Tisch
Teaching objectives 1. Consolidate students' characters and strokes "B" in this course, and expand their literacy ability in life.
2. Read the text correctly and fluently.
3. Combine pictures and texts with real life, understand the characteristics of the four seasons, feel the beauty of each season, and stimulate students' love for nature.
Class record
First, the game import, stimulate interest
Play the song "Find a friend" and clap your hands.
Teacher: Did the children recognize this song?
Teacher: OK, let's play the game of "Finding Friends". I will invite a child to be a little teacher in the future. He will show the pinyin card, and the children below will quickly find the new word card to answer first. I am a big assistant to the little teacher.
(health activities. )
Teacher: You are really capable. Congratulations on becoming today's "king of literacy" and give you an award.
(The rest of the students applaud. )
Introducing children's favorite games not only allowed students to review new words, but also named the literacy king, which stimulated children's interest and desire in learning. ]
Second, the combination of graphics and text, reading comprehension
Teacher: Nature is amazing! She has four very lovely daughters, who can make flowers red and grass green; It can turn the sun into a fireball and make us sweat; Can let the red fruit climb the branches; Not bad. It turned the world white overnight. Do you want to be friends with these four little girls?
(The teacher posted it on the blackboard: spring, summer, autumn and winter)
Teacher: I have some beautiful paintings of the four seasons here. Who will find them a home?
(I was born to map on the stage. )
Teacher: The scenery is really beautiful all year round. A writer's grandfather wrote it into a nursery rhyme. In this lesson, let's try this nursery rhyme again, listen and have a look.
(Courseware shows the content of the text, accompanied by music reading and recording)
Teacher: Which season do you like best? Why?
(answer, and briefly talk about the reasons for liking. )
Teacher: Do you want to read it? Read your favorite season and your favorite tone.
Students can read freely. )
Teacher: The children read really well. Now, who wants to read his favorite season to everyone?
Read, comment and guide the pronunciation of "sharp", "round" and "stand up")
Teacher: All children want to read it, so read it to your deskmate and good friends, and add appropriate actions when reading.
Students can read freely. )
Reading aloud training is a basic language training in Chinese teaching. It is not only an effective means to understand the language, but also helps to enhance the sense of language and develop the language. The internalization of text is the main way for children to learn written language. Therefore, children must be allowed to feel and accumulate language directly in teaching. Children in Grade One are in the primary stage of reading, so students are brought into the text situation by means of color maps, animation, audio-visual and other means, so that they are full of curiosity and curiosity, and feel the different characteristics of the four seasons in a proactive state, so as to have real emotional experience and read the text well. ]
Third, expand literacy and train to speak.
Teacher: Have you brought all the new word cards related to the four seasons? Do you want to tell the students in the group how to read your new word card? What season is it now?
(Students identify and read each other in groups)
Teacher: Do you want to show your new word card to everyone? Teach you how to read, okay?
(Students show on stage and teach reading. )
Student 1: I brought "Swallow, Cicada, Chrysanthemum, Snowman". They are the scenery of spring, summer, autumn and winter.
Student 2: My card collection is "Swimming, Paddy".
I like swimming in summer best, and autumn is the harvest season for farmers' uncles.
Teacher: Through cooperative learning, children have a better understanding of the scenery. Do you want to be a little writer and make up your own children's songs?
The courseware shows the content of the text, and the previous sentence has been removed from each section.
Teacher: The teacher loves spring and can't help but want to make up a children's song: The flowers are red, and it says "I like spring" with a small face.
The students raised their hands in succession, eager to do it themselves. )
Teacher: I have some beautiful hats here. Can you make up children's songs according to the scenery on the hat?
Yi Sheng: (wearing a yellow leaf headdress) "Yellow leaves are fluttering". She danced and said, "I am autumn".
Student 2: (wearing a lantern headdress) "Red lanterns are hung high", and he said happily, "I am in winter".
Student 3: (wearing a watermelon headdress) "Watermelon is round", he said with a big belly, "I am summer".
Teacher: It's beautiful. Can other children do as well as they do?
Students are free to write children's songs, and their mood is high. )
Cultivate students' awareness of Chinese and their awareness of learning Chinese at any time and anywhere, and guide children to extend their tentacles of acquiring and applying knowledge to classroom and life. In teaching, we have created a situation where we can read and understand things in life, and when a young writer writes children's songs, it not only makes students feel novel, but also applies what they have learned. ]
Fourth, emotional sublimation, using operation
Teacher: Look, what else did the teacher bring you? .
The courseware shows the beautiful pictures of the four seasons, and the students exclaim. )
Teacher: Are the scenery in the four seasons beautiful?
Health: (gas) beauty.
Teacher: children, express your love for the four seasons in your favorite way!
Children who love painting can paint, children who love singing can sing, and children who love dancing can jump. Students are divided into groups for activities and performances. )
Teacher: There are many children who want to sing, dance and draw. Then, after class, we will hold a special "I love the four seasons" activity, so that all children can show their love for Mother Nature. Health: (happily) Good!
[On the basis of appreciating poetry and feeling physical difficulties, let children fully display their personality, express their love in their favorite ways, and activate the expressive force and creativity of their "protagonists". ]
* * Original reading * *
The footsteps of spring are quiet,
Quietly, she came with a smile-
The stream sang a song.
Ding Dong, Ding Dong,
Green grass and flowers come to report for duty.
The footsteps in summer are quiet,
Quietly, she came with a smile-
Jin Chan sang a song.
Cicada, cicada
Bring laughter to the world.
The footsteps of autumn are quiet,
Quietly, she came with a smile-
The fallen leaves sang a song.
Brush, brush,
Covered with golden paths.
The footsteps in winter are quiet,
Quietly, she came with a smile-
The north wind sang a song.
-Hoo, hoo,
Snowflakes are flying happily.
extreme
Analysis of raindrop teaching plan teaching materials
This article is a fairy tale of science. The text uses anthropomorphic methods to tell students that raindrops fall from the clouds through the dialogue between heavy rain and light rain. With the nourishment of rain, it presents a beautiful scene of grass growing and warblers flying and flowers blooming.
Reading aloud and practicing reading aloud are the key points of teaching. Students should read aloud to understand the relationship between rain and plant growth.
Class goal
Know the new word 12 and learn to write "Fang" and "Semi"; Read the text correctly and fluently; Understand the content of the text and feel the influence of rain on plant growth.
Teaching assumption
"Chinese Curriculum Standards" points out: "Reading is a personalized behavior of students, and teachers' analysis should not replace students' reading practice." This course adopts personalized teaching, based on students' original knowledge and experience. By creating situations, we can stimulate students' interest in reading and guide them to read from enlightenment. The design fully respects students' unique feelings, experiences and understanding, so that students' own understanding of the text content replaces the explanation and analysis of the textbook, students' own independent thinking replaces the unified answer, and students' own perceptual experience replaces the unified understanding and guidance. The whole process has played a role in publicizing students' personality and stimulating their spirituality.
teaching process
(A) reveal the main body
1. Introduction to the dialogue and demonstration of the animation Rain.
2. Let the students watch the animation and talk about the rain briefly.
3. The blackboard writing project Raindrops.
By watching animation, students' interest in learning can be stimulated, their understanding level of rain can be understood, and students can get more information about rain in communication. Pay attention to guide students to correctly pronounce the word "raindrop" in oral English, so as to solve Hua Er's pronunciation difficulties.
(B) the overall perception
1. Please read the text freely. Requirements: Read correctly.
Ask the students to talk about what they know after reading the text.
Let the students read the text with the help of pinyin and feel the content of the text in combination with daily life practice. However, students' life experience and cognitive level are different. Teachers do not set a unified perceptual goal in the design, but let students communicate freely after reading the text and say as much as they know what to say. In this way, students can communicate and complement each other in a relaxed environment, and their perception changes from vague to clear, from quantitative to qualitative. The design also allows students to express their learning achievements and share them with others, in order to make students realize the value of their own learning and enhance their sense of ownership. )
(3) Literacy and reading
1. Read and understand "countless", "clouds" and "falling".
(1) Show the new words "Shu" and "Qing" one by one, and read the pinyin correctly.
(2) Show the word "countless", read and find out what the text refers to.
(3) Say that there are countless things in life.
(4) Recognize "cloud" and "falling".
(5) Find out the sentences containing words such as "countless", "cloud" and "falling" and read them out.
2. Read and understand "questions" and "answers".
(1) Show the new word "q", read and find it. Who asked who in the article? Ask what? Draw the relevant sentences.
(2) Communicate, instruct reading aloud and ask, "Where are you going?"
(3) Read the text to find out how Xiaoyu answered. Show the answers to the new words and guide the students to read correctly.
(4) Discrimination: "What about you?" Does this sentence mean Xiao Yu answers Xiao Yu? Know "answer"
(5) Read the text to find out the sentences that answer Xiaoyu and read them out.
3. Read Fang.
Ask the students to read carefully the sentences with the word "Fang" in the text, and make sure that the word "Fang" is read softly.
Read the text to your deskmate.
Facts have proved that literacy in the language environment is high-quality and efficient. The design of this link recognizes the principle that words cannot be separated from words and words cannot be separated from sentences, and organically combines literacy, word interpretation, sentence reading and learning, so that students can understand the meaning of words in the language of the text and read aloud on the basis of understanding the meaning. This kind of rolling teaching is intended to help students understand and consolidate new words and phrases and read texts through multi-level language practice. )
reading comprehension
1. While reading the fifth paragraph, the teacher demonstrated the animation of grass growing and blooming after rain, so that students could feel the changes brought by raindrops to plants.
2. Show the sentence "Raindrops are falling from the clouds".
Combine animated scenes, expand imagination, imitate sentences and talk about the vibrant scene of nature after the rain.
Grass grows out of the soil.
_ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _.
_ _ _ _ _ _ _ begins with _ _ _ _ _ _ _.
3. Inherit the contextual atmosphere formed by oral practice and let students read the fifth paragraph together on the basis of free reading. Discussion and communication: who is responsible for this? What do you want to say to raindrops?
In this teaching, it is important and difficult for students to understand the relationship between rain sound, children and plant age. The design follows the characteristics of students' thinking, allowing students to appreciate the scene of grass blooming after rain, and opening the valve of students' thinking through concrete image landscape. Then let the students watch the animation, talk about the changes brought by raindrops to grass and flowers, and teach the students the ways and means to think about this problem. Then let the students contact with real life and tell which plants have been changed by raindrops with the help of sentence patterns. Let the students know the important role of raindrops in plant growth from different channels according to their different life experiences. The new cognition is based on the existing cognition, which makes teaching subtle and natural. )
(5) According to the students' answers, let the students read the full text to their good friends with love, gratitude or admiration for raindrops, and then let the students recommend friends who read well to give reading performances to teachers and students.
Reading aloud is the externalization of students' understanding of the text, so reading aloud should be personalized. This design does not start with skills, and does not pursue cadence and neat reading effect. It has changed the practice of sublimating classroom atmosphere through common reading in traditional teaching. Instead, on the basis of full experience, students can freely choose their own audience and reading methods, and freely release their inner love, gratitude or admiration for raindrops during reading. In this design, reading aloud is no longer a mechanical record, but a vent of students' personal feelings. )
(six) to guide the "square" and "half" writing and practice writing.
Cultivating students' listening, speaking, reading and writing skills is the main task of Chinese teaching, especially writing teaching in low-level Chinese teaching. After the climax of teaching, let students calm down, learn Chinese characters, write and write, and combine static and dynamic to form good study habits. ) Textbook Original [/page]
Textbook original
Yu dianer
Countless raindrops fell from the clouds.
In mid-air, the heavy rain asked Xiaoyu, "Where are you going?"
Xiaoyu replied, "I want to go where there are flowers and grass." What about you? "
The heavy rain said, "I want to go where there are no flowers and grass."
Soon, where there are flowers and grass, the flowers are redder and the grass is greener. Where there are no flowers or grass, there are red flowers and green grass. Reflections on raindrop teaching
Tisso
Si Nuo children's lesson plan 1. Preset goal
Emotion and Attitude Goal: Understand the content of the text, feel that the snow boy brings joy to the white rabbit, relieve the disaster for the white rabbit, and finally become the quality of the cloud.
Knowledge and skill goal: know the new word 10, write three words: melon, clothes and lai, know 1 radical, and read the text correctly, fluently and emotionally.
Process and Method Objective: To understand the changing process between snow and clouds through different learning methods.
Second, the teaching focus: know the new word 10, and know that snow will turn into clouds.
Third, preparation before class: video tapes or courseware with snow and clouds changing each other.
Fourth, teaching time: 2 class hours
Teaching process of verbs (abbreviation of verb)
(1) Look at the pictures and speak, and initially perceive the words.
1. Show the first four pictures. Requirements: Look at the pictures carefully, think about it and tell me what is drawn on each picture.
2. Name it.
3. What happened when the white rabbit fell asleep? Students' free imagination
4. Listen to the teacher's story and look at the picture with questions.
Can you add a title to this story? Let's see how the uncle and aunt who compiled the book named this story.
6, write on the blackboard, learn children's words,
(2) Read the text by yourself and read the text correctly.
Look at the pictures and read the sentences next to them. Draw words you don't know.
(3) Check the self-reading and correct the pronunciation after reading.
(1) Pay attention to the correct words, especially: release, go, burn and know.
(2) It can be read as: tired, rested, firewood, saved, or it can be a polysyllabic word Zhao.
(4) Read the discussion.
1, Xuetong saved the rabbit. Where did he go?
(1) Read the sentences in the text by name.
(2) guide reading the eighth paragraph (read praise and affection)
(3) Tell me what the white rabbit will say when looking at the white clouds.
2. How did the snow child fly to the sky? Use courseware to let students know the common sense that snow turns into water and water evaporates to form clouds. Appropriate expansion: clothes dry after drying, and the water on the ground disappears, which is the result of water evaporation. )
3. Read the text and think about it: Will Snowball come back? When can I come back? (Continue to read the courseware: the process of clouds turning into rain and clouds turning into snow. )
(5) Reading instruction:
1, do you like snow children? What do you want to say to Xue Tong?
2. Express your feelings by reading aloud.
(6) Continue the story: Imagine what the white rabbit will do and say when he meets Xuetong again.
(7) Word practice
1, memorizing new words: Write all the new words on cards and distribute them to students. The teacher reads a word, and the students find the word from the card and read it.
2. Reading and dialogue after class: (1) Fill in the words after class (2) Can you say a few words in this form?
(viii) Guidance in compiling the original text of textbooks.
Textbook original
It snowed heavily for a day and a night. Houses, trees and the ground are all white. Mother rabbit is going out to look for food. She made a beautiful snow child and let him play with the white rabbit.
The white rabbit dances and sings for Xuetong. Tired of playing, he went home to sleep. It was so cold in the room that the little white rabbit quickly added a handful of firewood to the fire.
The little white rabbit added firewood to make the fire burn brightly and the room was warm. He lay in bed, closed his eyes and soon fell asleep.
The fire is getting bigger and bigger. Alas, the firewood pile beside the torch is burning! But the little white rabbit is sleeping soundly, and he doesn't know it.
Snowboy saw the little white rabbit's house on fire and ran away quickly. He saved the white rabbit from the fire, but he melted himself.
Where is Xuetong? He flew into the air and became a white cloud, a beautiful white cloud. Teaching Suggestions for Xuetong [/page]