
Ask a little teacher to help me hand out balloons. (reading words)
Third, read the text for the first time.
Listen to the recording of the text and think:
1. How many bars are there in Text 1?
2. Please use "-"to draw the color words in the text.
Fourth, appreciate the "dream"
1, appreciate section 1
Watch 1 section together and think: Why do you say such dreams are colorful?
2. Appreciate the second and third parts
Please read the second and third paragraphs freely and think: What dream did the crayons dream?
(1) Section 2 Appreciation
Please read the second part aloud.
Show sentences: blue-passed-bright! How to pronounce this sentence well? (Learn how to use dashes and the meaning of the extended sounds they represent) Read PK for boys and girls.
(II) Appreciation of Section III
The teacher reads Section 3 and thinks: What is in this beautiful dream?
Read the second and third paragraphs together, and show the corresponding pictures according to what the students read aloud to help students spread their imagination.
3. Appreciation in Section 4
Ask a group of students to read part 4. Other students think: What kind of dream is this? What's in the dream?
4, the overall perception, appreciate the "dream"
Read the text with music. Imagine the picture while reading. Tell me which part you like best. Why?
Verb (abbreviation of verb) expansion and extension
1. In the vibrant orchard, the fruits are all ripe. What fruits are there? Can you imitate the format of the second part?
Our author painted green grass, red flowers, blue sky and forest. If it were you, what would you like to draw?
2. If you have a big colored pencil, what kind of dream do you want to draw? Imitate verse 2 or 3 and write down what you want to draw in a few sentences. Think for yourself first, and then talk to your deskmate. (pay attention to the format)
Sixth, the class summary
Everyone has a colorful dream. Let's try to weave this beautiful and colorful dream!
Curriculum standard of primary school Chinese color 2 and dream teaching design of teaching materials;
Colorful Dreams is a nursery rhyme about children weaving a beautiful fairy tale with colorful brushes. Let children plug in the wings of imagination and find that the world is actually so wonderful. Cultivate students' imagination.
The New Chinese Curriculum Standard requires students in the first stage to like learning Chinese characters, have the desire to read and write actively, master the basic strokes of Chinese characters and appreciate the beauty of Chinese characters; And can learn to experience the beauty of language in the process of reading.
Analysis of learning situation:
Senior two students are in the lower grades and have not yet formed a complete knowledge system. Generally speaking, the second-grade students are more active, can basically keep up with the teacher's ideas in class, and their enthusiasm is easier to mobilize. Beautiful pictures are arranged in this text, which can help students understand the text. The dream of weaving with colored pencils can easily stimulate children's enthusiasm for learning.
Teaching objectives:
1. Know 9 new words such as "box" and "chat" and write 9 new words such as "color" and "dream". Can write words such as "color, tiptoe, forest, cedar, song, apple, elf, season".
2. Understand all kinds of dreams and experience the colorful aspects of dreams.
3. Feel the color emotion of dreams, describe dreams boldly and happily with free and exaggerated expressions, and cultivate students' rich imagination.
4. Feel the fun of imagination and cultivate students' personality quality of loving imagination and daring to express. Teaching emphasis: arouse students' memories and imagination, highlight their individuality and strive for innovation.
Teaching focus:
Know 9 new words such as "box" and "chat", and write 9 new words such as "color and dream". Can write words such as "color, tiptoe, forest, cedar, song, apple, elf, season".
Feel the color emotion of dreams, describe dreams boldly and happily with free and exaggerated expressions, and cultivate students' rich imagination.
Teaching difficulties:
Feel the color emotion of dreams and cultivate students' rich imagination.
Teaching preparation: courseware, students draw pictures before class.
Teaching hours: 2 hours.
First, dialogue import
Teacher: Students, I want you to draw a picture before class. Can you tell me something about your paintings? Students introduce paintings.
Teacher: The students' paintings are great. Color works are drawn with magical color strokes. Today, we will walk into the fairy tale world woven with colored pens. Please turn to page 42 of the textbook gently, and then write down topic 8 on the blackboard with the teacher, colorful dreams (students read the topic together)
Teacher: Do the students have any questions after seeing this topic?
Default 1: What is a colorful dream?
Premise 2: Why do you say that dreams are colored?
Premise 3: ...
Teacher: OK, let's record the students' questions and find the answers in the text later (the simple blackboard is on the blackboard).
Second, guide the writing of "color"
Teacher: Students, which word in the topic do you already know?
Student: color, color, dream, let the students tell the reason or source.
According to the students' answers, teach students to write "colors" and guide them to write.
Teacher: The students have accumulated a lot of words. The word "Cai" is also a word we need to write today. Please see (the courseware shows the interface of speaking freely)
Teacher: Posture standard is the premise of writing carefully. Please adjust: head straight, shoulders flat, arms open, waist straight, feet shoulder width apart, and peace of mind.
Observe the structure, radical and shelf structure of the word "Cai"; Students have free books to explain the key positions; Difficulties in writing and video guidance in normal schools; Students copy and practice writing, and teachers patrol and guide; Appropriate evaluation.
Third, read the text for the first time and check the preview.
Transition: Before class, students preview the text. First of all, tell the teacher how many bars there are in this lesson.
Health: 4 bars.
1, check text reading.
Teacher: Now I want to check everyone's reading of the text (students read the text by train in sections, and the teacher corrects the sound)
2. Check the cognition of new words.
Teacher: The students read really well, so there are some words I want to know about in this class. Look: (The courseware shows words with pinyin)
Chat lawn lush chimney general elf reminder pencil box
Students are free to spell (1 time), read names (2 people), read pinyin and lead (2 people).
Teacher: Now, please look at these words carefully. What do you know about them? Students say words according to their own understanding, practice saying a sentence and take the opportunity to exchange literacy methods.
Default: Students will say "chat, lawn, chimney, monster, pencil box", and the rest will be discussed with teachers and students. Pictures, dictionaries, etc. )
Please read these words to each other at the same table. (the second group)
Teacher: Now that the new words have jumped out, can the students recognize them?
Put them together and read by name (2 students)
Read the text intensively and understand the sentiment.
Transition: Colorful dreams are full of all kinds of colors. Let's read the text again with the new words and the words we know. Please see the requirements (the courseware shows the requirements for reading the text for the first time)
1, the first section of teaching
(1) Teacher: I have many colorful dreams. Now I invite a classmate to read the first section.
(Students are selected, and teachers evaluate them in time)
(2) Teacher: What is my colorful dream? What exactly are they?
Default life 1: some are long, some are round and some are hard.
Premise 2: They are crayons. Teacher: How do you know they are crayons?
(3) Where do you feel that they are "colored pens"?
Students are free to answer (pencil box, blank paper, etc.). )
(4) Teacher: What rhetorical devices are used in this section?
Teacher: Yes, the author wrote all kinds of beautiful colored pens by anthropomorphic methods, playing innocently and happily like a child. Jump on white paper. How do they jump?
Default 1: They may be dancing.
2. Teaching the second part
(1) How well this classmate speaks. They may be dancing, standing on tiptoe and taking light steps. Look:
(Courseware Presentation Section II)
(2) Students are free to read the second section, that is, 1 students read the second section. Q: I read it carefully. What pictures appear in this article?
Communication: big lawn, big flowers, big sky.
(3) Teacher: Just now I asked the students to draw words that represent colors. What are they? Health: green, red and blue.
Teacher: A large lawn is green, a large wild flower is red and a large sky is blue. How beautiful the scenery in the dream is! Please read these sentences with an aesthetic eye (2 students); How to pronounce this sentence?
Read the second part by name. (providing music)
(4) Teacher: It's really easy to read. If you were a designer who weaves dreams, what would you add to your dreams? Write according to the text. (Playing light music)
Students think and answer, and teachers encourage them. According to the students' answers, you can be reminded that the fruits in the orchard are ripe (there are pictures of grapes, cherries and oranges in the courseware)
(Creative intention: It is intended to give full play to students' rich imagination and spread their imagination wings through oral practice such as imitating writing ...)
3. Teaching part 3
(1) Teacher: Colorful dreams are really beautiful. Who is in the dream and what are they doing? Let's read it together! Students read the third part of the text.
(2) Teacher: That's good. I invited a classmate to read it, and the rest of the students thought about it: who are there in the dream? What are they doing?
(3) Teacher: Now please talk to each other.
Students report and communicate.
(4) Teacher: That's good. Students who are good at discovering will see that this section uses a variety of rhetorical devices, so can you tell us what rhetorical devices they have and where they are?
Students report communication routes. (personification, metaphor)
(5) Teacher: Good, we have found all the rhetorical methods. What other friends will be in the forest, and what will they be doing? Open the wings of imagination and weave some new pictures for colorful dreams.
Shall we read this section again? Pay attention to the last sentence "big red", and the dash indicates the extension of the sound.
4. Teaching part 4
(1) Teacher: Colorful dreams, lush forests, colorful dreams. What do small designers use to weave colorful dreams? Let's read the fourth section together and find out the answer.
Students read the fourth part.
(2) Teacher: Did you find the answer? Yes, "my colored pencil".
Teacher: I still have ... (the teacher instructs reading) in my colorful dreams.
(4) Teacher: In this paragraph, the word "exhortation" appears. Earlier, we looked up the word "repeatedly told", so what might Purple Grape remind the little author here?
Students use their imagination and communication.
Report the exchange results.
(5) Finally, let's read the text again!
V. Teacher's Summary
Teacher: Colorful dreams woven with colored pencils are full of children's innocence and imagination. After class, please weave your colorful dreams with your own paintings.
Sixth, blackboard design
8 colorful dreams
Introduce my "colorful dream"
What is my dream?
What else can I imitate My Dream?