The first lesson
Teaching objectives
1. Learn the 11 new words and expressions in this lesson.
2. Learn to recognize the five required words: take, xiang, ming, wang and wang.
3. Read the passage correctly and fluently.
4. Cultivate students’ awareness of cooperative learning and stimulate their interest in learning.
Teaching Focus
1. Learn the 11 new words and phrases in this lesson.
2. Read the passage correctly and fluently.
Teaching difficulties
1. Write the new words in this lesson correctly and standardly.
2. Read the passage correctly and fluently.
Preparation of teaching aids
Cards and pictures.
Teaching process:
1. Introduction of new lessons.
1. The teacher shows the animal wall chart. Students, do you all know these little animals? What are their names? What abilities do they have?
2. Let students watch slides of animals and insects to arouse their interest in these animals, thereby stimulating their interest in learning.
3. Let’s first get to know these small animals and insects one by one, and then let’s learn their names together.
How are the characters written?
2. Learn new lessons.
1. Students read the text freely and mark the pinyin for new words they do not know. Spell the syllables carefully to see what sounds these new words are pronounced, and remember their pronunciation carefully. Let’s see who remembers accurately and quickly.
2. Read the passage at the same table and correct each other's pronunciation.
3. Read by name and read the text correctly.
4. Learn new words.
1) The teacher writes on the blackboard in two parts. Some of them are new words that you need to be able to write, and some are new words that you need to be able to recognize. See which student reacts quickly and can pronounce the pronunciation of the new word first. If something is wrong, other students will correct it immediately. After reaching the understanding, the teacher writes the syllables.
2) Spell out the syllables. It can be read by name, spelled by "driving a train", etc.
3) Remember the glyphs. (Carry out cooperative learning between groups)
Use your own favorite method to remember the glyphs of these words.
Magpie, cuckoo, oriole.
Du: You can use the method of adding familiar characters and radicals to memorize the glyphs. Left and right structure. Add the word "木" to the left side of the word "土" next to the word "木".
Cuckoo, eliminate.
蜻: You can memorize the glyphs by adding familiar characters and radicals. Left and right structure. On the left side of the word "green", add the word "worm".
蜓: You can memorize the glyphs by adding familiar characters and radicals. Left and right structure. Add the word "worm" to the left of the word "ting".
Dragonflies are insects, so they are next to the word "worm".
Cicada: You can memorize the glyphs by adding familiar characters and radicals. Left and right structure. Add the word "worm" to the left of the word "single".
Spider: You can memorize glyphs by adding familiar characters and radicals. Left and right structure. Add the word "worm" to the left of the word "knowledge".
Spider: You can memorize glyphs by adding familiar characters and radicals. Left and right structure. Add the word "worm" to the left of the word "Zhu".
Spiders are insects, so they are next to the word "worm".
Pig: You can memorize the glyphs by adding familiar characters and radicals. Left and right structure. Add the anti-canine character to the left of the word "zhe".
Wild boar, piglet, piglet.
Dog: You can memorize the glyphs by adding familiar characters and radicals. Left and right structure. Add the anti-canine element to the left of the word "sentence".
Puppies and bears.
5. Consolidate the font.
1) Show the new word card to name and read.
Magpie, cuckoo, cuckoo, oriole, dragonfly, fly, cicada, spider, spider, pig, dog.
2) Show the word card to name and read.
Magpie, ant, cat, cuckoo, spider, swallow, dragonfly, dog, cicada, oriole, crow.
The teacher shows the words that are required to be recognized and asks the students to read them.
6. Guide writing.
1) Carefully observe the position of the new words in the grid in the book.
2) Watch how the teacher writes and remember the stroke order.
Key guidance:
Oriole: Be more compact on the left and right, don’t write flat and wide.
蜓: In order of strokes, write the word "worm" on the left first, then write the part on the right, left, horizontal, vertical, horizontal, and finally next to the word "jian".
3) Draw one and write two in the book. When writing, you should finish it in one go. You should not read one stroke at a time. Each stroke should be in place and do not make any corrections.
4) Look at the model characters and write new characters, and write each character twice.
3. Read the text again.
1. On the basis of students learning new characters and words, and then contacting the text, they can understand the new characters and words in the language environment.
2. Look at the illustrations while reading to see what each picture depicts.
3. When students look at pictures, pay attention to guiding students how to look at pictures.
4. Homework.
1. Copy new words and phrases.
2. Read the passage aloud.
Blackboard writing design
Literacy, words and sentences (2)
Magpie, cuckoo, oriole, dragonfly
Cicada, spider, piglet and puppy< /p>
Lesson 2
Teaching objectives:
1. Review and consolidate the new words learned.
2. Read the passage correctly and fluently and understand the meaning of the article.
3. Know the classification of animals and the abilities of various animals.
Teaching Focus
1. Understand the meaning of sentences.
2. Read the passage correctly and fluently.
3. Know the abilities of various animals.
Teaching difficulties
Know the abilities of various animals.
Teaching process
1. Review of new words.
1. Play an apple-picking game: the teacher draws an apple tree on the blackboard, and then sticks apples with new words on the tree
Encourage students to pick apples and read New words.
2. The teacher asks the students to act as little teachers and show the cards to the students to read the new words.
Magpie, cuckoo, oriole, dragonfly, cicada, pig, dog
2. Study the passage paragraph by paragraph.
1. Read the text by name and ask: Students, count how many sections there are and tell the teacher with gestures.
2. Study the first section.
1) Students read the first section quietly and think about which animals are mentioned in this paragraph? Do they have anything in common?
Writing on the blackboard: Magpie, cuckoo, oriole
They are all birds.
2) Read it yourself and draw the names of the birds in the book.
3) Read the text again.
Think about it, what are these birds doing? Do you know what abilities they have?
aRead and experience it yourself.
b Practice speaking in the group. The student who speaks best is an animal expert, and then represents the group in the class presentation.
c Presentation: (Students can use pictures and other materials to explain)
Magpies, cuckoos and orioles live in trees, and they all eat pests and are beneficial birds.
Some of them are building nests, some are singing, and some are flying, a harmonious, natural and pleasant scene.
4) Read the first section and make it correct, fluent and emotional.
a Practice by yourself
b Read by name and everyone will comment.
3. Study the second section.
1) Read this section by name.
Think about it: What do we learn from this paragraph?
This paragraph talks about three kinds of insects.
2) Read this section again:
What insects are written about in this text? Find them on the picture and talk about them based on the text content. What kind of background do they have?
(Methods and methods are the same as above)
"Dragonflies" catch mosquitoes and are beneficial insects.
"Cicada" is what we often call "cicada". Its skill is to sing in the trees to tell us that summer has arrived.
"Spiders" spin silk into webs to catch mosquitoes and are beneficial insects.
3) Read aloud with emotion.
4. Study the third section.
1) Read this section by name.
Think about it. What do we know from this paragraph?
This paragraph is a description of several types of poultry.
2) While reading the text, think about their characteristics in connection with real life.
Kittens like to sleep during the day and catch mice at night.
The little pig eats and sleeps all day long, and eats when he sleeps. He has no other abilities.
The puppy works as a gatekeeper for its owner and loves to chew bones.
3) Read this section emotionally.
5. Read the text together to further understand the content of the text.
Read to each other at the same table, and read accurately, fluently and with a good tone.
3. Complete the third question of homework.
1. Read the question and clarify the requirements.
Write down the words into categories.
2. The teacher shows the card and asks the students to read these words.
3. Use your own brain, classify them, and talk about why they are classified in this way.
4. Report the status of your classification.
Ant Spider Cicada Dragonfly
Cat Pig Dog
4. Complete the fourth question of homework.
1. The teacher shows the card and asks the students to read these words.
2. Connect yourself.
3. Feedback.
5. Assign homework: write new words and read words.
6. Summary:
Through the study of this lesson, students will know that animals have their own abilities. Encourage conscientious and responsible little experts.
Blackboard writing design
Exploration activities
Look at the picture, talk about which category this animal belongs to, and then draw a picture of an animal that is in the same category as them .