Why didn't Li pick up the green pencil from the garden? What would she think?

First, grasp the "outline" and talk about teaching materials

"Blue Leaf" is the second article of the first group of lectures and readings since students entered the second grade. Based on the clue that Li Li borrowed a green pencil, this paper describes an incident that happened between two primary school students. The text is very close to students' real life, which can make students feel psychologically excited. After reading it, they will naturally be educated in helping others. In order to facilitate students' understanding, the textbook is also equipped with two illustrations. The first picture is responsible for the second paragraph, and the second picture is responsible for the fifth paragraph. According to the requirements of the "Outline" and the training focus of this group, the following ideas should be embodied in teaching:

1. Give full play to the role of Chinese Pinyin in helping literacy, so that students can read the text by spelling syllables, master the pronunciation of new words and get a preliminary understanding of the text content.

2. Sentence training is the focus of junior reading teaching, so that students can understand words in combination with context and real life.

3. Pay attention to reading training and guidance. Ask students to read pauses and moods according to different punctuation marks, and choose different moods and speaking speeds according to different characters, so that they can read the text in different roles.

4. Closely follow the ideological problems of the text and understand the key points of the text. Educate students from an early age to take pleasure in helping others as a virtue.

"Why didn't Li Li receive the green pencil in the garden" is the focus of the text; "Why does Lin Yuanyuan blush when she sees Li Li painting blue leaves" is a difficult point for students to understand.

Second, the training of thinking and speaking procedures

(A) to stimulate interest and introduce new courses

Starting from the reality of students' life, lead in: "What color are the leaves you have seen?" Enlighten students after writing on the blackboard: "What do you want to know after reading the topic?" Ask the students questions, such as, "Why are the leaves blue?" Turn teachers' problems into students' problems, stimulate students' interest and curiosity in learning, and promote the development of disciplines.

(2) Read the text for the first time with the help of Pinyin.

1. Students read the text paragraph by paragraph with the help of pinyin.

2. Guide reading, such as paying attention to pauses and sentence breaks in long sentences.

(3) Teachers demonstrate reading and integrate into the situation.

Through teachers' vivid reading, students are brought into the situation created by the author, thus arousing students' life experience and making their feelings in the text.

The hero's emotions vibrate at the same frequency.

(D) Close to the problem and learn independently.

Grasp the word "borrow" and follow three questions after class to guide students to read the text and four dialogues to understand the psychological activities of the characters. The second to fourth paragraphs adopt the introduction, and then guide the students to read the first dialogue and draw the key words. Learn the second, third and fourth dialogues with the learning method of the first dialogue. The fourth dialogue can guide students to read the expressions of different roles at the same table. When studying the second paragraph, you can also observe the illustrations in the text.

Read the last paragraph.

Thinking: Why did Lin Yuanyuan blush when she saw Li Li painting blue leaves (combined with observing the second illustration)? Think of what she is thinking from Lin Yuanyuan's expression. The answer makes since the enlightenment, a student, complacent, and the teacher only does camera guidance, so that students can receive ideological education.

(E) Questioning Enlightenment and Cooperative Learning

Students may ask: "Is it a bad boy that Lin Yuanyuan refuses to lend pencils to her classmates" or ask from Lili's point of view: "Lili doesn't accept pens, and she has a strong self-esteem", which can guide students to express their opinions and discuss them in depth, without forcing unanimity. Build an interactive model for students and create an atmosphere of active exploration and cooperative learning.

(six) timely use, realize the migration.

The third topic "Fill in the blanks and read again" is shown after class: "A week later, in an art class, the teacher asked the students to cut paper. But Fang Xiaoxiao sitting in front of the garden didn't bring colored paper, and the garden saw it. What will happen? " Please read the questions, think and discuss, talk first, and then write them down. This exercise leads to the teaching content by filling in the blanks, infers the psychology of the characters by virtue of "blushing", and guides the inevitable development of imaginary things by continuing the plot. The whole teaching process integrates listening, speaking, reading, writing and thinking, which permeates ideological education. There is no unnecessary explanation, the training is solid and effective, and the positive transfer of knowledge is realized.

Third, promote development and talk about teaching methods.

1. Introduction method

When Li Li borrowed a green pencil for four times, the teacher led her to read aloud, which not only helped students break through the difficulties of reading aloud and cultivate a sense of language, but also helped students understand the text, the inner world of the protagonist in the text and the beauty of the author's use of language and words.

2. Graphic and text combination method

Although this text is not about learning pictures, it is undoubtedly of great help to guide students to observe pictures carefully. When I was preparing lessons, I carefully observed the pictures and found that the first picture in the text was obviously inconsistent with the content of the text. If students can also find this problem, they can not only observe it carefully, but also deepen their understanding of the text, which can kill two birds with one stone.

3. Migration method

(1) Learn the second to fourth paragraphs, focusing on the four dialogues of "borrowing" and "unwilling to borrow". Focus on reading the first dialogue, and understand the learning method through circle, point, row, reading and discussion. Then let students read the second to fourth dialogues according to this method, so that students can understand the rules in reading.

(2) By studying the last paragraph and combining the training of the third question after class, the transfer from reading to writing can be realized. The design of this exercise is conducive to exploring students' innovative spirit, effectively reducing students' excessive burden and improving teaching efficiency.

Fourth, cultivate the ability to speak and learn.

1. Turn the theme into technology.

The title is a high summary of the content of the text, which is the finishing touch of the text. When students begin to contact the text, the first thing they see is the topic. To learn this lesson well, it is very important to understand the topic correctly and get enlightenment from it. In the teaching of this class, I try to ask students to explain the topic through "What color are the leaves you have seen". In this way, after a period of training, students will gradually produce a series of questions and associations when they see the topic, which is very beneficial to cultivate students' creative thinking.

2. Introduction to after-class questions

The questions at the back of each text often give students important hints. In this class, I will guide students to learn the text well with the topic of "Breakthrough of Students' Mastering Learning Methods" after class. If in the long run, students can get such training and develop good reading habits, that is, reading with a strong purpose and thinking while reading, which can not only enhance their self-confidence in learning, but also turn passive learning into active learning, so that students can truly become the masters of learning.

3. Dot method

Considering students' learning quality, let students mark strokes in the text, such as circling keywords, dots, ticks, strokes, marking long sentences with symbols, tone stress and so on. The focus of training is not divorced from the context of the text. In the process of listening and reading, it is reasonable to alternate between static and dynamic, so that students can "concentrate" on thinking when studying, which is conducive to students developing good reading habits, thus realizing the transition from "learning" to "learning".