Design ideas:
"Where is the Air" is a fairy tale. By writing about a little monkey playing hide-and-seek with the air, the function and characteristics of air are introduced. This is a skimming text, the content is easy to understand and interesting. According to this characteristic, students should be allowed to learn independently in teaching. In the teaching design, guessing games are first introduced to stimulate interest in learning. Then let the students question the topic, read the text freely and fully with questions, and talk about what they know after reading. In the teaching design, key elements are grasped and a learning platform is created to allow students to learn by themselves and help each other understand "where is the air and what does it do?" By filling in the study cards, the characteristics and functions of air are summarized. . Finally, students are inspired to learn knowledge about air based on real life situations and use their imagination.
Teaching objectives:
1. Instruct students to read the text silently and gain a preliminary understanding of the characteristics and functions of air. Stimulate students' interest in learning science.
2. Read the text aloud according to the roles and learn the method of describing the language in this article.
3. Can recognize words such as "Yin, Ji, Ti, Mo, Ping, Nie, Wang".
Analysis of key and difficult points:
Teaching focus: Independent learning, exploration, and understanding of the characteristics and functions of air.
Teaching difficulties: Understand that air is everywhere around us, and plants and animals are inseparable from air.
Preparation before class:
1. multimedia.
2. Study cards.
Teaching process
1. Introduction to excitement
(1) (Show the third screen) Guess riddles.
[(2) It seems that the students are all good at guessing puzzles! So do you know where the air is? Today, we will study Lesson 12 "Where is the Air". Import topics. ]
(3) Question based on the question.
1. The topic itself is a question. What other questions can you ask around the topic?
2. Teacher-student review:
(1) Who raised the question in the title? Has he found the answer?
(2) What is the function of air?
2. First reading of the text, overall perception
(1) Read the text freely and softly.
1. Learn Chinese characters by yourself, read the pronunciation of the characters correctly, and read the sentences clearly.
2. Deskmates check in on each other.
[3. Teachers randomly check the pronunciation of new words in various ways.
4. Overall perception: Who asked the question in the question? Has he found the answer? ]
5. In a group of four, say: What do you know after reading the text?
3. Read the text thoroughly and explore cooperatively
(1) (Display the fourth screen) Read the questions.
(2) Self-study insights: Read the text again with questions in your favorite way, and take notes in the text while reading.
(3) Exchange reports and complete study cards.
1 (Show the fifth screen step 1).
2. Group communication of four people.
3. Work in groups to fill in the study cards.
4. Group presentation of study cards.
5. (Show the fifth screen step 2).
6. Improve your group’s study cards.
7. Read aloud the two parts of the study card in groups.
(4) Read the text aloud in different roles, paying attention to the tone of the questions and the mood of the little monkey.
4. Expand your thinking
Where else do you find the air? What is the role of each?
(Show the sixth screen)
1. Read the questions together.
2. Talk to your deskmate.
3. Report by name.
4.
(Showing the seventh screen) The teacher promptly asked: Where is the air? Ask students to talk about it based on real life situations.
5. Summarize the full text and expand it
(1) After studying this lesson, what did you understand?
1. Share your opinions with your classmates.
2. Report by name.
3. Teachers and students’ comments made it clear: Air is everywhere and at all times. No life in the world can be separated from air, etc.
(2) Since no life can be separated from air, how can we prevent or reduce air pollution?
1. Group discussion and exchange.
2. Report and comment.
6. Assign homework
Design concept:
Chinese teaching should pay attention to the integration and application of comprehensive knowledge, allowing students to connect their own life experience and existing knowledge To explore new knowledge to expand students' knowledge. In the teaching process, through cooperative learning between students and students, and between teachers and students, we build students' independent, cooperative, and inquiry-based learning methods. At the same time, through various forms of reading, discussion, practice, speaking, evaluation, etc., we can mobilize students' enthusiasm for learning, so that students can learn knowledge and methods while having fun.
Teaching content: All contents of Chinese Garden 3, including five contents: swimming in the sea of ??language, accumulating little to make more, reading platform, being able to speak eloquently, and writing with brilliance.
Teaching objectives:
1. Guide students to distinguish homophones in their use.
2. Accumulate ABB-type overlapping words.
3. Learn to convert sentence patterns, that is, the mutual conversion of "bi-character sentences" and "bei-character sentences".
4. Enrich language accumulation: famous quotes about learning.
5. Students are inspired by studying reading materials: they should develop the habit of careful observation and diligent thinking from an early age.
6. Learn to ask for leave from the teacher or ask others to help you ask for leave, and be able to write a request for leave.
Teaching important and difficult points: Read the content of the leave request note, analyze the method of asking for leave from the teacher, and apply the methods learned in the analysis to the assignment.
Teaching preparation: Multimedia
Teaching hours: three hours
Teaching process:
First lesson
Teaching objectives:
1. Guide students to distinguish homophones in their use.
2. Accumulate ABB-type overlapping words.
3. Learn to convert sentence patterns, that is, the mutual conversion of "bi-character sentences" and "bei-character sentences".
4. Enrich language accumulation: famous quotes about learning.
Teaching process:
1. Conversation introduction:
Students, the study of the third unit is coming to an end. In this unit of study, we I saw many interesting phenomena, and I realized that if you want to make new discoveries, you must observe carefully and think hard like a scientist. Be more hands-on. At the same time, we also gained some methods for learning Chinese. In this lesson, we will sort out the Chinese knowledge we have learned recently and use our Chinese abilities to show off our talents! Let us walk into the "Chinese Hundred Gardens III" (blackboard writing topic) together.
[Design intention: Use concise language to review the key points of the unit, guide the tasks of this lesson, and more importantly, let students know that the purpose of Chinese learning is practical application. ]
2. Swim in the sea of ??language
Do you think Chinese characters are interesting? Give an example. (Capture information and learn the difference between homophones)
1. Open the book and read "Chinese Characters Are So Interesting", read it first, and then talk about what you learned after reading it.
2. What do you think can be done to use homophones accurately. (First form a word, then make a sentence, and distinguish the meaning of the word in the specific context to achieve accurate application.)
3. Use "should" and "need" to expand words and make sentences, and talk about these two again Differences in meaning of words.
4. Give examples of interesting Chinese characters like this and differentiate them.
(Such as: Jinghejing, Lingheling, etc.)
[Design intention: to stimulate students’ active awareness, independently explore the methods of distinguishing homophones, and then use the method to Through extended exercises, students not only obtain "fish", but also use "fishing" to catch more "fish". ]
3. Write the words according to the pattern
1. Read the examples freely and talk about what characteristics of the words you discovered.
(They are all ABB-style words indicating colors)
2. Combine the language habits and complete the exercises as follows:
3. Red ( ) Yellow ( ) Black ( ) White ( )
4. Communicate and comment.
[5. Guide to questioning: Now the question arises. When describing colors, "red", "yellow", "black" and "white" can make it clear. Why should it be written in the "ABB" style?
(Make the color thicker, make the expression more vivid and vivid.)]
6. Group cooperation: It seems that the "ABB" type words are really magical. . Then let’s accumulate more. Compare, which group comes up with more words within the specified time and has a higher accuracy rate.
7. Report presentation.
Summary: With so many refrains accompanying us, we should be more confident in the process of speaking or writing in the future!
[Design intention: This link not only allows students to practice the correct composition of repeated words, but also quietly inserts the rhetorical characteristics and functions of "ABB" adjectives, stimulating students to accumulate and Actively apply interest. ]
IV. Sentence Pattern Switching
Words do not stump us, increase the difficulty to test your energy!
1. Read the examples by name, and then read them together to understand the structural characteristics of the "words and sentences".
2. Read the words of your study partner.
3. Complete the exercises by hand.
4. Share answers and talk about the process of doing the questions or your thoughts after doing them.
5. Classroom exercises:
(1) I understand this text.
(2) Everyone worked together and finally found the puppy Beibei who had been missing for several days.
(3) Ask questions by name and have your deskmate answer them.
[Design intention: "Ba Zi Sentence" is a sentence pattern in which the word "Ba" is connected to a verb phrase as a predicate. Elementary school students do not need to use these terms, but combined with life experience, this is what they mean subconsciously. Asking students to talk about the process of doing the questions or their thoughts after doing them is a summary of the method of doing the questions. ]
5. Accumulate a little and make a big thing
The students who asked the questions were full of confidence, and the students who answered the questions were confident. It can be seen that the accumulation of knowledge and skills is our magic weapon to win! Now let’s accumulate some famous quotes.
1. Read it several times freely. Find out what the famous quotes have in common.
2. Read by name and correct inappropriate pronunciation.
3. Read together.
[4. Discuss the meaning of the sentences in groups and talk about your own understanding based on the actual situation. ]
5. Communication.
6. Read and memorize.
7. Recite famous quotes about reading that you have accumulated, or write one yourself.
[Under the guidance of teachers, students are allowed to be in an active state from beginning to end in an open learning process, proactively explore and discover, and solve problems from multiple angles and diversification, thereby realizing the self-knowledge of knowledge. Construct.
]
6. Summary: In one class, the students made full use of their knowledge and skills, completed four exercises with ease, and gained some methods. I hope that the students will continue to work hard and become more effective every day. progress!
Blackboard writing design:
● The shape is close to the word ● ● Famous sayings for reading:
You need to be calm and the red collar is red, and the meaning will be seen (xiàn)
Xu Jingling's black hole regrets (huǐ)
●The revolving lantern attracted Mao Yisheng.
The revolving lantern attracted Mao Yisheng.
Lesson 2
Teaching objectives:
1. Students will be inspired by studying reading materials: they must develop the habit of serious observation and diligent thinking from an early age .
2. Learn to ask for leave from the teacher or ask others to help you ask for leave. You should clearly explain the reason for asking for leave and speak politely.
Teaching process:
1. Review old knowledge and introduce new lessons:
1. Recite famous quotes about reading by name.
[2. Transition: Indeed, "reading a good book is like making a good friend". Similarly, if you read a good article, you will also gain something. Let’s go to the “Reading Platform” together. ]
2. Reading platform
1. Read stories freely.
2. Read by name and think: What did Kopsy do after an accidental discovery? What did he accomplish by doing so? Draw relevant sentences.
3. Discuss and communicate.
[4. Expansion: Talk about the unique discoveries you have made when observing things in your daily life. ]
5. Summary: It seems that developing the habit of careful observation and diligent thinking will indeed benefit you throughout your life. Let us be thoughtful people in life, discover the mysteries and enjoy the fun.
[Design intention: Strengthen independent practice, highlight the focus of reading training, pay attention to the combination of reading and speaking, and focus on the improvement of comprehensive Chinese literacy. ]
3. Introduction to the conversation: Students, if you are sick or have something important to do and cannot go to school, how are you going to ask for leave from the teacher? Should you call to ask for leave, or ask your father, mother or neighbors to ask for leave for you? In this lesson, we will talk about how to ask for leave.
1. Clarify the requirements:
(1) Read the requirements freely and summarize the key points.
(2) Communication points: (When students ask for leave from the teacher or ask for help from others, they should explain the reasons clearly and speak politely.
2. Asking for leave from the teacher
[(1) Think about it, if you call the teacher to ask for leave, how should you explain the reason clearly and what polite words should you use?
(2) If the teacher agrees or If you don’t agree, what should you say?
(Thank you, teacher, for clarifying the necessity of asking for leave again. It’s polite).
(3) Practice in groups of two.
(4) Named performance, collective review
3. Entrust others to ask for leave from the teacher
[(1) If you ask your father, mother or neighbor to ask for leave, What do you think?
(It is polite to explain your intention to the other party and the reason for taking leave)
(2) Emphasis: What is the difference?
(To explain what you want to do, the polite terms are different.)
(3) After practice, perform to the whole class for collective review]
4. Summary: It seems that whether you ask for leave yourself or ask someone else to ask for leave, you must pay attention to: first, clearly stating the reason for asking for leave, and second, speaking politely.
When we evaluate, we also focus on these two points. It is estimated that if students have something to do in the future, they will definitely do a great job in asking for leave!
[Design intention: Let students fully realize the practicality of Chinese courses and feel that Chinese learning can solve problems in life. At the same time, it focuses on cultivating students' Chinese practical ability. ]
After-school homework:
1. Collect some stories about famous people when they were young, read them, and think about them.
2. Act out the whole process of asking for leave with your family or partners.
Blackboard design:
Ask for leave for the first telescope
Lipsch explained the reason and was polite
{Observe carefully} (Explanation Intention)
{Be diligent in thinking}
Lesson 3
Teaching objectives:
1. Read the leave note in the textbook , understand the content and format of the leave request and be polite when expressing it.
[2. Try to write a request for leave yourself and express your intention to ask for leave in writing. ]
Teaching process:
1. Conversation introduction:
Students, through the study of the last class, we have mastered another language skill—— Ask for leave verbally. In this lesson, we will choose one of them and turn the spoken words into words. Let our information delivery be more diversified so that we can adapt to the ever-changing situation.
2. Thinking and communication:
Open the book, read the question requirements and the leave request form from Li Xiaofang, and summarize in your mind how to write the leave request. Mark it clearly with your own marks.
[Income from the exchange:
1. The reason for the leave should be written clearly and the length of leave;
2. Pay attention to the format of the leave request, including Title, signature, date and text format;
3. Be polite and use polite language.
Summary: The students are really eagle-eyed, and none of them escaped. The following leave application note will definitely not be a problem! ]
3. Independent exploration:
1. Provide self-study tips:
(1) What are the possible reasons for asking for leave?
(2) What is a more reasonable time limit for asking for leave?
(3) What should you pay attention to when formatting a leave request?
(4) List the available polite expressions.
2. After-study communication, collective review and summary.
3. Summary: You all have so much life experience. Your brain is like a huge storage capacity. The listed contents are all-encompassing. It is true that a sparrow may be small, but it has all the five internal organs! I admire you!
[Design intention: To enable students to have a more solid grasp of how to write leave requests, it is more effective to think quietly on their own. The process of students' self-analysis and induction of requirements is a process of understanding and internalization. In addition, students have a lot of life experience in this area. Through teachers' affirmation and encouraging language, students can experience a sense of pride and accomplishment. It not only gives full play to students' learning autonomy, but also cultivates students' creativity. ]
IV. Internalization of practice:
1. Completion through group cooperation: recall a recent time when you asked for leave, or set up a reason for asking for leave, and verbally express the content of the leave request based on the situation at the time.
2. Representatives of the recommendation group take the stage to speak orally and discuss collectively.
[3. Start writing a request for leave.
4. Students at the same table can evaluate each other and ask the teacher to help resolve doubts. ]
5. Revise carefully.
5. Homework:
Try writing a request for leave.
Blackboard design:
Leave request note
(Title):
(Reason for leave, time limit for leave)
Name
[Teaching Reflection]
Through the practice of words and sentences, Baiyuanzhong understands the differences between homophones, stimulates students’ interest in Chinese characters, guides students to find homophones, and Able to distinguish differences; initially understand the characteristics of repeated words and accumulate vocabulary; be able to change declarative sentences into "ba" sentences, cultivate students' sense of language and improve their expression ability. By reading, understanding and reciting famous quotes about reading by famous people, I learned the importance of reading. When students read "The First Telescope" independently, they improve their reading interest and reading ability, and stimulate their interest in observation and thinking. Students' language expression ability is improved by practicing asking for leave and learning to write leave requests.