Look at the gourd vines covered with green leaves, with small snow-white flowers blooming, and several cute little gourds hanging on them. Below is what I want is a gourd teaching design that I have collected and compiled. Welcome to read and refer to it!
Teaching objectives:
1. Write the six words "yan, every, tree, strange, slow". Read the text aloud correctly, fluently and emotionally, learn while reading, and experience the mentality of a gourd farmer. Understand the different tones of rhetorical questions, exclamations and declarative sentences.
2. Learn to read the text with questions, gain insights while reading, and combine looking at the pictures with studying the text.
3. Know that you must listen to others’ advice when you make a mistake. Know how to pay attention to the connection between things in anything you do
Teaching focus:
1. Write the six words "yan, every, tree, strange, slow". Read the text aloud correctly, fluently and emotionally, learn while reading, and experience the mentality of a gourd farmer. Understand the different tones of rhetorical questions, exclamations and declarative sentences.
2. Learn to read the text with questions, gain insights while reading, and combine looking at pictures with studying the text.
Teaching focus:
Understand that you must listen to others’ advice when you make a mistake. Know how to pay attention to the connection between things in anything you do
Teaching period: Second period
Teaching process:
1. Pre-class games to stimulate interest.
1. The courseware shows the difference-finding screen.
2. Students carefully observe the pictures and find the differences.
3. Ask students to start our study today with careful observation and serious thinking in the game.
2. Get straight to the point and introduce new lessons.
1. In this lesson, we continue to study Lesson 14 "What I Want is a Gourd".
2. Students read the topic together, and the teacher questions: What did you understand from the topic?
3. Students communicate independently.
4. Read the topic again with your own understanding.
3. Learn the first natural paragraph.
1. Combine pictures and text to experience the cuteness of gourds.
(1) Show the picture of the gourd and guide students to evaluate the gourd. (cute) gourd
(2) Show: (cute) gourd What a cute gourd!
(3) Guide students to compare the tone of exclamatory sentences during reading. (Praise)
(4) Students freely read the first natural paragraph of the text and appreciate the cuteness of the gourd.
(5) Read aloud the sentences describing the cuteness of gourds by name, and focus on the key words "slender, full, snow-white, cute"; read them together.
2. Read aloud to understand the love of gourds by those who grow them.
(1) Show: That person goes to visit several times a day. Guide students to experience the expression effect of the two words "every day, several times".
(2) Guide students to read emotionally.
4. Learn the fourth natural paragraph.
1. Show: The small gourd has turned yellow and fallen.
The small gourds slowly turned yellow and fell one by one.
2. Students compare the meanings of sentences while reading.
3. Guide students to read the fourth natural paragraph emotionally and experience the mood of the gourd grower. (Sad)
4. Use multimedia to compare the two pictures in the article and find out the differences.
People have different expressions: one is smiling, the other is full of surprise.
The leaves of gourds are different: one is green leaves, the other is yellow leaves, and some have small holes.
The gourds are different: one is hanging on the vine, and the other is falling to the ground.
5. Learn the second and third natural paragraphs and explore the mystery of the gourd falling to the ground.
(1) Study the second paragraph
1. The person who planted gourds saw some aphids growing on the leaves. What did that person think?
( Blackboard writing: Some aphids have turned yellow)
Multimedia presentation: What are some bugs afraid of!
Don’t be afraid of a few bugs.
Teacher: Who knows what these two sentences mean? (Nominate) These two sentences have the same meaning. Which one do you think is more descriptive of not being scary? Please read these two sentences.
2. Yes, what does he want? What don't you want? (I want gourds but not leaves) Let’s hear what he said? Reading instructions. (Understanding "staring and talking to oneself")
3. Yes, he really hopes that the gourd will grow faster and bigger, and he doesn't care about the insects growing on the leaves. After listening to his words, what do you want to say to him? (Speak by name and speak in your own words)
(2) Study the third paragraph
1. The gourd grower does this. No wonder his neighbors can’t stand it anymore. Come on. advise him. Please read the third paragraph. Draw the sentence where he doesn’t want the leaves.
2. Multimedia presentation: Do you still need to treat insects on leaves?
There is no need to treat insects on leaves.
Do you know what this means? These two sentences have the same meaning. Which sentence do you think is more certain that insects on leaves do not need to be treated? Read these two sentences again.
3. If you were that neighbor, how would you advise him next? (Nominate)
Yes, why did all these cute little gourds fall? The growth of any plant must go through rooting, sprouting, leaf growth, flowering, and fruiting, and each link will affect each other. If you want to get good fruit, you need to take good care of every part of the growth.
The same goes for when we do things. We must pay attention to the connection between things and not just focus on the results. Writing on the blackboard: Ye and fruit are related
4. The whole class reads the second and third paragraphs together.
5. Read the dialogue aloud by role, and tell me who you like? Why?
6. Read the full text aloud.
6. Expand and extend.
1. Think about it: What did you understand after studying this text? What will the gourd farmer think when he sees the gourds falling?
2. Make a compilation: The next year, the man planted some more gourds...
3. Draw a picture: Can you draw a gourd when it grows up?
7. Writing guidance
1. Show the six words "yan, every, tree, weird, slow"
2. Instruct students to observe and discover: < /p>
Yanhemei is a single character, and the last three characters are characters with a left and right structure.
Combined with the word "mother" to guide the stroke order of the word "every", Normal Writing
The first horizontal line of the word "yan" is long, and the lower two horizontal lines are shorter.
Review the writing method of "忄", the normal way of writing "忄"
3. Raw writing with red outline
4. Comments
8. Blackboard design:
14 What I want is a gourd
Small gourd with green leaves and small flowers
Some aphids have turned yellow
There are more aphids It’s all gone