Article 1 Teaching objectives:
1, can correctly understand the long sentences in the text, and initially mast
Article 1 Teaching objectives:
1, can correctly understand the long sentences in the text, and initially 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. Read the text with emotion and recite the fourth paragraph of the text.
4. Through the understanding of beautiful words in the text, feel the beauty of swallows and spring, and experience the happy mood and vigorous strength brought by spring.
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 skillfully.
2, words: handsome, blowing, stretching, clever
first kind
Course objectives:
1, 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 writer Zheng Zhenduo. Please open the book. Who will read it?
Second, the 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 natural paragraph.
This article is really beautiful. Read the first paragraph carefully and tell me what the swallow is like in your mind.
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. Students at the same table introduce their own swallows to each other.
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 sprouted like open 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.
Twenty-first, the goal of quality education
(-) Knowledge teaching schools
1, learn eight new words in this lesson, master the words "handsome, gathering, adding, tired and remembering", and the teaching design of Swallow, the second volume of the third grade Chinese language published by People's Education Press.
2. Learn the observation method of grasping the characteristics in a certain order and experience the writing characteristics of material articles.
3. Accumulate good words and sentences.
(2) Key points of ability training
1, cultivate students' ability to grasp and describe the characteristics of things.
2. Train students to read and recite the text with emotion.
3. Cultivate students' ability to accumulate language by extracting favorite sentences.
(C) moral education penetration point
Through the appreciation of the text, we can stimulate students' love for beautiful natural landscapes, cultivate students' thoughts and feelings of loving nature, and enhance their awareness of protecting the ecological environment.
(D) the starting point of aesthetic education
Experience the beauty of words, lively and lovely swallows and dazzling spring scenery.
Second, the guidance of learning methods
(-) Teachers' teaching methods
In order to achieve the teaching goal of this course, situational teaching method should always be adopted in teaching, supplemented by keyword breakthrough, graphic combination, emotional reading and guiding students to explore independently.
Students study law.
Comprehensive use of the reading methods, through "reading, discussing, acting, drawing, writing" and other methods to learn this lesson.
Three. Key points, difficulties, doubts and solutions
(-) Key points
1, focusing on the lovely and vibrant spring scenery of swallows.
2. Learn to observe features in sequence.
(2) Difficulties
Understand the two key sentences in the text, "Adding a lot of vitality to spring scenery" and "There are several thin lines connected between poles, which are like a staff. The stopped swallow becomes a note. "
(3) Doubts
1. Why do you say "green grass, green leaves and colorful flowers all gather together like a market"?
2. Why is "wire" like "staff"? Why does "swallowing" sound like "notes"?
(4) Solutions
Through stick figure and audio-visual teaching, the teacher reproduced the shape, sound and flight of swallows, felt the liveliness and loveliness of swallows, and practiced writing other animals by using the methods learned to describe swallows. For difficult sentences, teachers should guide students to understand the meaning of sentences in specific language environment and natural environment, and understand and experience them through emotional reading.
first kind
First, stimulate dialogue and attract new courses.
Students, when spring returns to the earth and everything is renewed, who flew from the far south and added vitality to spring? (Swallow) Who has seen swallows? What is it like? Swallow is a beautiful and lovely bird. It wears spring clothes and flies in fields, rivers and villages. Do you want to know more? Now let's learn an article about swallows.
(Title on the blackboard: L Swallow)
Second, the preliminary reading of the text, the overall perception
1. Read the text freely in the way you like, and ask for accurate pronunciation of new words, draw words with new words, and read the text smoothly.
2. Read the text silently (L) Mark the serial numbers of natural paragraphs and think about what each natural paragraph is about. (2) Draw words that you don't understand.
3. Report communication and self-reading.
(1) When reading new word cards, students can read familiar words in many ways, such as simultaneous reading, fast reading, train reading and competition reading.
(2) What does each paragraph mainly talk about?
(3) Read your favorite paragraphs.
Third, explore deeply, question and dispel doubts.
1, read the text carefully, think and sketch the understanding: what aspects of the text describe swallows and what characteristics do they show?
2. Discuss and communicate in groups. Write down the problems that the group can't solve, and then solve them when the class communicates.
3, the whole class exchanges, cooperation to solve doubts.
(1) Q&A: What aspects of the text describe swallows?
The text describes swallows from four aspects: the shape of swallows, swallows add vitality to spring, swallows are flying and swallows are stopping. )
(2) When discussing and answering the characteristics of swallows, ask the students to talk about what characteristics you like about swallows and tell the reasons why you like them. When students mention some characteristics, the teacher will guide them to discuss and understand the corresponding paragraphs.
4. Report and exchange your understanding of paragraph 1.
(1) "I like the shape of the swallow very much, because it has black and shiny feathers, a pair of handsome and light wings and a scissors-like tail, and it looks so lively and lovely."
(2) What does "gather together" mean? (several aspects are combined. )
(3) Teachers provide media demonstrations to help students understand the shape characteristics of swallows and the meaning of the word "gather together": click on the computer courseware to display the outline of swallows on the TV screen. (Explain and demonstrate at the same time) "A shiny black feather", (Let the swallows' black feathers shine in the picture. A pair of handsome and light wings. ) "with a tail like scissors", (the tail flashed by. ) Together, these parts make up a lively and clever swallow. A word "together" makes the article vivid, and the lovely swallow image is vivid and vivid.
(4) Guide emotional reading: Who can read the lively and lovely appearance of the swallow?
(5) Back paragraph 1.
Second lesson
First, review the introduction.
Read the paragraph 1 and think: What is this paragraph mainly about?
Second, explore the second paragraph
1, silent reading thinking: What landscape features do characters capture to represent spring? Draw related words while reading.
2. Understand that "everyone gets together like a fair", "dazzling" and "adds a lot of vitality to spring".
3. In the students' discussion and answer, the teacher completes the following blackboard writing:
The teacher helped the students understand this paragraph while writing on the blackboard. The blackboard is shaped like a flower, which reflects a sense of beauty, helps students appreciate the beauty of spring, and helps students understand the words "market" and "assembly" by using the images displayed on the blackboard.
4. Guide emotional reading.
Third, explore the third paragraph.
1. Read freely and think about where the swallows described in this article come from. (Flying), what are the characteristics of swallows when flying?
Focus on understanding the verbs "prey" and "touch". In order to help students understand, students can open the textbook and imagine it as a pair of wings of a swallow, and imagine the desktop as a lake to simulate the flight of a swallow. According to the descriptions and illustrations in the text, the students evoke the memory images of birds flying in their minds, try to figure it out carefully and correct each other. The correct way is to flap the "wings" twice, then spread them out, slide forward quickly and evenly, and then put one end of the book on the desktop. In this way, students have a deep understanding of the meaning of the word "plunder".
2. Thinking: In what order does the author observe and describe the flight of swallows? (Up → Down)
3. Guide emotional reading
Fourth, explore the fourth paragraph
1. Read freely and draw your favorite words and sentences while reading.
2, communication, focusing on the appreciation of words such as "several marks" and "staff".
(1) Distinguish between "number mark" and "number root".
(2) Teachers draw two groups of lines on the blackboard to help students understand.
("A few marks" wrote that the wire is very high and far away, and it looks very weak and fuzzy. )
(3) I understand why I said, "There are several traces of thin lines between the poles, how like a staff. The stopped swallow became a note. "
(4) The teacher adds several strokes to the two groups of lines respectively:
(The teacher skillfully uses the board drawing, which is better than the explanation, because it is difficult to explain clearly. )
(5) What kind of thoughts and feelings are expressed in the last sentence of the text? Praise the vitality of spring and express the thoughts and feelings of loving nature. )
3. Read this natural text with emotion.
Fifth, summarize the full text and infiltrate the education of loving nature and protecting the environment.
1. How do you feel after learning this lesson?
Love birds-a friend of mankind, protect nature. ...
2. Read the whole article with emotion.
Sixth, free expansion and creation.
1, everyone likes swallows very much, especially after learning this lesson, every classmate has his own lovely swallows in his heart. Can you express the swallow in your heart in your favorite way? You can draw a picture, write, pinch, quarter, shoot (shoot) … We will hold a "Swallow" exhibition next week.
2. What is "dazzling spring" like? Think about it and write a short essay.
(Choose one of the above two questions to complete)
Seven, remember new words and guide writing.
1. Discuss in groups how you remember new words.
2. Guide writing, focusing on the words "tired" and "added".
Eight, homework
1, read and recite the text with emotion.
2. Extract your favorite sentences.