#二级# Introduction The so-called lesson plan, also known as the lesson plan, is a specific teaching plan designed by the teacher in units of lesson hours after preparing lessons. The lesson plan is an important basis for class, and usually includes: class, subject, topic , class time, class type, teaching method, teaching purpose, teaching content, class process and time allocation, etc. The following is compiled by Kao.com (?Beijing Normal University version: Chinese Lesson 22 "Wind" in the first volume of the second grade of elementary school). I hope it will help you.
Part 1 Teaching Objectives
1. Use comprehensive literacy methods to understand the new words in this lesson.
2. Understand the content of the text, experience the emotions in the poem, read aloud with emotion, and practice reciting the text.
3. Continue to compose short poems, initially perceive the characteristics of the wind, and cultivate students’ observation and creative writing abilities.
Teaching Key Points
1. Be able to recognize the new words in this lesson.
2. Read and recite the text correctly, fluently and emotionally.
Teaching Difficulties
1. Let students understand that although the wind cannot be seen, they can feel the existence of the wind through the things around them.
2. Continuing the poem.
Teaching aid preparation: vocabulary cards, pictures of sensing wind
Class schedule: 2 classes
Teaching process
First class
p>1. Introduce new lessons and reveal topics
Students, do you like guessing riddles? The teacher brought a riddle to everyone: invisible and intangible, the grass bends down when it sees it, the flower shakes its head when it sees it, the tree waves when it sees it, and the cloud runs away when it sees it. what is it?
(Show the topic)
The wind is around you and me, but we can’t see it, touch it, or catch it. Do you want to know where it is and what it is doing?
2. First Reading Perception
1. First Reading Text
Walk into the poem with the teacher, and we will know the answer. Please listen carefully with your little ears and look carefully with your little eyes to find where the wind is. (The courseware plays a scene of leaves blowing in the wind, accompanied by melodious music with the sound of wind. The teacher reads the text. Students are asked to look at the picture and listen)
Do you want to learn about the wind by walking into the text yourself? (Read the poem carefully and solve the new words in your favorite way.)
(Word cards are posted on the blackboard: trembling, nodding, ripples, games)
2. Check the words. (trembling, waving, games)
Looking at everyone’s focused expressions, I know you are studying very seriously. Have you made friends with the new words in the article? (Tablemates check each other’s reading of new words.)
Are you willing to accept the teacher’s challenge? (Word Card) (Read out loud what you understand. Read while driving a train)
Great, let’s make it more difficult. Who has the courage to get up and read the text? (Name three people to read the poem.)
Praise students who read well and correct existing pronunciation problems.
3. Perceive the text and realize that the wind is around us
(1) Outline sentences describing the wind
Students, you read loud and nice . Feng Wawa said, you will definitely be able to find where I am hiding in the article. Please pick up your pen and take a look at which sentences in the text let us know that the wind is around us. Please use "——" to draw them. (Draw a picture and give feedback.)
(2) Teachers and students read together to find the wind.
1. The teacher also wants to read the text with you. I will ask questions while reading, and you will answer me with sentences from the poem.
2. No one has seen the wind, let alone you and me. Where is the wind?
3. No one has seen the wind, let alone you and me. Have you seen the wind?
4. No one has seen the wind, let alone you and me. Can you feel the wind?
5. Summary: Yes, no one has seen the wind, but the wind is around us.
(3) Student report. Read the text carefully and know how to feel the wind
1. Among the three short poems, which part of the wind do you like best? Read it beautifully first, and then tell me why you like it.
2. Student reports, camera guidance.
Verse 1:
(1) But when the leaves tremble, we know the wind is there.
(2) Students question (default: what is dithering?)
Solution one: word replacement: dither
Solution two: classmates, Stretch out your hands quickly. These are small leaves one by one. When the wind comes, what do the small leaves look like on the branches? (The student's little hand moves) Oh, the leaves are moving slightly and constantly in the wind. This is trembling.
(3) The green leaves are dancing gently in the wind. Who can read it?
(4) It seems that everyone has different feelings about the text, so the taste of reading it is also different. Please read it again with your own feelings.
Second Section:
(1) When the forest trees nodded, we knew that the wind was passing by.
(2) Think about what it means and how to read it well?
(3) Look, Lin Mu is nodding slightly to you (playing the courseware), as if -? Put your imagination into sentences. (Show the courseware: When Lin Mu nods slightly, it looks like _______________)
(4) What does Lin Mu look like when he nods slightly? Can you read it? Read to each other at the same table. (Tablemates read each other)
(5) Who is willing to recommend a classmate to read it? (Recommended reading for students)
Section 3:
(1) Who can tell me where I feel the wind?
(2) You found the wind here (projection: the calm water surface slightly rippled. This is what our book said - the river water rippled.
(3) Look at (projection: wave). Is it the same?
(4) The wave is relatively strong, but here, the wind is not strong, it is gentle, so how can I read it here? Read? (Read by name, demonstrate reading, and read along)
(5) Move your little hand and play Feng'er playing games with the river according to the teacher's narration.
It's coming quietly...
The wind is blowing gently...
The wind is getting stronger...
Classmates, the wind will meet Play a happy game with us, so when we read this sentence, our mood is happy - (happy). Everyone try to read the last sentence with a happy mood (if the students are not ideal, the teacher can read it as follows: The teacher can. Read more happily. ...Read like me, okay?
4. Guide recitation
5. Stimulate imagination and expand and extend
1. You. You carry it so well that it attracts the wind. Look, where is it? (The courseware shows a dynamic picture of a dandelion)
No one has ever seen the wind, let alone you and me.
But when (), we know the wind ().
2. I didn’t expect that the students in our class can also write poems.
Please. Become a little poet, choose the content on the picture or use your imagination to practice talking with your classmates (the courseware shows the picture and sentence of "The windmill turns, the red flag flutters")
3. Get out of the classroom. , look for where the wind is.
Second lesson
Guidance on writing new words
1. Read the text aloud.
2. You. Which of the new words in this lesson do you think you can write? If you can, please come to the front and teach us how to write well.
> 3. Which character do you think is difficult or difficult to write well?
4. Teacher’s guidance on key words: guo, semi-enclosed structure, write "inch" first and then the radical, "捺" should be longer. etc.
5. "Shuo" has a left-right structure, but when writing, it should be narrow on the left and wide on the right. The characters with this radical include ().
Homework design:
Little painter: painting style
Little writer: creating poems about the wind
Collecting experts: collecting poems about the wind
Teaching objectives of Part 2 :
1. Knowledge and skills:
(1) Recognize and write 4 new words
(2) Correctly, fluently and effectively. Read and recite ancient poems emotionally
(3) Experience the wonder of the wind.
2. Process and methods:
(1) Understand the invisibility and wonder of wind through courseware.
(2) Experience the beauty of wind through reading and reciting.
3. Emotional attitudes and values:
Cultivate the emotion of understanding and loving nature.
Teaching is important and difficult:
1. Recognize and read 4 new words and write 4 new words.
2. Read and recite ancient poems correctly, fluently and emotionally.
Teaching time:
One class hour.
Teaching aid preparation:
Related to wind sounds and courseware.
Teaching design:
1. Introduction of excitement:
1. Teacher: Today the teacher is going to test the children’s ears (the sound they play) ).
2. Teacher: What is the sound? (Wind) The students’ ears are so sharp! Today we will study an ancient poem "Wind" written by Li Qiao, a poet from the Tang Dynasty. (Board title: Wind)
2. First reading of ancient poetry, overall perception.
(The courseware shows ancient poems) Teacher: First, please let the students enjoy the reading of the entire poem, and pay attention to the pronunciation of the characters that you were not able to pronounce correctly during the preview.
Excessive: Do students want to learn to read this ancient poem by themselves? (Thinking) First, you have to pass the new word test.
3. Learn new words.
1. Read ancient poems freely and softly. Requirements:
(1) Draw the new characters, read them several times, and pronounce them correctly.
(2) Read ancient poems fluently.
2. Show the new words and read them freely.
3. Read by name, in correct pronunciation.
4. Drive a train to check the pronunciation of characters.
5. Read together.
4. Show ancient poems for reading test.
1. Read poetry freely and smoothly.
2. Read by name.
3. Take the train to read.
4. Read together.
5. Study ancient poetry.
Excessive: The students read the ancient poems so well. Do you want to know what kind of scenery each sentence depicts? (Thinking) Then read poetry quickly!
1. Read freely and think: What did you understand? Any other questions?
2. Student report.
(The camera will show the courseware for understanding based on the students’ answers.)
3. Read and recite ancient poems.
(1) Read ancient poems to each other at the same table, talk about which line you like best, and read it.
☆Free reading.
☆Read by name (show courseware to let students find feelings in the situation).
☆Comments.
☆Read it emotionally.
(2) Recite ancient poems.
☆Free carry.
☆Memory by name.
☆☆Both boys and girls carry it emotionally.
The autumn leaves that have fallen off in autumn - slightly faster and higher
The flowers that bloom in February - slowly and softly
The waves crossing the river thousands of feet - fast and High
Into the bamboo, ten thousand poles are tilted - the last three words are one at a time
☆ even to the back.
6. Summary:
Teacher: This little poem describes the changes in the scenery when the wind blows. The title is "wind". There is no word "wind" in the whole poem, but every sentence talks about wind: the wind can blow off the leaves in autumn, make the flowers bloom in spring, set off thousands of feet of waves on the river, and can Get into the bamboo forest and make the bamboo skew.
7. Expand thinking:
1. Imitation:
Excessive: Can the students also try to talk about where the "wind" is? (The courseware shows "We know") Students can speak freely and by name.
2. Accumulating poems:
Excessive: The students are really observant children. Teacher, the teacher also brought some poems describing "wind" to the students today. Do you want to listen to them and read them? (The courseware shows "The East Wind is Busy", "The Wind" and "Ode to the Willows" respectively for teachers and students to read.)
"The East Wind is Busy"
The spring breeze is spring breeze, busy in the east and busy in the west.
To melt the snow and melt the glaciers.
Go and spread the green leaves and blow the kite.
Look at its absence and listen to its sound.
《Wind》
In spring, there is a strong east wind,
It brings swallows to make new nests.
In summer, there is a lot of south wind,
The sun is blown like a brazier.
In autumn, there is a lot of west wind,
It blows the ripe crops and ripe fruits.
In winter, there is a strong north wind,
causing snowflakes to fall.
Ode to the Willow
The jasper grows to the height of a tree,
Thousands of green silk ribbons hang down.
I wonder who cuts the thin leaves,
The spring breeze in February is like scissors.
8. Summary:
The wind is so magical! (Writing on the blackboard: Magic)
9. Guide writing.
1. Read the new words.
2. What words do you think we should pay attention to? (Emphasis on the writing method of "solution")
10. Homework:
1. Recite ancient poems.
2. Write new words.