What am I? Pre-class teaching design 1 perspective
What I am is a common sense text. This lesson vividly introduces the different forms of water in nature and their advantages and disadvantages with the narrative method of the first person "I". The content of the text is lively and interesting, and the language is concise and vivid. Integrating scientific knowledge into interesting stories is an excellent teaching material. Through learning, students are guided to know that only rational use of water resources can benefit mankind, thus stimulating students' interest in observing nature and cultivating their ability to observe nature.
Water is no stranger to students, so in the teaching process, we should actively explore students' existing life experience according to the structural characteristics of the text, let students actively participate in learning activities, obtain simple methods of perceptual experience and innovative activities, cultivate students' awareness of independent learning, sublimate their external learning interests and motives, and promote their development.
Teaching objectives
1, know 1 1 new words, and write 8 words.
2. Can read the text correctly and fluently. Recite your favorite part.
3. Understand the changes of different forms of water and its close relationship with human beings, and establish environmental awareness.
Teaching focus
Read the text correctly and understand the change of water and its connection with human beings.
Information material
1, new word card, story recording, video or courseware reflecting the change of water.
2. Teachers and students collect relevant information about the connection between water and human beings.
Teaching time
Two class hours
first kind
Cut in and lift the couple.
1, story introduction: Students, today I want to introduce a naughty and lovely child to you. Do you want to know them? (Play the recorded story)
This design can make students quickly enter the learning state and stimulate their desire to explore. Perceive the content of the text as a whole and understand the main idea of the text. )
2, riddle introduction: Today, the teacher brought a riddle to everyone, see if everyone can guess the answer? "Thousands of lines, ten thousand lines, can't be seen when you fall into the water." (Board issues)
Self-reading
1, give students enough time to read the text freely. At the same time, mark new words, words and places you don't understand with a pen.
2. Guide students to read the text correctly, fluently and emotionally. Teachers and students evaluate reading. Emphasize the marked new words and phrases and pay attention to the difficult pronunciation. For example, "mania and disaster" is a flat tongue sound; Jia is the fourth tone. In the word "crops", it sounds soft and so on.
3. Read and communicate, and encourage questions. Tell me what you learned after reading the text. What else don't you understand? The teacher arranges, summarizes and answers questions in time according to the students' situation.
Respect students' dominant position and cultivate students' good reading and questioning habits. Teachers effectively collect students' feedback information after reading the text, so as to adjust the teaching process and trend in time. )
Learn to read
1. Use the new word card to display the word 1 1 in "I will recognize". Guide students to recognize each other in groups and exchange literacy methods.
2. Invite students to be little teachers and lead them to read new words and expressions. (see "I can read").
3. In groups, start the word reading contest through training, and judge the excellent groups. If you can't read correctly, please ask the students in the group to help correct it.
write
1, show me four words with left and right structures in I can write. Guide the students to observe the characteristics of these words and the position of each word in Tian Zige. Find out the words you think are difficult to write.
2, the teacher writes. Emphasize the key points when writing. For example, the ninth stroke of "drying" is vertical bending, not vertical bending hook; And the similarities and differences in the writing of "two-divided water" and "three-divided water".
3. Students paint red, write temporarily and practice writing freely. Teachers patrol, teachers and students * * * with comments.
discuss
Teacher: Students, what have you learned here or what are you going to do after learning? What do you want to do next? (Students say what they want to do. Students may say the following activities. )
1. Speak with the words you have learned and find friends for the new words.
2. Read the text with your partner and read your favorite paragraph.
3. Read aloud when performing the action. Teamwork Wait, other methods are also possible.
After students can read and write, they should fully respect their wishes, encourage them to choose their own learning methods and learning contents, and cultivate their sense of autonomy. Teachers should pay attention to guiding students to study solidly and effectively according to their own choices. )
report
Students report their learning results according to autonomous learning activities and exchange their learning feelings.
Second lesson
lead into/introduce
1, recite new words in your favorite way. Listen to the sketched words, and then say how you remember this word and consolidate your literacy. Check your deskmate's handwriting.
2, refers to reading the text, teacher and student comments.
Si Qi
1. Through research, we know that water is constantly changing. So how does water change? Besides change, what are the characteristics of water? Can you think of a good way to understand these problems?
2. Students discuss and find solutions to problems.
3. Communication methods. Students can put forward the methods of "reading in groups and taking notes while reading", "drawing and filling in forms", "story performance" and "painting performance". )
This design should be based on students' familiarity with the text and their understanding of the content of the text. By asking questions, discussing and exploring reading comprehension methods, we can give full play to the role of reading subjects and cultivate students' independent consciousness and problem-solving ability. Some methods may be found according to the characteristics of students, but teachers should fully guide students to pay attention to the feasibility of the methods to help students learn scientifically and effectively. )
explore
Organize students to carry out cooperative learning according to their own learning methods. Teachers should pay close attention to the learning situation of each group in time, teach students in accordance with their aptitude, help students choose and use their own reading methods correctly, and ensure the learning quality.
show
1, organize students to report their learning situation in combination with their own learning (group learning). Pay attention to guide students to find out the following questions.
(1) Different states of water and their changing processes.
(2) The different appearance of water in different places. (Section 3 Nature Festival)
(3) Advantages and disadvantages of water in human life.
2. Teachers can use courseware or videos to help students consolidate their knowledge and understanding. Organize and evaluate the learning situation of each group, paying special attention to the evaluation of students' cooperation, innovative methods and learning attitude.
Fully believe in learning and guide students to discover, explore and learn independently. Give full play to the role of teachers as organizers, collaborators and promoters in teaching. Cultivate students' reading comprehension ability, cooperative learning and active inquiry consciousness. )
discuss
What other water do you know about its function and harm?
read aloud
1. Guide the students to practice reading the text emotionally with the help of the teacher's camera. For example, reading Fall, Impact and Drift by emphasizing stress; Read the beauty and loveliness of Baiyun and Xia Hong in a pleasant and gentle tone; Read the "heaviness" of the cloud in a plain tone; Read the "calmness and peace" of water in a gentle tone; Read the water "surging" in a slightly stronger tone.
2. Practice saying "the change of water" and "the same character of water" in your own words.
3. Organize students to wear headdresses of "water, steam, clouds, rain, hail and snow" and perform the contents of the text. Proper use and expression.
(From reading, speaking and doing, scientifically follow the development law of children's thinking. Give full play to students' imagination and make use of children's expressive ability. Enable students to consolidate knowledge in interesting activities and cultivate innovative courage and performance ability. )
What am I? Teaching design 2 teaching focus:
1. Know 14 new words such as "sun, shoulder pole", correctly pronounce the polyphonic word "Mei", write 10 new words such as "edge, shoulder pole", and write 10 new words such as "sky and dusk".
2. Be able to read the text correctly and fluently, and briefly talk about the changing process of water. Understand the accuracy of the words "fall, impact, drift" and imitate sentences.
Teaching difficulties:
1, knowing that water will turn into steam, clouds, rain, hail and snow under certain conditions; Understanding water can not only bring benefits to people, but also bring disasters to people.
2. By studying the text, we can experience the magical changes of nature and stimulate students' exploration of natural science.
Analysis of learning situation:
From the perspective of first-person narration, this paper vividly and interestingly introduces the ever-changing "I"-I can become "steam", "cloud", "rain", "hail" and "snow", where I live, and my temper (sometimes mild and sometimes irritable). Such vivid and childlike language can especially stimulate students' interest in learning. In learning, it is important to guide students to read the text correctly and fluently, and to understand the morphological changes and living places of water. Teachers can guide students to observe the illustrations of the text and combine the text with pictures. At the same time, they can display the relevant sentences in the text with the help of multimedia, giving students a more intuitive and vivid experience and helping them understand the content of the text. It is difficult for students to understand this lesson by feeling my changeable temper. Before class, students can be arranged to collect relevant information online, and teachers can give appropriate explanations to help students understand the benefits and harm of water to human beings. Child, "What am I?" I believe that as soon as you see this topic, you can't wait to go into the text to find the answer! So, what should we pay attention to when studying this lesson? First of all, there are many new words in this class. Students should read the pronunciation correctly with the help of Pinyin, observe the font, and put the water-related words such as "drip, dive, flow, river, ocean and pond" together to learn and understand the meaning through the radicals. Secondly, read the text several times. In the process of reading the text, I believe that students will find the answer to "what am I", that is, "water"; Thirdly, think about the main content of each natural paragraph of the text and what aspects of water are written respectively. Of course, in the process of learning, don't forget to observe the illustrations in the textbook! They can help us understand the text. Finally, students can also collect some information about "water" on the Internet with the help of their families, and learn what water can become and what water can help people do.
first kind
First of all, stimulate interest and introduce new lessons.
Teacher: Students, the teacher knows that your favorite game is solve riddles on the lanterns. Will the teacher let you guess a riddle first?
"Like smoke without smoke, it is said that the rain comes and does not fall. Sometimes it covers half the sky, and sometimes I only see flowers. " What? (Cloud) That's right. Will the teacher let you listen to a longer riddle? Please open page 5 of the book and listen quietly to "What am I?" . Write on the blackboard (while recording the courseware). What am I?
Second, read the text and read independently.
1, read, listen and understand the text.
Teacher: What am I? Have you guessed? As you all guessed, let's talk together!
Health: It's water.
Teacher: Yes! It is water. The blackboard says:-Water. It seems that you have a preliminary understanding of the text. This text is very interesting. You must want to see it!
Please read the text by yourself, circle the unknown words with pens, and then learn (show the screen) according to the literacy method provided in the courseware. Let's get started.
Third, learn words and consolidate pronunciation.
(1) Displays the words on the whole screen and reads them.
Into a tiny sun, tiny water droplets, and a stream in the evening.
Running the ocean, flooding crops, destroying houses and bringing jobs.
(2) grouping words to consolidate pronunciation.
The students read really well, and watching the water drops brought us a group of words.
1, Xiu: It becomes a very small evening (students watch it together)
(1) Understanding: Minimum meaning. It is very small.
(2) Accumulate the antonym of evening: evening-morning
(3) Accumulation: a form of words. A piece (grass, petals, snowflakes ...)
Step 2 read:
Irrigate fields, start machines, flood crops and destroy houses.
(1) displays the pinyin word "irrigate fields". Read it together. Show me the photos. Digging ditches manually, spraying with nozzles, dripping with water pipes, and sending water to the fields like this is called irrigation. So these two words are beside the three-point water. Water can not only irrigate fields, but also start machines. Students read when they start the machine. When the river surges, it will flood crops, destroy houses and bring disaster to people. This is a bad thing that water does. (Read and show the words) Read aloud:
Irrigate fields, start machines, flood crops and destroy houses.
(2) learn the polyphonic word "no".
Read the word again. This is a polyphonic word. Do you know another pronunciation of it?
② Pronunciation: May
③ Combine the two pronounced words together.
May (none) (useless)
no
Mi (inundation) (infection)
(3) Send it back to the sentence and remember the pronunciation.
Show sentences: (Boys and girls look for antonyms while reading)
I have done many good things, irrigating fields, starting machines and helping people to work.
I have also done many bad things, flooding crops, destroying houses and bringing disasters to people.
3. Show the words: water drop, stream, ocean.
(1) Read the words and tell me what you find.
(2) Accumulate new words beside the three-point water.
Flood, flood, pool, river, river ...
(C) stimulate the game, identify fonts
1, Snowman and Word Hide and Seek: Look, the lovely snowman came to our study and called out their names loudly. Changes, movies and tapes
2. Find friends to play games.
The wood doesn't match the soil next to it.
Seeing your attitude of studying hard, the snowman wants to invite you to participate in the radical game of finding friends. Want to join?
Look, here they come! Shout out their names.
Please look carefully, who can join hands with whom to form new words and write them in the text.
3. Read these new words again.
Fourth, observe the whole and write new words.
1. Read the word "sea and ocean" again. What did you find? (Left-right structure)
2, using three views, try to figure out the font.
A look at the structural characteristics: left and right structure, narrow left and wide right, left and right family.
Second, look at the occupation and grasp the key points: Sea: The right side of the pen starts from the vertical midline and presses horizontally on the horizontal midline.
Yang: The point on the right starts from the vertical midline, and the middle is horizontally pressed by the horizontal midline.
Third, look at the order of strokes: the book is empty.
3. Write your own new words.
4. Show evaluation.
So much for today's words. Put the pencil at home and the book in the upper left corner. Just now, the students knew the new words in this text and learned to write. I believe the students will read the text more fluently.
Read the text aloud and understand the content.
1. How many natural paragraphs are there in the text? (5)
2. Read the text by yourself and think about it: What characteristics of water are introduced in the text? What will it do for mankind?
Students read the text by themselves. Who will try to fill it out?
I will change. As soon as the sun shines, I become (). Ascending to the sky, I became () again.
I rose higher and higher in the air and became (). Small water droplets get together and become (), (), (). I returned to the ground and became water again.
You are good at reading and understanding texts. Is that how you fill it out? Read the red words in brackets together.
As soon as water is exposed to the sun, it first becomes gas (draw an arrow). How did it become a cloud? Please read the first paragraph by yourselves.
4. Learn the first paragraph.
(1) Read the first paragraph by yourself.
(2) After the students answer, show this passage.
I will change. As soon as the sun shines, I turn into steam. When I rose to the sky, I became countless dots, connected and floating in the air.
Look at the screen, read this passage together, and experience the change of water from the ground to the sky.
(3) What is floating in the air? (continued)
Sometimes I wear white clothes, sometimes I wear black clothes, and I wear a red robe in the morning and evening.
What do you mean by white clothes, black clothes and red robes? (The teacher posted white clouds) (The teacher posted black clouds) (referring to the morning glow and the sunset glow, the fiery red cloud is the sunset glow) Is it dark clouds or white clouds that can rain? (Dark clouds) Students really understand the content of the text!
If I change this sentence to sometimes I am a white cloud and sometimes I am a dark cloud ... what do you think? Not good, not vivid. The book describes the cloud as a person, so you can wear clothes. Very anthropomorphic, making the words more vivid. What a wonderful experience you have!
Let's read the first paragraph again.
Water can turn into clouds or "rain, hail and snow". What are they like?
5. Learn the second paragraph.
(1) Please read the second paragraph silently. Draw words in straight lines to describe them.
(2) What is "rain, hail and snow"? Read the words you draw by name.
Rain is a small drop, drop by drop. Snow is a small flower, and ice is a small hard ball. )
Who can draw a picture on the blackboard according to their appearance? Please draw a picture on the blackboard.
(3) Draw "rain", "hail" and "snow" with stick figures.
Other students look at the blackboard and read the second paragraph by themselves to find out how "rain, hail and snow" fell from the sky to the ground.
(4) Guide reading the second paragraph.
I rose higher and higher in the air, and my body temperature became lower and lower, turning into countless small drops of water. Droplets gather and fall, and people call me "rain". Sometimes when I turn into a hard ball and shoot it down, people call me "hail". In winter, I become a little flower and float down. Where are people? I "snowed"
How did rain, snow and hail fall from the sky? Read the second paragraph by yourself.
Who can tell us how rain, hail and snow fall from the sky? Answer by roll call. Why not say that the hail has fallen and the snow has fallen? Hail is a hard ball, very heavy, but it falls, snowflakes are very light, but it floats down. Can you read it with your own experience? Read the second paragraph by name.
Read the second paragraph in combination with your own experience.
(5) Look at the blackboard summary again. They are really little painters who can observe life. ) Question: When will it hail?
(6) Who can stick a new word card with the prefix rain on the blackboard according to the stick figure on the blackboard?
Health stickers: "rain", "hail" and "snow"
(7) Read the words on the blackboard.
Students, after the rain, snow and hail landed, they turned into water again. Where will the water flow? Please read the third paragraph and see how you understand it.
6. Learn the third paragraph.
Usually I sleep in the pool, walk in the stream, run in the river, dance, sing and have meetings in the ocean.
(1) Illustration: Why do you say "water sleeps in the pool, walks in the stream, runs in the river, dances, sings and knows in the ocean?"
(2) Answer guide.
Let the students understand that "sleeping" means that the water is calm and quiet as a mirror; "Walking" means that the water flows slowly forward, which is very leisurely; "Running" means that the water flows fast and continuously; "Dancing, singing and having a meeting" means that the waves roll.
(3) Read this paragraph again with experience.
(4) Read this passage together to see who reads the most emphatically.
Water is not only naughty, but also naughty. Sometimes he is gentle and sometimes he has a bad temper. Let's read the third paragraph together and think about it. What good things did he do and what bad things did he do?
7. Learn the fourth paragraph.
(1) Good things and bad things are antonyms. Read aloud "Good Things-Bad Things". What good and bad things has water done for mankind?
(2) water said: although I have done some bad things, I have done many good things for you in your life? Can you talk about it?
6. Look at the text courseware to further understand the content of the text.
Just now, the students learned new words and some knowledge about water. Now the teacher wants you to listen again and see if there is anything you don't understand in this text. Are there any questions you don't understand?
Listen to what the water says to us.
Extend the content of the text and let students know how to save water and protect water resources.
Second lesson
Teaching objectives:
1, review 14 new words and the polyphonic word "mei", write 8 new words such as "change and pole", and write 10 words such as "sky and dusk".
2. Read the text correctly and fluently, and say the sentences with the words "falling, hitting and drifting".
Teaching focus:
1, review 14 new words and the polyphonic word "mei", write 8 new words such as "change and pole", and write 10 words such as "sky and dusk".
2. Read the text correctly and fluently.
Teaching difficulties:
I can say three-word sentences: drop, hit and drift.
Teaching process:
First, check the import.
Teacher: Today, we will continue to learn the text "What am I". Do you remember the words you learned last class?
1, which displays the words to be read.
It becomes a stream at night, accompanied by weak sunlight and lower and lower water droplets.
Run the ocean, flood crops, destroy houses, irrigate fields and start machines.
Brought by work
2, the little teacher reads new words: change, extreme, film, edge, work, bad, give, bring.
These words are also the words we are going to learn to write today.
Second, the structure classification, guiding writing
1, structural classification.
Left and right structures: extreme, lateral, working, bad, giving.
Upper and lower structures: variations and bands
Monograph: tablets
2. Three views guide writing.
A look at the structural characteristics: left and right structure, narrow left and wide right, left and right family.
Upper and lower structure: upper width and lower width.
Monographs live in the middle of fields.
Second, career focus: change: the fifth stroke is the left point, and the sixth stroke is the right point.
Rod: the first stroke on the right side is perpendicular to the center line, and the second stroke is folded horizontally.
Side: Don't write "Fang" too big.
The left vertical line is shorter than the right vertical line.
Bad: the last stroke of "earth" is changed, and the word "earth" is not supported.
Here: the last stroke next to the noose is lift, and the mouth on the right side should be written flat.
Tape: the sixth stroke is a horizontal tick, and the last stroke should be written vertically.
Film: The last stroke is horizontal, not vertical.
Third, look at the order of strokes: the book is empty.
3. Write your own new words.
4. Show evaluation.
5. write words.
In the sky and evening, flowers usually work in rivers, oceans and fields.
Third, recall the content of the text and consolidate the words again
Read the text in your favorite way and recall: What does the text say about water?
4. Read and say a sentence with the added words.
1, small drops of water gather together and fall, and people call me "rain".
Sometimes when I turn into a hard ball and shoot it down, people call me "hail".
In winter, I become a little flower, and people call me "snow".
(1) Think back to what the words in the sentence mean.
Falling: wrote the appearance of small water drops falling from the air.
Hit: Write down the strength of the "hail".
Gone with the Wind shows the beauty and lightness of snowflakes falling in the air.
(2) Combine meaning with life and say a sentence in three words.
Verb (short for verb) Homework:
1, read the picture book Water Conjecture.
2. Write 10.