Teaching Design of the Chinese Father and Birds in Grade Two

Father and Birds is a text with sincere feelings. Through the dialogue between "I" and "Father" about birds, we can understand "Father"' s unusual understanding of birds and experience his unusual love for birds. Reading this article is like walking into an ancient and real fairy tale world, which makes you realize the harmony between man and nature. Repeated reading and careful appreciation will certainly make people have a profound spiritual understanding.

Grade two students have learned many new words and can read simple articles. Have a certain foundation of reading the text correctly, fluently and emotionally. On this basis, combined with the characteristics of the text content, teachers should use various means to create situations, guide students to read the text in depth in various forms, promote thinking through reading, realize my father's love for birds and my desire to protect birds, and stimulate students' thoughts and feelings of loving and protecting birds.

Teaching objectives:

1, know the words "Meng, Nan" and so on. I can write eight words, such as "and night".

2. Read the text with emotion and realize my father's love for birds and my wish to protect them.

3. Actively accumulate beautiful articles in the text and say sentences with words such as "happy".

4. Combine typing and writing, expand reading, and stimulate students' thoughts and feelings of learning to live in harmony with nature from an early age.

Teaching emphases and difficulties:

Reading promotes thinking, reading and feeling, and between the lines, I feel the unusual love of "father" for birds and my desire to protect birds.

Class design:

Two class hours

first kind

First, reveal the topic and make the conversation interesting.

1. Expose the topic: The teacher writes on the blackboard and guides the students to guess according to the topic: What is written in this text? What questions do you want to ask around the topic?

Design intention: Although the thesis focuses on "father and bird", it does not directly describe what happened between father and bird. Grasp this feature, guide students to guess according to the topic, inspire students' imagination, stimulate students' interest in reading, introduce new class teaching, and then consciously guide students to find the answers to their own questions through learning.

2. Dialogue: Play the recording of birds and guide the students to talk. Do you like birds? Do you know anything about birds? Show everyone the pictures and information about birds you collected after class. Today we are going to learn a story about loving birds-Dad and Birds (blackboard writing topic).

Design intention: create atmosphere, create situation, stimulate students' interest in birds, tap students' cognition of birds, cultivate students' ability to collect information, and lay an emotional foundation for loving and protecting birds through information exchange and display.

Second, a wonderful reading guide.

1. Dialogue platform: Birds are spirits of nature and friends of human beings. A father and son are talking about birds in the forest. Do you want to know what they said? What kind of story happened between "Father and Bird"? Read the class quickly! (Requirements: Read the text by yourself first, read the words you don't know correctly with the help of Pinyin, and then read the words that appear in "I will recognize" several times after class. Then the students in the group read the text and new words with reference to each other. )

2. Draw the language of "I" and "Father" with different marks. Focus on practicing the dialogue between the characters in the group and understand the content of the text. The teacher patrolled to find out the situation.

3. Read the text and organize comments. The focus of review is correctness and fluency. )

4. Organize student exchanges: What do you understand from reading? What else don't you understand?

Design intention: to stimulate reading interest, cultivate students' awareness and ability of independent reading, guide literacy and help students lay a good foundation for literacy reading. Guiding students to grasp the dialogue between characters on the basis of perceiving the content of the text, with clear clues, is conducive to understanding and understanding the content of the text and the thoughts and feelings of the characters.

Third, cooperative literacy.

1, show the word cards and let the students read them one by one and correct each other.

2. Reading words by train: Teachers use cameras to guide students and guide them to exchange literacy methods. For example, the initial of "South" and "Thick" is nasal "N"; Observe the glyphs of "Wei", "Mei", "Xi" and "Borrow" and teach students some ways to remember words, such as why "Wei" is next to the word mouth and why "hunting" is next to the dog. "Kou" is a word plus a female word, and "Kou" is "Wei". The word "Meng" has several pronunciations.

3. The teacher shows the words in "I can read". Literacy further consolidates literacy.

Teaching intention: grasp the law of children's literacy, present words in various forms and memorize them repeatedly. Combined with the characteristics of Chinese characters in this lesson, guide students to make personalized understanding and analysis, exchange literacy methods, accumulate literacy experience, understand literacy rules and stimulate students' interest in literacy.

Fourth, guide writing.

1, guide students to observe as a whole and find the law. For example, you can enlarge the words "combination, happiness, focus and group" and let students observe the horizontal writing of these words.

2. Let the students draw in red and feel the writing of words.

3. The teacher demonstrates how to write words that students think are difficult to write. Let students observe and understand the rules of writing.

Design intention: learn to write new words and feel the beauty of Chinese characters.

Practice typing and writing

Form:

1, expand words with new words.

2. After combining the words with the new words, connect the words.

3. Combine words with new words, and then write a sentence with new words.

Design intention: Through typing and writing, cultivate students' ability to expand words and write words, and accumulate more words at the same time.

Sixth, expand reading.

Seven. Summarize.

Second lesson

First, stimulate the introduction of interest.

1. exposure topic: board the "bird": what idioms and poems do you think of when talking about "bird"? Students speak first, and then look at the idioms and poems shown in the courseware. )

2. Listen and read: It seems that everyone knows something about birds. But do you know when birds are happiest and most vulnerable to danger? Let's listen to Dad and Bird. When listening, close your eyes gently and imagine while listening.

After listening, tell me what you know.

Design intention: By listening and reading, paint the picture with imagination and let the words brush your mind.

Second, it is difficult to ask questions.

Question: Can you ask some interesting questions according to the text?

Presupposition students' questions, students can't ask them at once, and teachers can give appropriate guidance, such as:

(1) What did father see? What do you smell again?

(2) Where can I see that my father loves birds?

(3) Why am I so glad that my father is not a hunter?

Design intention: take questions as the golden key for students to read texts, guide reading with questions, and realize students' independent reading.

Teacher transition: then let's read the text with the students' questions!

Third, read the text.

(1) Understand paragraphs 3-8.

Teacher: This is a beautiful misty forest with fresh air. My father and I walked through the forest along the path. He faces the forest. ...

1, (show the card: look, smell, smell) Look at these two words. Who discovered the characteristics of these two words? How to read it?

Let's put these two words back in the sentence and read them out. (Show: My father stopped suddenly, looked up and down at the foggy Woods, and smelled and smelled with his nose. )

3. Teacher: What does father see? What do you smell? Read paragraphs 3 to 8 of the text freely.

(1) student report.

A. (When the student talks about the guidance when he sees the leaves moving) What does he know? -understand "muttering" and guide reading father's words.

B. "I" stood beside my father, but I didn't see a bird flying or hear a bird calling. It can be seen that my father usually observes and understands birds, and my father likes birds very much. (board "knowing birds")

C. (When students say that their father smells birds) What is the smell of birds? Do you know that?/You know what? Do you know that?/You know what? I only smell the thick smell of vegetation, but I don't smell the smell of birds. Why can my father smell it? By comparison, we can see how familiar my father is with birds. Father's words are very light, for fear of disturbing the birds. What does this also mean? The reason is also about loving birds. (Board "love birds")

(2) Why is father so familiar with birds? He may look and smell like that every day. )

(3) I feel something is wrong. My father is very familiar with birds. He should watch them and know that he can smell them. Why should he "look and smell" and "smell"?

(4) Students tell the reason (like, love ...) and read the third paragraph again with a feeling of familiarity and love.

(5) This feeling is really different. Let's go back to the 3-8 paragraph and connect this feeling. Students can read freely. )

(2) Understand the 9, 10 natural paragraph.

Father said the birds were going to sing. Look, as soon as we sat down, the birds began to sing. (Courseware demonstration

Picture the text and play the bird. )

1. What does the sound of birds make you feel?

Guidance and understanding: Father is too familiar with birds, saying that birds should sing, and birds can really sing. It's amazing, but behind the magic is the love of birds.

2. Lovely bird, what seems to be singing? (imagine)

(3) Understand the natural paragraphs of 1 1 and 12.

Yes, this is the happiest time for trees and birds. (Courseware shows: Father said, "This is the happiest moment for the forest and birds." I know dad is happiest at this time. )

1, read these two sentences happily. Guide and understand happiness from different angles. )

Guiding understanding: the bird is happy and the father is happy. Visible. Father likes birds very much. )

2. Try "happy" sentences.

(4) Understand the natural paragraph of 13- 16.

Just then, my father said this. Courseware demonstration: My father said to me again, "At the happiest moment of birds, birds are most likely to be hit by hunters when they fly away from branches." )

1, why?

2. Thinking: What else is there in my father's heart besides happiness? (worried)

Transition: Father has integrated birds into his life. The bird is happy, he is happy and the bird is dangerous. He's worried. Do you think it is possible for such a father to become a hunter? Why? Dad and bird are like relatives? )

What if my father is a hunter?

Yes, so I'm really glad that my father is not a hunter. Courseware shows: I'm glad my father is not a hunter. ) blackboard writing: not a hunter, read the sentence.

Design intention: Try to figure out the words with your mind, so that the words can be woven and understood.

Fourth, emotional sublimation.

I'm just glad my father is not a hunter. I have a bigger wish in my heart, you know?

Design intention: let the emotion sublimate and the theme deepen.

Fifth, in-class expansion.

1. Enter the "Information City" and "China Bird Love Network" to see the touching stories of other animals and humans and learn more about birds.

Design intention: expand reading, improve students' imagination and enhance the awareness of protecting animals.

2. Show the story with the help of courseware and guide the dialogue: In the crisp sound of birds, mother bird flies freely with her birds in the sky. Suddenly, a gunshot hit her and she fell to the ground. The frightened bird had to hide in the Woods and cry. What's your mood at this moment? What do you want to say to the hunter?

Design intention: At the climax, the students' words are completely open, allowing them to let go of their imagination and show their personality in the process of speaking.

3. Log in to the message board and type:

(1) The mother bird was knocked to the ground, and the frightened bird had to hide in the Woods and wail. What's your mood at this moment? What do you want to say to the hunter?

(2) Create simple bird protection slogans or slogans to see who writes more and writes well.

Design intention: to improve students' imagination and enhance their awareness of protecting animals.

Sixth, summarize the text and highlight the theme.

I hope that all people, like their father, will treat the creatures around them with their sincerity, so that our lives will be full of warmth and the feelings between nature and human beings will be closer and more harmonious.

Seven, homework:

1, extract the most wonderful dialogue you think in the text;

2. Choose your favorite animal and write a few sentences.

Blackboard design:

29 Father and Bird

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Not a hunter-love birds, know birds