Cotton girl teaching plan

As an excellent people's teacher, it is often necessary to compile teaching plans, which can make teaching more scientific. What formats should I pay attention to when writing lesson plans? The following are four lesson plans of Cotton Girl that I have compiled for you. Welcome to share.

Cotton Girl Teaching Plan 1 1. Introduction to Teaching Materials

Cotton girl is ill and her leaves are covered with aphids. Swallows can only catch pests flying in the air, woodpeckers can only catch pests on tree trunks, and frogs can only catch pests in the fields. It seems that no one can help her. Just as the aphid was proudly sucking the juice of the cotton girl, the ladybug seven stars came and swept away these pests. The cotton girl grew up happily and spit out snow-white cotton.

This lesson is a fairy tale, which tells us the scientific common sense of where swallows, woodpeckers, frogs and ladybugs eat pests respectively through the fact that cotton girls let swallows and woodpeckers treat themselves. The full text is divided into six natural paragraphs. The first paragraph tells the story of the cause, the second, third, fourth and fifth paragraphs tell the story that cotton women invite swallows, woodpeckers and frogs to treat themselves, and ladybugs eat aphids, and the sixth paragraph tells the story.

This lesson is in the form of fairy tales, and some common sense of biological science is included in vivid stories. Language conforms to children's characteristics and has a strong enlightening effect on students' understanding of scientific knowledge.

Second, learning objectives

1. Know seven new words such as "Gu" and "Niang" and can write six words such as "Zhi" and "Xing".

2. Read the texts of different roles and read the tone of the request.

3. Read the text and learn about some birds and beneficial insects that are useful to human beings.

Third, teaching suggestions

Literacy and writing

The teacher focuses on the correct pronunciation of the following words: "treating and pecking" are tongue sounds, and "looking and spotting" are nasal sounds.

There are few new words in this course. When memorizing, we can give full play to the advantages of group learning and let students memorize glyphs according to their roots and meanings. "Gu, Niang and Aphid" are pictophonetic characters, which can be used to guide students to remember. "Spot" can be remembered by replacing part with "Ban". The word peck is more difficult. In addition to memorizing the side of the word according to its meaning, the right half should also guide students to memorize it carefully, paying special attention to the "dot" written in the second left.

There are four words in the upper and lower structure required for this lesson. The word "snow" is big and the word "gang" is small. Pay attention to the writing changes of the rain prefix on the word "snow"; The word "star, only" is small and big. We should remind students that the word "only" is a point on the lower right, not a slap. For the two words with left and right structures, the word "please" should be narrow on the left and wide on the right, and the word "JIU" should be roughly equal on the left and right.

reading comprehension

Fairy tales are a style that children like to read very much. We should seize this favorable condition and guide students to read the text well.

The content of this lesson is relatively simple, and the sentence patterns of each paragraph are similar. Students can practice reading by themselves after understanding a few words in the context and life practice.

The following teaching steps are available for reference:

1. Expose the theme and import it.

After writing on the blackboard (courseware and objects can be introduced conditionally), learn the new word "girl"; Then let the students ask their own questions according to the topic, such as: What is Cotton Girl doing? What did this lesson tell you about the cotton girl? Then the students read the text with questions.

2. Read the guide correctly and fluently.

First, let the students briefly summarize the meaning of the text; Then the teacher demonstrates or guides reading; Then, free reading, roll call reading, train reading, etc. And correct your mistakes at any time until you read correctly and fluently.

3. Read and understand the words.

The words in this lesson are relatively simple, as long as you understand the words "aphid, surprise, spot, ladybug and green" in combination with the text. "Aphids and Ladybugs" can directly tell students simple concepts, and then guide students to contact the text to distinguish who is beneficial and who is harmful. "Surprise" can guide students' feelings with actions and expressions. "Spot and green" can be explained in kind or in combination with the text. For example, the interpretation of the word "green" can be carried out in this way.

(1) After reading the last paragraph, the students asked: What kind of leaves did Cotton Girl grow? (blackboard writing: green)

(2) Show green leaves, dead leaves and other objects to guide students to observe and compare.

(3) What else can the word "green" describe? Grass, lotus leaves, willows, etc. )

(4) The camera completes the practice of "speaking while reading" after class.

4. Instruct to read aloud with emotion.

This class is mainly based on dialogue, in which exclamation marks are often used, which is full of emotion. We should focus on guiding students to read the tone of dialogue. When guiding, we should give priority to reading and reading model essays, and try not to appear or appear less words like "what kind of tone".

5. Read aloud emotionally in different roles.

Finally, students can be instructed to create and perform plays in textbooks in groups.

(3) Practical activities

Survey: Our Good Friends

Look for beneficial birds and insects by consulting materials or asking others, make records in the form of pictures or words, think about how to protect them, and communicate back to work.

Fourth, the information kit

aphid

Insect, the body is oval, green, yellow or brown, and the abdomen is big. Sucking plant juice is an agricultural pest. There are many kinds, such as cotton aphid and tobacco aphid. Called a nerd. Some areas are called honey bugs.

2. Ladybug septempunctata

Ladybug, named after its back is like a gourd ladle. According to their feeding habits, ladybugs can be divided into two categories: phytophagous and carnivorous. The former feeds on plants, which is harmful to human beings, but the number is small; The latter accounts for the vast majority, mainly feeding on agricultural pests such as aphids and whiteflies. Ladybug septempunctata is a carnivorous ladybug, which is less than 7 mm long and oval; The back is domed, the head is black, the top has two pale yellow stripes, the chest is black, the feet are black, and the hair is thick. COLEOPTERA is red or orange with seven black spots on it, so it is called ladybug. It is a good predator of aphids, especially likes to eat cotton aphids, wheat aphids, vegetable aphids and peach aphids. A ladybug can eat 130 aphids a day, so agricultural scholars use it to control insects.

"Cotton Girl 2" teaching plan 1. Background analysis of the teaching material;

(1) Teaching content analysis (textbook)

The theme of this unit is "Science around us". The article Cotton Girl is a fairy tale full of childlike innocence. The article mainly tells the story that the cotton girl is sick and asks swallows and woodpeckers to treat herself, but she is willing but unable. When aphids proudly ate the juice of cotton girl, ladybugs swept them away. The cotton girl lived happily again, spitting out snow-white cotton. This text combines biological knowledge with vivid stories, and the language conforms to children's characteristics, which is very enlightening for students to understand scientific knowledge. At the same time, the four illustrations are vivid, which are convenient for students to observe and help to understand the text. By studying this article, students can have a strong interest in scientific common sense and have a desire to observe, explore and discover scientific common sense around them. Establish a sense of protecting beneficial insects and birds.

(2) Analysis of learning situation:

First-year students love imagination and are good at whimsy. In the lesson of "Cotton Girl", the teacher imagined in the way of empathy: "If you are a cotton girl covered with hateful aphids, what do you want most?" "Woodpeckers can't help Cotton Girl. What would she think? " Through many associations, the text is enriched and developed, so that students can really enter the text, enter the text, communicate with the characters in the text without barriers, and let students enjoy reading and feel the pleasure of reading.

Second, the teaching objectives:

1. Knowledge and ability: Know seven new words and write the words "Snow, help". Understand the text and know that ladybugs are beneficial insects.

2. Process and method: Actively experience the inner world of the characters in the story through various ways of reading aloud. Learn some scientific knowledge such as beneficial insects in reading and discussion. Know more beneficial insects and some scientific knowledge in information collection, display and exchange.

3. Emotion, attitude and values: I like reading books, and reading fairy tales comes from my heart. Have a strong interest in scientific common sense, and have a desire to observe, explore and discover the scientific common sense around them. Establish the awareness of protecting beneficial insects.

Third, the difficulties in teaching:

Know seven new words and read the text correctly, fluently and emotionally. Let students know the concepts of beneficial insects and pests by knowing "ladybug" and "aphid". And establish the concept of protecting beneficial insects and birds.

Fourth, preparation before class:

Quasi-multimedia courseware before class

Verb (abbreviation of verb) teaching process;

(a) review of imports

1, show new words, and a word blooms to form a word.

2. Today we continue to learn about the cotton girl. Let's call her name! (Look at the topic together)

(2) read the sentiment and understand the text.

1, experience feelings and learn the first natural paragraph:

(1) Show the courseware, look at the pictures carefully and tell me what you found. Read the material to understand aphids (students read the first paragraph freely, find out the "hateful place" and realize the seriousness of cotton girl's illness. )

(2) Which sentence can best reflect the mood of the cotton girl at that time, use "-"to draw. If you were a cotton girl, what would you think? Read repeatedly.

(3) Teachers demonstrate reading, students experience feelings, and then read freely, roll call, and boys and girls compete.

Grasping the emotional factors of the text, let the students read it by themselves, since the enlightenment is complacent, let the students unconsciously become the cotton girl in the fairy tale, feel the inner anxiety and aversion to aphids of the cotton girl, and express their emotional experience, so as to realize the harmony between the heart and the environment. )

2. Learn paragraphs 2-4.

(1) Question transition and guided inquiry:

The poor cotton girl is suffering from unbearable diseases. Who did she ask to treat herself? (The students answer, and the teacher posts small animals) What do they say? Read paragraphs 2-4 freely and draw the words the animals say after reading.

(2) How does Cotton Girl ask for small animals? Show the sentences and read them together. What do you see from "please"? (Courtesy) Read by name, both men and women.

(3) What do swallows, woodpeckers and frogs say?

(4) Show the note and read it. Who wants to stick them next to the corresponding small animals?

(5) Four-person group discussion: Why didn't Swallow, Woodpecker and Frog help Cotton Girl when she was suffering?

Can you say "because of this"?

(6) Summary: It's not that they don't help, but that they are "powerless". Did you find that they all sincerely apologized for not helping Cotton Girl? Please read 2-4 paragraphs of what your favorite animal said according to your own feelings.

(7) Teachers and students read 2-4 paragraphs in different roles.

3. Learn 5-6 paragraphs according to the above.

(1) Miss Cotton is very ill. Swallows, woodpeckers and frogs can't be cured. What's her mood? Who cured her of the disease? Which paragraph told us? Free reading.

(2) Is the ladybug capable? Where did you know that? Can I also introduce ladybugs to my classmates?

Show the small materials collected by students, including words and pictures. It not only cultivates students' ability to process and collect information, but also makes the platform a display platform for students.

(3) Show ladybugs, play the name of ladybugs and introduce yourself.

Acting is students' favorite way of learning.

(4) How does the cotton lady feel about the great ability of ladybugs? What word do you know from? (surprised), can you show this expression?

(5) After showing the courseware, ask: How does Cotton Girl feel after her illness is cured? Can you read the relevant sentences well? What would cotton girl say about ladybugs?

Praise in a specific situation can not only help students deeply understand the ideological content of the text, but also develop their imagination and cultivate their humanistic quality. )

(6) Read the sixth paragraph and look at the pictures to understand "green" and "Snow White".

What else can you describe with them?

(6) How does the cotton girl feel at this time? What does Cotton Girl want to say to Ladybug?

4. Teachers and students cooperate to perform fairy tales.

Students play their favorite roles (swallow, woodpecker, frog, ladybug)

(In this link, the participation of teachers can shorten the distance between teachers and students, harmonize the relationship between teachers and students, make children feel more cordial, and students gain knowledge in a relaxed and happy mood. )

(3) Summarize.

Today, the teacher learned this fairy tale with everyone, and learned that swallows, woodpeckers and frogs don't want to help cotton girls catch pests, but they are all our good friends.

(4) expand and extend.

Students, there are many beneficial insects and birds around us. Do you want to know? Please collect relevant information and report the communication in the next class.

("Start with questions and end with questions". By asking questions, students' desire for further exploration can be stimulated. In the process of collecting relevant information, it can improve students' learning ability, broaden their horizons and increase their knowledge. )

Cotton girl teaching plan Sany, explanation version:

"Cotton Girl" is selected from the second volume of the first grade of compulsory education curriculum standard experimental teaching material Chinese (People's Education Edition).

Second, teaching material analysis:

1, textbook content: Cotton Girl is a fairy tale. This lesson is about the cotton girl who is sick and her leaves are covered with aphids. Cotton girl asked swallows, woodpeckers and frogs to help her catch pests, but they couldn't help her. Just as the aphid was proudly sucking the juice of the cotton girl, the ladybug seven stars came and swept away these pests. The cotton girl grew up happily and spit out snow-white cotton.

2. Teaching requirements: By studying literature, let students know where swallows, woodpeckers, frogs and ladybugs eat pests respectively. Stimulate the interest in loving and exploring science.

3. Teaching objectives:

(1) Know seven new words such as "Gu" and "Niang".

(2) Read the texts of different roles and read the tone of the request.

(3) Know some birds and beneficial insects that are useful to human beings.

(4) Cultivate students' scientific quality and humanistic quality.

Third, the design concept:

1, with animation courseware as the background:

The text appears in the form of fairy tales. According to this feature, multimedia-assisted teaching is adopted to reflect the intuition, visualization, interest and creativity of classroom teaching. Novel, vivid and interesting, in line with the age and psychological characteristics of students.

2. According to the structural characteristics of the text, guide the group to study the second and fourth paragraphs in cooperation, and cultivate students' cooperative spirit and self-learning ability. It embodies the teaching concept of "independence, cooperation and inquiry".

3. Focus on cultivating students' reading, reading in different roles, mobilizing students' initiative, and initially cultivating students' humanistic quality.

Fourth, the teaching process (the first class)

Introduce new courses:

1, show cotton (courseware), understand cotton.

Children in the south seldom see cotton. Show the courseware and let the students know about cotton. )

2. Write on the blackboard, know the new words "Gu" and "Niang" and read them aloud. (Flowers and Mother)

"Cotton Girl" is the main writing of this article, and "Aunt, Mom" is the difficulty of reading aloud in this class. So solving the difficulty at the beginning paved the way for the reading of this article. )

(2) The courseware presents fairy tales and is perceived as a whole.

(This article appears in the form of fairy tales. I let the students watch animation courseware and stimulate their interest in learning through vivid and interesting cartoons. )

(3) Reading the text for the first time:

1. Students can read the text freely. Look at Pinyin, pronounce it correctly, find out the new words you want to know and mark them. Read pinyin several times and mark the places you don't understand.

2. Listen and read the full text.

3. Learn the new words "Aphid, Hope, Cure, Peck and Spot" at the same table, and find the best literacy method independently.

The study of new words embodies students' autonomy, cooperation and inquiry.

(4) read the sentiment and understand the text.

1. Experience and learn the first natural paragraph:

(1) Show the courseware, watch the animation carefully and tell me what you know. Read the first paragraph freely. The students found out the "abomination" and realized the seriousness of Cotton Girl's illness. )

(2) Which sentence best reflects the mood of the cotton girl at that time, underline it with ""and read it repeatedly.

(3) Teachers demonstrate reading, students experience their feelings, and then read freely and read by name.

Grasp the emotional factors of the text, let the students read it by themselves, and be complacent in since the enlightenment.

2. Learn paragraphs 5-6 according to the above.

(1) Miss Cotton is very ill. Who cured her of the disease? Which paragraph told us? Free reading.

(2) Is the ladybug capable? Where did you know that? Can I also introduce ladybugs to my classmates?

Show the small materials collected by students, including words and pictures. It not only cultivates students' ability to process and collect information, but also makes the platform a display platform for students.

(3) Show ladybugs, play the name of ladybugs and introduce yourself.

Acting is students' favorite way of learning.

(4) How does the cotton lady feel about the great ability of ladybugs? What word do you know from? (surprised), can you show this expression?

(5) After showing the courseware, ask: How does Cotton Girl feel after her illness is cured? Can you read the relevant sentences well? What would cotton girl say about ladybugs?

Praise in a specific situation can not only help students deeply understand the ideological content of the text, but also develop their imagination and cultivate their humanistic quality. )

(6) What is your favorite word in this article? Underline with "()" and explain why you like it.

(7) Questioning the transition and guiding the inquiry:

Before the ladybug arrived, Cotton Girl was very ill. Who did she ask to treat herself? What was the result? Do they want to help or can't?

3, independence, cooperation, exploration, learning 2-4 paragraphs.

(1) Work in groups, choose your favorite paragraphs to study and read the appropriate tone.

Tips for self-study: a read the role dialogue.

B Read and think repeatedly, and feel the tone of Cotton Girl?

Did the small animals help the cotton girl cure the disease? Why? (discussion)

Group learning can not only cultivate students' unity, cooperation and autonomous learning ability, but also save teachers' teaching time and let students fully read and feel. )

(2) report the exchange of learning.

A. Compare which group reads best, and the camera instructs you to read the tone of the request.

B. report the group learning gains.

Establishing inquiry points and guiding students to take the initiative to explore can well break through the difficulty that other animals can't help Cotton Girl because they are "willing but unable". )

4. Teachers and students cooperate to perform fairy tales.

The teacher plays the girl who sells cotton, and the students play their favorite roles (swallow, woodpecker, frog, ladybug)

(In this link, teacher-student interaction fully mobilized students' initiative, so that the whole class participated in the teaching activities, and the classroom atmosphere was active. )

Fifth, the score is divided into roles and feelings to read the full text.

After understanding the text, let students further understand the thoughts and feelings in the text, which can deepen their understanding and understanding of the text.

Sixth, summarize and expand.

Today, the teacher learned this fairy tale with everyone, and learned that swallows, woodpeckers and frogs don't want to help cotton girls catch pests, but they are all our good friends. Students, there are many beneficial insects and birds around us. Do you want to know? Please collect relevant information and report the communication in the next class.

("Start with questions and end with questions". By asking questions, students' desire for further exploration can be stimulated. In the process of collecting relevant information, it can improve students' learning ability, broaden their horizons and increase their knowledge. )

Cotton girl teaching plan 4 first lesson

First, import

Children, today the teacher brought you a new friend. who is it? Look, how beautiful the cotton girl is! Who will praise her? Yes, the cotton girl looks white and tender, wearing a green skirt, much like a dancing girl! Let's call her name affectionately together! )

Guidance: Aunt, Mom, where have you seen these two words? (all beside the word female)

Second, stimulate interest in learning, the overall perception

1, what a beautiful cotton girl! But one day she became like this (slide show: cotton with aphids). What do you want to say to Cotton Girl?

2. Children care more about cotton girls. What happened to her? Is it cured? Open the book on page 137 and listen to the teacher's story. (The teacher reads the text aloud)

3. communication. Do you think it's weird (name more than one name and get a general idea of the text)?

Random word card: aphid cures spotted woodpecker

Third, read the text and remember new words.

1. To tell this story well, we must first read the text correctly and fluently. Who can tell me what to pay attention to when reading? (Ask for gestures, unfamiliar words, read more difficult words, don't add words, pay attention to pause ...) If you are really capable, read them quickly!

You read really hard just now, so have you encountered any difficult sentences?

( 1)

The first paragraph: There are many new words. What are some words here? Are they all difficult to read?

The first sentence: read by name, read out: aphid, who remembered the word "aphid"?

The second sentence: Who will read it? Pay attention to pause: hope/(pause)

Read the word card: hope (where have you seen "hope"? )

Cure a disease (who has seen this word? )

Read the first paragraph together.

(2) Are there any difficult sentences?

"We have seven spots on our bodies, just like seven stars. Everyone calls us ladybugs. " (Read by name, read together. )

There are many repeated sentences in the text. Can you read them?

"Please help me catch pests!"

"I'm sorry, I can only catch airborne pests. You'd better ask someone else for help! "

4. The children are really great. Difficult sentences can be read, and so can repeated sentences. Is there a problem reading the text together? Then study. The teacher believes that you will read better this time!

I invited several children to read the text. How many should I invite? (6, according to the natural paragraph)

6. Let's have a competition and read in rows to see which row of children read best!

Fourth, consolidate new words.

1, today we are going to know two special words. Who has a good way to help you? (peck, find)

The new word dolls are glad to see that everyone knows them, so they want to play the word seesaw with everyone: seesaw, here, one side is high and the other side is low. ...

Words: aunt, bride, aphid, woodpecker, zebra, looking forward to the stars and the moon)

3, the new word doll is still very naughty, hiding in these sentences can not get out! Who found it? Who can read it?

Sentence: (1) I hope to go home and live and work in peace and contentment.

My little cousin Pan Pan opened his hand, and the bird pecked at his palm with its mouth.

(1) Woodpeckers are beneficial insects and aphids are pests.

(2) I finally look forward to coming to menstruation.

(3) The Queen Mother held the Flat Peach Festival.

Fifth, writing: only, stars.

1. Today we will learn to write two words: only and star.

Please look at the children. What did you find? (Upper and Lower Structures)

Please look carefully at the position of these two words in Tian Zige. What did you find?

4. Who is the little calligrapher? Please draw and write these two words.

Sixth, the conclusion.

Second lesson

Teaching objectives:

1, can recognize seven new words such as "Gu, Niang".

2. Be able to read the text correctly, fluently and emotionally.

3. Understand the different functions of different beneficial insects and birds.

Teaching emphasis: font: pecking point. Pronunciation: hope, mother, cure. And read the text correctly and fluently.

Teaching preparation: pictures, slides and cards.

Teaching process:

First, import:

1. Last class, the teacher arranged for students to look for knowledge about beneficial insects and birds. What beneficial insects and birds have you found? Guide:-It is a beneficial insect (bird). It can-.

2. Today we are going to meet a new friend and show pictures: Can you tell me what this is? What does it look like? (Big eyes, snow-white cotton, green leaves) Yes, it looks so beautiful, so we call it "Cotton Girl". Read the topic by name, and pay attention to the pronunciation of "girl" softly.

Unfortunately, Miss Cotton is ill. Look-(showing pictures of sick cotton), what questions will you ask when you see such a scene? It can be summarized into three questions: (1) What happened to the cotton girl? Who will treat him? Did you recover as a result?

Transition: Learn the text with these questions!

Second, reading the text for the first time:

1, studying in normal school. Requirements: Listen to the pronunciation clearly and think about the questions just raised.

2. Read freely. Requirements: Correct pronunciation, read difficult sentences several times, and read the text as smoothly as possible.

3. Feedback:

Question 1: What happened to the cotton girl?

① Show relevant chapters and practice reading freely.

(2) Read the name and pay attention to the pronunciation of "hope, cure".

3 Understanding: "Hate, hope." Let's change the word "damn". What does this word say about Cotton Girl?

(4) Read by name again, and ask for a preliminary reading with emotion.

Question 2: Is Cotton Girl well?

① Show relevant chapters and practice reading freely.

② Read by name and pay attention to the pronunciation of "Lie".

From which word do you know that cotton girl is very good? Is he in a good mood?

Please read the text with initial emotion.

(3) Question 3: Who cured Cotton Girl?

① Find relevant chapters and practice reading freely.

(2) Tell me from this passage who cured Cotton Girl and what did he look like?

(3) Show some sentences about ladybugs and practice reading.

(4) Teachers and students read the fourth quarter in the same role.

Transition: Actually, Cotton Girl made many friends before this, but none of them could treat him well. Who are they? (Board: Swallow, Woodpecker, Frog)

(4) Read 2-4 sections aloud.

① Read quickly and complete the following exercises.

Swallows can only catch pests.

Woodpeckers can only catch pests.

Frogs can only catch pests.

② Choose a favorite section at the same table to practice reading and read in different roles.

③ Feedback

Third, learn new words:

1. Show the words: (with syllables) Read by name.

girl

aphid

expect

treat a disease

woodpecker

site

Read a word and say where you have seen it, or what is a good way to remember it. Write down the words randomly according to the students' speeches.

(Auntie)

Father's sister

aphid

Good prospect

treat cordially

zebra

Spots)

3. Read this sentence:

Children are really amazing. They can not only read new words in the text, but also invite words from life to the class. Let's learn more with them!

Basic knowledge:

Woodpecker girl is a good friend of the tree.

Vivi's face was covered with black spots, and the frog came to treat the disease at once.

Ants like to eat honey pulled by aphids.

Owls look forward to catching voles every day.

Fourth, summary:

In this class, we read the text and got to know many new words. Next class, we should read the text more emotionally and act out this interesting story, OK?