The first volume of the first and fourth grade Chinese "Frederick Micro-hole" courseware.
Teaching objectives:
1. Learn new words and read the words "chew, scream, harmony, Frederic, collect, take a nap, long, stupid fox, describe". Pay attention to the pronunciation of "snooze" and understand the meaning of the word "colorful". Learn to write two new words with a bottom: inheritance and narration.
2. When reading the text smoothly, correctly and fluently, read the text with emotion, try to ask your own confused questions in the process of reading the article, and be willing to exchange and discuss with your classmates, fully express your thoughts and experience Frederick's firm self-pursuit.
3. Role-playing, imagine yourself as Frederick, fully mobilize your feelings, read Frederic's words in the first person's "I" tone, and the students in the group play four little voles to experience the charm of language.
Teaching process:
First, cut into daily life and stimulate students' interest.
Presupposition: Students will guess that teachers like reading, learning Chinese characters or reasoning with others according to their hobbies and daily understanding.
The students' guesses are all correct. It seems that everyone is good at observing and knows the teacher's interests, and he also likes reading. Only when the writing is correct and standardized can he have such an idea in an instant. However, teachers have another interest, that is, they like collecting. On the campus Cheongsam Festival yesterday afternoon, a poem written by chef Li Shifu on a napkin was displayed: Life teacher is really fashionable, wearing a cheongsam and girding her waist. Everyone is happy, healthy and happy. Colleagues bent down with smiles, and the students saw Le Tao Tao. They praised Rhett for his high quality. Students, our chef can not only cook delicious meals for us, but also loves life and is good at discovering the beauty in life, which is really worth learning. Yesterday's Cheongsam Festival, we used a word to describe boys, that is-handsome; Use one word to describe girls, that is-beauty. I believe that such a beautiful scene will always remain in our minds, and it will be a beautiful memory when we think about it in the future.
Today, let's read an interesting article and know a very interesting little vole-Frederick. )
Students, "learn from your doubts, little doubts and little progress, big doubts and great progress." What problems will appear in your mind when you see the title of the text? "
Default: Why do so many animals write voles? What's the difference between Frederick and other voles?
Second, word detection, string word writing.
1. learning activities 1:
Students drive the train to read the new words presented on PPT, and read the difficult words several times.
2. Students try to summarize the text according to the displayed word string. Instruct students to learn to summarize the content of the text concisely and accurately according to key words.
Third, read the text and feel the meaning.
1. learning activities 1:
Students, we have solved the obstacles of words and reviewed the content of the text preliminarily. Let's go back to the question raised at the beginning of this class. First of all, please pick up your books, carefully read paragraphs 1 to 3 of the text, and think about the reasons why the author chose voles as the writing object from so many animals.
2. Students communicate their reading findings. Guide students to pay attention to every word when reading, and don't tell it straight.
Pay attention to remind students that the environment created at the beginning of the article, the transfer of time and the migration of animals left only the vole family on the vast playground.
3. The author's writing is concise and far-reaching. When the students stand up to report and communicate, the teacher pays attention to the students' reading guidance.
4. Focus on key paragraphs and deeply appreciate the beauty of words.
(1) Transition: Yes, the students themselves found out why the author chose voles as the writing object. They are really good at reading and pay attention to the information contained in the text. So, there are five voles in the first article. What's the difference between Frederick and other voles?
Default: When winter comes, other voles will collect hay, corn and chestnuts, while Frederick will collect sunlight, color and language.
Write on the blackboard under the vole: hay, corn, chestnuts. Write on the blackboard under Frederick about sunshine, color and language.
Students think about it, in the cold winter, how will you spend the winter?
Default: wear thick clothes, hide in the heating room and don't want to go out.
(2) Transition: Yes, not only you, but also the voles are no longer coming out. What are they doing hiding in caves in winter?
Default: eat stored food and tell stories about stupid foxes and stupid cats.
Revelation: Winter is really long. After all, the little squirrel has run out of food. How should we spend the winter in such a severe situation?
Default: Squirrels think of the sunlight collected by Frederick.
Reading guidance: according to the reading level of existing students, guide reading.
"Close your eyes," Frederick said as he climbed a big stone. "Now I give you sunshine. Do you feel the golden warm sunshine? "
Let the students demonstrate reading and read out their feelings. Other students close their eyes and feel quietly.
(3) Transition: After listening to Frederick's words, the little squirrels are really not cold, but winter is really boring and gray everywhere. At this time, the little squirrels asked anxiously, Frederick, where are the colors you collected?
Recite instructions:
"Close your eyes again." Frederick said. When he described blue periwinkle and red azaleas swaying in the wind on the grass, when he described golden wheat fields and green strawberry leaves, the vole seemed to really see colorful fields.
Let the students demonstrate reading and read the meaning of the pictures. Please close your eyes and imagine what kind of world you are seeing.
Default: See colorful flowers in full bloom and butterflies flying.
Key words to understand: colorful. Please think about what colorful spring looks like and go back to the scene description in the first three paragraphs of the text. Reread the paragraph describing the artistic conception of spring at the beginning of the author with emotion.
(4) Transition: From the happy expressions of the students, I saw the beauty of spring that the students tasted from the language and realized that every student has a colorful garden in his heart. That's not enough. Squirrels remembered the language collected by Frederick.
"Who scattered the snow? Who melted the ice and snow?
"Who let god suddenly turn hostile? Who makes the sun shine?
"Who let the flowers bloom all over the earth? Who sent this day away? Who makes the moon shine?
"It's four little voles living in a hole, four little voles ... just like you and me.
"As soon as it was called spring, he let the flowers bloom.
"One is called summer, and he makes flowers more lovely.
"One is called autumn. He brought us walnuts and wheat.
"The last one is called winter ... little feet with cold limbs.
"There are four seasons in a year. It's good to think about it. How can we live without one or more? "
Students in the group practice reading aloud, role playing, listening and evaluating each other.
(5) Increase actions and read aloud with music to further perceive the charm of language. Experience Frederick's poetic language.
Fourth, think and summarize and exchange reports.
Transition: Students, who do you think is more important than Frederick and the other four voles? Why?
Default 1: vole's work is very important, because material reserve is a necessity of life.
Premise 2: Frederick's work is very important, because spiritual food can make our life full of fun.
Transition: Students have different answers. Let's think about it now, by Leo? What does Lionel want to tell us by writing such a story?
Premise: both spiritual life and material life are important.
Explanation: Students, squirrels are busy looking for hay, corn, chestnuts and so on. When the little winter comes, Frederick seems to be very busy. (Blackboard: Leisure) Just want to tell us the value of being busy and the meaning of leisure. Happiness and beauty sometimes really need us to pursue according to our own heart and pay attention to the world around us, rather than relying entirely on the external material world.
5. Expand and deepen the theme.
Transition: Students, such a beautiful and warm article is based on the American writer Leo? Adapted one of Leonie's books, The Field Mouse Buddha. Author Leo? Leonie (19 10- 1999), an American children's literature writer and painter, was born in Amsterdam, the Netherlands. Although Leonie was 49 years old when he started to create picture books, he started a new era of picture books. His stories are lively, interesting and philosophical, and he is known as "Aesop in the 20th century".
The first volume of Chinese in grade 24 "Frederick Micro-hole" courseware
First, teaching material analysis's Frederic Micro-Hole is the fifth lesson of Unit 2 in the first volume of the fourth grade of People's Education Press. The second unit originated from [Ming] Chen Xianzhang's "Learning to be excellent is to be an official, knowing is to be suspicious, small doubts are to be advanced, and big doubts are to be advanced". The main teaching direction of this unit is to let students ask questions, exchange ideas and solve problems in reading. The four texts of this unit, Frederick Micro-Hole, Bat and Radar, Small Electricity and Rainy Century, all require students to "ask their own questions" before learning, so that students can read and think with questions, try to ask questions from different angles, and digest and absorb them according to the contents of the articles to understand the deep meaning.
Frederick the vole was written by Leo Leoni of the United States. The original text is a picture book story he created, and he won the Cadillac Award in America. Although the content of the article has been changed, the illustrations in the article still show that the article is full of childlike interest. The five voles in this article are a harmonious family. They are all busy preparing for winter in late autumn, but four of them are collecting chestnuts, hay, corn and other material foods. Frederick, the hero of the article, collected spiritual food such as sunshine, color and language. In the cold winter, when chestnuts, hay, corn and other foods are exhausted, Frederick's poem about spiritual food gives voles hope and enthusiasm to live. The poems written by voles belong to modern poems, and two modern poems are arranged in the third lesson of Unit 1 of this book. Modern poems appearing in this text have deepened students' understanding of modern poems. The full text has ***3 1 natural paragraph, and the new words column has *** 14 new words. The exercises after class are mainly questions and group communication. Finally, through analyzing and solving problems, we can get the cognition of the text.
Second, the analysis of learning situation, the fourth grade students have initially possessed the ability of independent literacy, and the literacy teaching in the classroom is mainly based on the students' mastery of new words. In reading, you can read the text correctly, fluently and emotionally, and you can read silently without reference. Be able to understand the meaning of words in the context, grasp the main content of the article, understand the thoughts and feelings expressed in the article, and ask questions about what you don't understand in the article. Be able to retell the main idea of a narrative story without missing important plots. Starting from the course content of this unit, guide students to read independently, ask questions in groups and communicate to solve problems in class, and urge students to combine "reading" with "thinking" to lead reading to a deeper level. In addition to guiding students to ask questions, in teaching, teachers should consciously create some problem situations that can stimulate students' thinking according to their characteristics, and enter the learning process of exploring questions in combination with students' own questions.
Iii. teaching objectives 1. I can sketch out the new word 14 in my notes, find the word groups in the text and understand the meaning. 2. Read the text correctly, fluently and emotionally: improve the ability of silent reading, keep silent and don't point to reading.
3. On the basis of understanding the content of the text, experience the emotions to be expressed in the text, ask questions, think from different angles and exchange feelings.
4. Know that everyone has his unique characteristics and expertise.
Fourth, teaching focuses on cultivating students' ability to read independently, whether it is to understand the content or experience the feelings. Through independent reading, we can understand the text, ask questions, collect students' own experiences, and inspire, supplement and deepen their understanding and feelings through discussions among teachers, students and students.
Verb (abbreviation of verb) teaching difficulties organize students to communicate, communicate effectively with group questions, and carry out cooperative learning. Through communication and inquiry, students can have a collision between thinking sparks and emotional cognition, guide students to brainstorm and lead their learning to the depths with wisdom.
Six, the allocation of two class hours seven, the first class preparation list in the teaching process
1, use the new words in the new words after class.
2. After reading the text for the first time, I found that the words that need to be understood are
After reading the text for the second time, I found that I could ask a question.
After reading the text for the third time, I found that there are still some problems that I can't figure out.
(A) stimulate the introduction of interest
1. What are the ways for animals to spend the winter? Squirrels, winter-eyed snakes, bears and frogs: migratory birds fly to the south to store food, while lions and goats change their hair to keep warm.
2. How do voles prepare for the winter? Reserve food
3. Collect students' preview sheets, understand students' questions and prepare guiding questions.
Design intention: Let animals lead out the text in winter, stimulate students' positive thinking and improve classroom attention. Collect students' preview sheets, understand students' understanding of the text, adjust the guidance direction at any time from the contents of students' questions, and grasp the classroom rhythm.
(B) Word teaching
1. Show the vocabulary of new words in the courseware, and swear at will.
Green walls, barns, abandoned barns, collections, boring chats, anxious voices and descriptions of feet
2. Multi-syllable teaching [jioo] Chew, [Jue] Chew [jioo] and chew backwards.
3. New word definition Abandonment: Abandonment: Abandonment.
Nap: Nap. More refers to sitting or sleeping intermittently.
Chat: To talk or chat without center.
Anxiety: refers to great anxiety.
Swing: Swing gently.
Shyness: Shyness at heart and unnatural behavior.
Design intention: Students have a certain degree of autonomous literacy through the first three years of study, so the completion of literacy tasks mainly depends on students' self-study and introspection. Teachers can conduct appropriate inspections on the basis of students' self-study and self-examination. In teaching, they should know new words in combination with word formation teaching, rather than simply literacy.
In the teaching of new words, teachers pay attention to the teaching of polyphonic words and the explanation of new words, so that students can understand their meanings while accumulating words and deepen their understanding of the text.
(3) Analyze the text 1. Read the paragraph silently 1-3. The teacher pays attention to the students' silent reading ability and gives guidance. Don't point to reading silently.
2. Default question:
① How many kinds of animals appear in paragraph 1-3 of the text? (Cows, sheep, horses, voles. )
② Why do voles look around for food? Because the farmers have moved away, the barn is empty and winter is coming.
(3) What food do voles live on in winter? Corn, chestnuts, hay, etc. ) 4 Do they work hard? Work hard and collect food day and night.
3. Read the 4- 10 paragraph by role. (The tone of the teacher's guidance to the students, everyone's confusion, and Frederick's confidence in answering)
4. Default question:
What is Frederick doing when everyone is working? Collect sunlight, color and language. )
② Why didn't Frederick do the same thing with everyone when they were picking up food? Because I feel that winter also needs warm sunshine, colorful colors and colorful languages to spend the long winter.
Do you understand Frederick's practice? I don't understand, because they think Frederick is staring at the grass or hitting tons, and he is not ready for the winter.
5. Winter is coming. Are these preparations made by Frederick useful? Save it for the second class to continue studying.
Design intention: In class, students will be brought into the text through silent reading and role reading. On the one hand, it exercises students' ability of silent reading; On the other hand, students can understand the thoughts and feelings of voles in the article through role reading, and expand their imagination while reading. Ask questions by default, help students sort out the order of the articles, then go deep into the content and deepen their feelings.