Teaching Design of the First Lesson of Ice Flower

"Ice Flower" is the text of lesson 10 in Unit 5, Book 1 of Soviet primary school Chinese. This lesson vividly describes the types, brightness and whiteness of ice flowers. By writing about children's observation and praise of a natural phenomenon, children's love for nature and their desire to understand nature are expressed. Text * * * has three natural paragraphs. The first paragraph says that the child wakes up in the morning and sees a blossoming ice flower. In the second paragraph, the child told his mother that he saw ice flowers. In the third paragraph, the mother answered the child where the ice flowers came from. The writing is full of childlike interest, and the language of the article is easy to understand and imaginative, which is close to students' real life and can stimulate students' love for nature and interest in understanding nature.

Second, the teaching requirements:

1, can read the text correctly and fluently.

2. Consolidate Chinese Pinyin and learn the new words in this lesson. Learn to write correctly in Tian Zige in this class? Have you seen him? Two words.

3. By reading the text aloud, we can understand some characteristics of ice flowers. Yan, blossoming, surprised? The meaning of words, for example, to experience the beauty and magic of ice flowers initially, and then cultivate students' thoughts and feelings of loving nature.

Iii. Analysis of key points and difficulties:

1, read through the text, especially the nasal rhyme, light syllables and long sentences in this lesson.

2. Grasp the key words and guide the students to understand the content of the text through repeated reading and imagination, and initially understand the richness and brilliance of the ice flowers.

Fourth, the teaching process:

First, question interest and introduce topics:

1. The children in our class are very good at reading. I will write a word for you to recognize. What is the word (blackboard writing: flower)? Do you all know which flowers? (student exchange)

Today, the teacher will come to enjoy the flowers with you. What kind of flower is this? The teacher is writing on the blackboard? Ice? ) Read the questions and pronunciations together.

3. Have you ever seen ice flowers? What is the little question mark? Talk to the ice flower. (Students ask questions) Let's go to the text to find the answer!

For southern children, most children have never seen it? Ice flower? So I'm from? Flowers? Start with words and mobilize what they already have, right? Flowers? Understand and then reveal the topic? Ice flower? Make them unfamiliar with this? Flowers? Questioning, through small? Suspense manufacturing, molding? Reading expectation? Psychology inspires them to yearn for and explore the unknown world of the text. )

Second, reading the text for the first time:

1. Please read the text with pinyin. When you encounter difficult words, phrases and sentences, you must read them several times. (Students can read freely)

Satisfying students' psychological needs to know the content of the text and arranging reading in time are helpful to cultivate students' reading interest. At the same time, teaching students reading methods and paying attention to the cultivation of students' good reading habits are helpful to cultivate students' initial reading ability and form their basic reading skills.

2. Check the self-reading situation

(1) Show me the words: dawn, surprise, softness and fullness, sleeping, giving.

Read in Pinyin, not Pinyin.

(2) Show me the words: When I saw my mother's beautiful peony, I saw the window.

What do you find after reading these words? Every word has a soft syllable. ) Pay more attention when reading.

(3) There are several long sentences in this article, which are quite difficult to read. Please practice reading aloud by yourself, and then read your favorite sentences to everyone.

Show sentences: ① The child woke up in the morning and saw crystal ice flowers on the glass window.

It is like a broad leaf, like a tender grass, like a plump peony, and bunches of flowers are bright and white.

Say the names of the students and read the sentences.

3. Summary: It is good for children to read sentences by themselves. Can you read the text? (Read the text in sections by name)

No form can guarantee a cultured world. On the basis of guiding students to combine knowledge with reading, new words, new words and long sentences are also taken out separately for students to concentrate on reading, which plays an irreplaceable role in amplifying the information of new words and new words, helping students to master new words firmly, eliminating reading obstacles and improving reading quality. )

Third, teach new lessons:

Excessive: children study well, teacher, I want to reward you for listening to a beautiful piece of music, close your little eyes.

1, teacher's score: It snowed all night, and the trees, roofs and paths turned white. The sun rises slowly in the morning, and people gradually wake up from their sleep. Stretch and look out the window? Open your eyes quickly. What do you see? (display: music, pictures. )

2. Students can answer freely. That's right. The child is just like us. What? The teacher read the text and showed the first paragraph.

Show with beautiful pictures, render with beautiful language, introduce lyrically with quiet music, and create a kind of? Scenes blend? Situation can concentrate students' attention, adjust students' emotions, stimulate students' imagination and inspire students' thinking under the simultaneous action of hearing and vision. )

Teacher: Is the text described beautifully? Want to see it? (Students read the first paragraph freely, and students read the first paragraph by roll call))

3. read and read. Do you think it's strange what problems have been solved just now? (student exchange)

4. Which word in the sentence caught your attention?

(1) one by one

Teacher: Do you want to see it?

Show me an ice flower. Teacher: How many? Is it enough (a flower)? Is it enough? (2)? Three? Many flowers! Ice flower. Really? (More, more beautiful)

Show me the words? One by one? Instructed reading (personal reading, synchronous reading)

Like what? One by one? These words can be used to mean many things.

Teacher: The teacher faces 48 smiling faces of children. Can we talk? (one by one? )

This city is full of tall buildings, we can say? (a piece? )

There are so many ginkgo trees in the park that we can say/(one by one? )

?

For the first-grade children, the language practice in reading teaching should naturally permeate and blend in the whole reading teaching process, not as an independent language practice. Therefore, in this link, first skillfully use multimedia animation to make students feel? One by one? Describe the number of ice flowers, read them beautifully on the basis of understanding, and then practice phrases. Students' use of part of speech comes naturally. )

② Bright crystal

Teacher: What is Liang Jing like? Read the words, look at the pictures and think again?

Show me the picture, Teacher: How about it? Read it again. What do you think is the crystallization of ice flowers? What other wonderful things have you seen in your life?

Now you can put. Liang Jing? Have you read this word well? (Read by name)

Teacher: Is that the ice flower on the window? (Student: Liang Jing)

I borrowed the method of Gao Wantong: When guiding junior students to understand the language, I will guide students to contact real life and study through pictures and imagination? Follow the image of civilization? That is to say, with the help of language symbols, we can expand our imagination, establish the appearance of things and enter the picture described in this paper. )

5. Teacher: The text is beautifully described, and the children read it more beautifully. Let's read this paragraph together. (Read the first paragraph together)

6. Introduction: Children are like us, but it is the first time to see such beautiful ice flowers. So, what about him? (Students read the first sentence aloud)

Do you think he is the child in the text? (from? Shout? 、? Surprise? Comment, and then read by name)

(1) When will there be surprises in life? The child has just seen a wonderful sight that he has never seen before. He was very surprised and curious. Who will try?

(2) You are all children now, and you have seen the wonderful scenes of ice flowers. What a surprise! Shout! (students shout it out? Ah! ? Ah! ? Wow! ? ) Yes, it's so loud. It's incredible. Who will try again? (Read by name)

Chinese is closely related to life. Let students understand it first? Surprise? 、? Shout? Let the students understand these two words, and then let the students think of themselves as children, enter the state, guide them to read aloud and buckle them tightly? Surprise? 、? Shout? Let the students read feelings, gods and wonderful words. )

6. How beautiful are the ice flowers? We will study next class.

Fourth, teach students to see, he

(1) Look: Which word is similar to it? (Bei)

Help him find friends (students practice word formation)

Who can talk about the order of reading according to Bay's stroke order?

Teachers demonstrate writing, students draw red and write independently.

(2) He: We studied one of her. What is this?

How should we distinguish when we use it? Her braid is really beautiful. ? Which one is she? He is my grandfather. ? Which one is he?

Read books in the order of strokes and learn the order of strokes by yourself.

Teachers write normally and students write independently.

Homophones and variants are difficult for junior students to read. In order to break through this difficulty, here we use comparative method to let students distinguish? Goodbye? With what? Bay? The font of; Choose words to make students clear? Him? With what? She? The difference between use. On the basis of mastering the font, clarifying the meaning and remembering the order of strokes, we can paint red and write in a down-to-earth manner, and truly master the sound, shape, meaning and book in an all-round way. )