The goal of Chinese teaching in primary schools 1 the teaching design of Zhongyanzi
1. Learn new words and phrases in this lesson, pay attention to accumulation and appreciate good words and sentences.
2. Read the text correctly, fluently and emotionally and recite the text.
3. Through reading aloud and imagination, understand the content of the text, feel the loveliness of swallows and the beauty of spring, and stimulate students' love for nature.
Teaching preparation
Physical projector, tape recorder
teaching process
First, guide people to learn new courses.
1, students, whenever Miss Chun comes, her emissary-Swallow (blackboard writing project) will come from the south. Have you seen it? What does the swallow look like in your eyes?
2. Let's look at the swallows in the eyes of Zheng Zhenduo, a famous writer in China.
Second, reading the text for the first time
1, (The teacher reads the text with music) After listening to the text, what do you seem to see in front of you?
Do you want to see more things? Please read the text.
2. Read the text by yourself.
3. Group cooperative learning.
Show self-study requirements:
(1) Read the new words in the text and try to remember every new word;
(2) Draw birth words and other words you don't understand, then discuss them in groups and talk about their meanings and under what circumstances;
(3) The group members read the text in turn (one lesson for each person), thinking while reading: What aspects of the swallow are written in the text?
(4) Choose your favorite part and read it to the group members. Other team members commented after reading it, pointing out the advantages and disadvantages.
4, inspection team cooperative learning.
Third, group study.
1, this is a classic essay, which can last for a long time because it is very beautiful in the following four aspects.
(1) shows: beautiful appearance, beautiful spring, beautiful flight and beautiful rest.
(2) Which aspect of beauty do your group want to study most? (Group members discuss and study the topic)
2. Show the reading method:
(1) Read the text by yourself and find out which words best reflect this beauty;
(2) Read these words carefully and write down your own thoughts beside them;
(3) group communication and supplement;
(4) Discuss how to read this section well. Practice reading.
3. Students study, teachers patrol and participate in learning.
Fourth, reporting and communication.
(A) the "appearance" of the report exchange
1, report of the group studying the beauty of appearance.
(1) What is the beauty of swallows?
(2) From which words did you read this beauty?
(3) Other team members added or questioned.
(4) Recommend a member to read this part aloud for other members to evaluate.
2. practice.
Display: A feather of (), a pair of wings of () and a tail of () make up the swallow of ().
(b) Reporting and exchange of "Spring Pass"
1. Report of the research group "The Beauty of Spring".
(1) What scenery does this passage show in spring? What are the characteristics of these scenes?
(2) Which words do you think are better written? Why?
(3) What is the role of writing Swallow in the last sentence in expressing "the beauty of spring"?
(4) Can the four sentences in this section be reversed? Why?
(5) Other team members added or questioned.
(6) Recommend a member to read this part aloud for other team members to evaluate.
2. practice.
Exhibition: This part describes the scenery of … to show the characteristics of spring ….
(3) Report and exchange "Flying Beauty"
1. Learn the report of "Flying Beauty" group.
(1) What is the beauty of swallows in flight? What words can you see?
(2) In what order do you think this section was written?
(3) Other team members added or questioned.
(4) Recommend a member to read this part. Students and teachers evaluate together.
2. practice.
Display: At (), at (), swallows () are in the sky (), chirping, and some (), () fly to (); Some (), the tip of the tail () comes out of the water, and you can see ripples () rippling away.
(4) report and communicate "rest"
1. Report of the research group "The Beauty of Quiet".
(1) What words and expressions do you think are particularly beautiful in this paragraph? Why?
(2) What metaphors did the author make and what did he compare with?
(3) Other team members added or questioned.
(4) Recommend a member to read and evaluate.
2. practice.
Tell me: what kind of song does a swallow produce? Please write the lyrics.
Teaching Design of Swallow in Elementary Chinese Teaching Requirements II;
1. Learn the new words in this lesson and understand the words composed of new words.
2. Through reading aloud, observing and imagining, feel the loveliness of swallows and the beauty of spring, and stimulate the love for nature.
3. I will use "occasionally lively" to make sentences, understand the content of the text and summarize the meaning of each natural paragraph.
Teaching time:
Two class hours
Teaching process:
first kind
First of all, reveal the topic:
1, enjoy the song "Little Swallow" and talk about the feelings of listening to this song.
2. Show pictures of swallows with multimedia. Ask the students to observe the shape of swallows and talk about swallows by mastering their characteristics.
3. How do we write swallows in the text to be studied? Let's study 6. Swallows together today.
The new word "Yan" is an pictograph, 20 is the head, the mouth is the body, and the north is the stall of wings and tail.
When writing "Yan", all parts should be compact.
The students draw red on the books with pens.
Second, check the preview:
1, check the pronunciation of words.
(1) Read the new word card and correct the wrong syllables.
Remind students that gathering and sweeping are marginal sounds; Handsome and dizzy are nasal sounds; It's a postnasal sound.
(2) Students read together
2, master the writing of new words:
Let the students be small teachers and talk about what to pay attention to when writing these words.
Students communicate and draw red on the books one by one.
3. Read the text by name and paragraph, and do not add words, miss words, read well, and keep breaking sentences.
(1) Students read the text.
(2) Students evaluate according to requirements.
4. Communication: What aspects of swallows are mainly written in the article?
Third, learn the first paragraph of the text:
1, multimedia show pictures of swallows, and tell the shape of swallows in your own words.
Read the text freely and think about what you have learned from this article.
3. Students communicate.
4. What characteristics does the author grasp to describe it?
Combined with AC blackboard writing: the feathers are black and shiny
Handsome and brisk wings
Tail scissors
Step 5 guide reading aloud
(1) Stimulate emotions
Watch multimedia: in the face of such a clever swallow, such a lovely swallow, are you willing to praise it sincerely? Let's read it in a complimentary tone.
(2) Free reading.
(3) Try to read by name and read together.
6. Guide reciting.
How do students say reciting?
(2) Look at the blackboard and practice reciting.
6. Tell me the meaning of this paragraph.
Fourth, guide writing.
Fifth, homework.
1, copy the word three times.
2. Read the text aloud.
3. Fill in the blanks according to the text.
A swallow has a feather (), a pair of wings () and a tail ().
Second lesson
First, let's review:
1, see the first paragraph of the text.
2. What did you learn from the first paragraph?
3. Fill in the blanks.
Second, learn the second paragraph of the text:
1, read the second paragraph of the text freely, draw the words that represent things and circle the words that describe things in detail.
2. Students communicate.
Combine the understanding of "market" and "gathering like a market"?
4. Key flavor: (combined with students' questions)
(1) Spring is a lively and colorful season.
Let the students tell us where they learned it. Draw the scenery written in the book with horizontal lines and draw the characteristics of the scenery with curves.
Students sit at the same table and communicate with the whole class.
(2) Multimedia shows the beauty of spring and understands why it is said to gather like a market.
(3) Show the fill-in-the-blank questions.
In February and March, the breeze is blowing gently and the sky is drizzling. Thousands of soft willows () have goose yellow tender leaves. Green grass, green buds and colorful flowers all gather together like (), forming the spring of ().
Students fill in the blanks.
Multimedia once again shows the beauty of spring and realizes the correctness of the author's words.
Look at the paragraph above.
(4) What else do you know from this article?
Swallows add vitality to spring.
Read the last sentence.
5. Read the second paragraph with emotion.
(1) Students read for free. Think about what kind of tone to read.
(2) Read and comment by name.
(3) Look at this multimedia to show the beauty of spring. Read the second paragraph together.
6. Guide reciting.
(1) Please tell me how to recite it.
(2) Students try to recite.
(3) Becky
Third, learn the third paragraph of the text:
1. Students read the text by themselves. What did they learn from this article?
2. communication.
3. Read the text again. What is the image left by the swallow's flight? Where did you learn that?
4. Students communicate.
Tell me where you learned to fly fast. Why can you feel it?
The word "oblique" not only describes the swiftness of swallows' flight, but also describes the graceful flight movements. )
("Ji" is a sound. It just flies from here to there with a short sound. It was really fast. )
Watch the multimedia swallow flight to deepen the impression.
6. Read the relevant sentences aloud.
7. Tell me where you feel the lightness of flying? Why can you feel it?
(Occasionally, touching, dizzy)
Understanding: small halo
Why does the author say it's a little dizzy?
The camera understands "occasionally" and makes sentences with "occasionally".
Watch the multimedia swallow flight to deepen the impression.
8. Read the relevant sentences aloud.
9. Read the third paragraph of the text emotionally.
10, to guide reciting.
Fourth, learn the fourth paragraph of the text.
1, name the fourth paragraph.
2. Students question.
3. Understand the words "staff" and "notes".
4. Understand sentences.
5. Watch the rest of the multimedia Swallow.
6. Perceptual reading.
7. Guide reciting.
Fifth, summarize the full text.
1, read the text with emotion.
2. Tell me about the loveliness of swallows. Where is the beauty of spring?
Six, homework:
1, make a sentence:
Occasionally-
Lively-
2. Recite the text.
Lively and smart in appearance
Blackboard writing:
Here comes the swallow.
Fly light and fast.
pause
Teaching Design of Swallow in Primary Chinese Teaching Objectives 3;
1, students can correctly understand the long sentences in the text and master the basic methods of reading long sentences. You can use "add" and "occasionally" to make sentences.
2. Learn 1 1 the new words in this lesson; Understand the words "handsome, blowing, stretching, dazzling, blooming and shining".
3. Be able to read the whole article with emotion and recite the fourth paragraph of this article.
4. By understanding the beautiful words in the text, feel the beauty of swallows and spring, and experience the happy mood and vigorous strength that spring brings to people.
Teaching emphases and difficulties:
Can use the method of reading long sentences in unit tips, and can correctly understand the meaning of long sentences. Instruct emotions to read the text aloud. Understand complex sentences.
Preview before class:
1. Read the text several times skillfully.
2, words: handsome, blowing, stretching, clever
first kind
Course objectives:
1, take the students to read the text for the first time and understand the main idea of the text.
2. Learn the new words in this lesson and read the text skillfully. You can use "add" and "occasionally" to make sentences.
3, learning unit tips, initially master the method of reading long sentences, and use this method to learn the first paragraph of the text.
Teaching process:
First, introduce and expose topics.
1, the teacher reads the children's song "How Beautiful Spring is": The swallow is so clever, dragging a pair of scissors. Ribbon-cutting clouds, colorful clouds, wicker scissors, wicker shake. I cut a picture, and the scenery in spring is beautiful.
2. Students, in spring, lively and lovely swallows fly from the south. Do you like swallows? Today, we learn the text Swallow together. This article was written by the famous writer Zheng Zhenduo. Please open the book. Who will read it?
Second, experience of reading the text for the first time
1, specify the self-study requirements.
(1) Read the new words with pinyin correctly, underline the new words composed of new words, and carefully write the words you think are difficult to write with your fingers on the desk several times.
(2) Read the text freely and pay attention to rereading the wrong sentences until you understand them.
2. Students teach themselves, and teachers tour to guide them.
3. Check the effect of self-study.
(1) Show the new words, read by name, and read by the whole class.
(2) Understand the meaning of words.
4. Read the text aloud and check whether it is read correctly and fluently.
Third, learn the first paragraph.
This article is really beautiful. Read the first paragraph carefully and tell me what the swallow in your mind looks like.
1, students can read freely.
2. Name the students in their own words.
Teacher: This paragraph is a long sentence. How can I read a long sentence? Let's take a look at "unit learning tips" first.
4. What are the steps to read long sentences? First, then, underline.
5. Let's learn the first natural paragraph of the text by the method in "unit learning tips", and then read this paragraph.
6. Q: Which part of the swallow is this sentence written about? What are its feathers, wings and tail like?
7. What is the function of using "black, slippery, handsome and scissors" in the sentence?
8. Summarize the method of learning this long sentence.
9. Guide the feelings to read this paragraph and summarize the meaning of the paragraph.
Fourth, conduct "painting and speaking" training to deepen understanding.
1, can you draw The Swallow written by Zheng Zhenduo? I asked a classmate to read the first paragraph. How about we draw together? But when reading, be slow.
2. The classmates at the same table look at each other and introduce their swallows.
3. Who wants to come to the front and introduce their own swallows?
4. Did you notice that the author didn't write eyes and mouth? Is it negligence?
This tells us that when describing the scenery, we must seize the distinctive places to write.
6. Read the first paragraph aloud.
5. Use "add" and "occasionally" to make sentences.
1, Understanding the Meaning —— Talking about synonyms of "add" and "occasionally".
2. Make sentences with names. Comment.
3. Practice writing and making sentences.
Sixth, assign homework.
Exercise book 1, 2, 3, 4 and 6 questions.
Second lesson
Teaching objectives:
1, learn paragraphs 2, 3 and 4, and read long sentences by using the method in "unit tips"; Recite the fourth paragraph.
2. A guide to reading the full text with emotion.
Teaching process:
First, learn the second paragraph.
1, students read the second paragraph silently and think: What words are there in the second paragraph? Swallows flying back from the south add a lot of interest to spring.
Let's learn the second sentence first and read it together.
(1) This sentence is a long sentence. How to use the methods in learning tips to learn?
(2) That's right, so what does "yellow-green eyebrow eye" mean? Read the sentence "yellow-green eyebrows" again, which means willow buds.
(3) Why does the author compare the willow bud to a "yellow-green eyebrow eye"? Why not just say bud?
Willow slept all winter, and the bud seemed to open its eyes.
3. Learn the third sentence.
(1) Let's see what the third sentence says. Say the names of the students and read the sentences.
(2) Ask students to understand by understanding long sentences.
(3) Name a classmate and tell me how you understand this long sentence.
Teacher: What is the dazzling spring made of? How is it formed? What are the functions of other words?
(4) What is "fairness"?
Teacher: It's called a market-please talk about the market and think about the similarities between the market and the growth and opening of grass, leaves and peanuts in spring.
Teacher: As the ancients said, "The red apricots are out of the wall and full of spring." In spring, flowers are in full bloom, which really gives people a lively feeling.
(5) Read the third sentence together.
4. Learn the fourth sentence.
Such a lively and beautiful spring is inseparable from swallows. Please read the fourth sentence aloud.
(1) Who can simply say the meaning of this sentence?
(2) What do you mean by "adding" and "interesting"?
(3) Teacher: Students, painters paint spring without a swallow, poets write spring without a swallow, and singers sing spring without a swallow. It can be said that without swallows, spring loses half its beauty. Let's read this article in a complimentary tone.
Second, learn the third paragraph of the text.
1. Read the third paragraph again. What do you know from this passage?
(Swallows fly, swallows fly fast and lightly)
2. What statements did you see? Read the first sentence of the third paragraph again.
(blackboard writing: oblique, skimming and pumping)
3. Teacher: The word "oblique" describes the characteristics of swallows' flight, giving people a light and fast feeling, and also describes the graceful posture of swallows' flight. How to explain the word "skimming" in the dictionary?
4. What do you see from it? Read the sentence where this word is located and realize it.
5. What can we learn from the word "Ji"?
6. Where else do you see swallows flying "briskly"?
7. Let's read the third paragraph aloud and see who can make people feel that the swallow flies briskly and has a beautiful posture. (Students practice reading)
8. Teacher: "That little halo is rippling in circles." Read slowly and leave room for imagination. Who will read this sentence again?
Teacher: What is a "small halo"? Have you thought about it?
Teacher: Why does the author say "small circle" instead of "small circle"? What does this mean? Have you thought about it?
Teacher: "Halo" is a colorful circle reflected by sunlight or moonlight through clouds. Have you ever seen a solar halo or a lunar halo? That colorful aperture is really beautiful! In the author's eyes, the waves caused by swallows carrying water are like solar and lunar halos. Not only the swallow described by the author is beautiful, but even this small circle is beautiful! Let's read this sentence again and appreciate its beauty.
Third, learn the fourth paragraph.
1. After reading the third paragraph, we know that the swallow flies briskly and has a beautiful posture. Let's read the fourth paragraph and see what it is, who understands it and who said it.
2. Name it. (Swallow parked on the wire)
3. After reading it, which sentences left a deep impression on you? Reading and crossing.
4. "How like a first-class music!" What does this mean? Look at the illustrations in the book.
5. Teacher, here is a staff, which is a music score. Please imagine and compare it with the illustration. From a distance, does the swallow falling on the wire with the wire look like a staff?
Teacher: What an apt and vivid metaphor! We have to admire the author's amazing imagination! Students, think about it. What kind of music will we play? This must be a song praising spring and swallows. )
6. Students read the fourth paragraph together.
7. From the text, we further appreciate the beauty of swallows. There are also two words in this paragraph that are particularly vivid. I wonder if anyone has noticed. Please read the second sentence.
8. The word "mark" is well used here. Why not use "bar"? Because the wire is far and high, it can't be seen clearly, leaving only a trace in the blue sky.
9. Read this paragraph carefully, and then experience it for yourself.
10, look at the picture and try again.
Fourth, read the full text with emotion.
Fifth, homework.
Workbook questions 5, 7 and 8.