The second grade Chinese teaching design "Echo" 1 1. Teaching objectives
1. By recognizing the six new words in the class, we can initially cultivate the ability of independent literacy and guide the writing of "reflection".
2. Read the text correctly, fluently and emotionally, grasp the key sentences and feel the happy and strange mood of the little frog.
3. Through the study of the text, we can initially understand the causes of echo formation and stimulate the interest in exploring science.
Second, the focus of teaching
1. Know six new words, initially cultivate independent literacy and write "reflection" correctly.
2. Experience the frog's happy and strange mood through different reading forms.
Third, teaching difficulties
1. Understand the causes of echo formation.
Fourth, the teaching process
(A) questioned the import, stimulate interest
Teacher: Children, today we are going to learn a new text. First of all, you should pick up your little hand and write the topic with the teacher. The echo on the blackboard. Now please read the topic gently. Remind students to pay attention to the "sound" and the retronasal sound. Let's look at the topic again.
Teacher: So, do you have any questions about this topic? What is the echo? Where is the echo? Through the study of this class, the teacher believes that children can solve these problems. Let's study the text together.
(B) initial reading perception, independent reading and writing
Teacher: Please read the story yourself. Pay attention to correct pronunciation, read sentences, and read difficult sentences several times. Well, some students are fast, read well and sit up straight.
Teacher: Just now, the students read the text really well, and the little frog came to praise everyone. Listen, it's croaking! (Show new words, two lines) Next, I ask my little teacher to lead us to read these new words, one for each student. (read raw, read together). Lens-guided pronunciation, nasal front: grain and return; Posterior nasal sound: touch.
Teacher: The children read very well. The teacher believes that everyone remembers these new words. Can you tell me how you remember these new words? (Add words next to the lasso, change it to add, add melons in your mouth, etc. Among them, pictophonetic characters are: circle, grain, gung, mile and back)
Teacher: Let's try to get rid of pinyin to see who can read it correctly. Now the teacher makes it more difficult. Look, you can add ripples behind the "circle" to form a "circle ripple". What can be added to a string? Who can say the same word again? Children, tigers, etc. What lines are there besides ripples? Who can talk about it? Stripes, patterns, fingerprints.
Teacher: These new words are really naughty. They are recalling that sentence. Please read by yourselves and see who can read accurately and fluently. Read by name, all at once.
(3) reading the text, emotional reading.
1. Learn the second paragraph and feel the joy of the little frog.
Teacher: Children, Little Frog and Mother Frog came to this place. What is this place? Beautiful, beautiful. Which passage in the text naturally describes this beautiful place? (first paragraph). Can you read this paragraph beautifully? Please come here! I heard him read beautifully! Let's learn from him and read it.
Teacher: What will the little frog say when he sees such a beautiful scenery? Please read the second paragraph by yourself and underline the sentences said by the little frog. Quack quack quack quack quack quack quack quack quack quack quack quack quack quack quack quack! Who are you? Where are you? ) student report.
Teacher: The little frog cried happily when he saw such a beautiful scenery? Read, click on the screen and show the sentences. At this moment, a voice came from the bridge ── (the teacher read softly) "Quack quack quack, so beautiful!" The little frog then asked? Who are you? Where are you? )
Teacher: (performance: quack quack quack, how beautiful! Seeing such a beautiful scenery, the little frog couldn't help crying. Think about it, children. What was the mood of the little frog? (Happy, happy) Then let's read this sentence happily! Look carefully, what is the punctuation mark at the end of this sentence? (exclamation point) No wonder I was so happy. Who will read it again? He enjoys reading. Let's learn from him and read it again!
Teacher: (Show me: Who are you? Where are you? ) The little frog heard the same voice as himself and said, "Who are you? Where are you? " At this point, what is its heart like? (Strange, puzzled), who can read its strange tone? It's good. Let's see what punctuation marks are at the end of this sentence. How to pronounce the interrogative tone? When we look at the topic, we should go up a little. ) Let's ask together!
Teacher: Next, we boys and girls were born together. Boys read the words of the little frog, girls read the words of the invisible little frog, and the teacher reads the narration.
2. Learn the third paragraph and feel the strangeness of the little frog.
Teacher: The little frog will feel very strange when he hears a frog imitating him. "Very strange" means very strange, so what can you say when you are hungry? (Hungry) Can you say something else about "Pole"? Let's read this sentence again and read the strange tone of the little frog at that time.
Teacher: The little frog was very surprised to hear another frog imitating it. At this time, what will its heart think? Show the sentences and fill in the blanks: "The little frog is very strange. What is he thinking?"
3. Learn the fourth and fifth paragraphs to get a preliminary understanding of "echo".
Teacher: After the little frog felt strange, he asked his mother, what did the mother frog do after listening to the little frog's words? Let's take a look! Please read the fourth paragraph and circle the words that represent mother frog's behavior. (jump, pick up and throw).
Teacher: So, what will happen to this river? Show me the sentences and tell me what you have read. Answer by roll call. Next, I ask my classmates to read this sentence. Yes, as soon as the stone is thrown, the river is stirred around. After the ripples hit the coast, they turned back.
Teacher: Son, the ripples of the sound are the same as those of the river. How do the ripples of sound change? Please read this article and fill in the blanks. After the sound hits the stone wall, can the child draw a picture according to the teacher's blackboard painting? Please draw on the blackboard. Then can you tell me why you draw like this? Teacher: Yes, when the ripples of sound hit the stone wall, they came back, that is to say, the little frog heard his own echo. Next, the students read the echo of the little frog and feel it. Camera analysis.
Teacher: The little frog must be very happy to understand the principle of echo.
(D) to guide the writing of "Inverted Shadow"
Teacher: Students, now, like little frogs, we learn to write two new words happily! First, let's look at the word "inverted". What is the structure of this word? (left, middle and right), very good. These three parts are located in the left, middle and right of Tian Zi lattice. What strokes should we pay special attention to when writing this word? ("soil" is horizontal to the horizontal centerline and vertical to the vertical centerline; Low in the middle and high on both sides), ok, please write after the teacher. Students should write in order and teachers should write. Please draw one and write one yourself.
Teacher: Next, let's look at the word "shadow". What is the structure (left and right) of this word? What should I pay attention to when writing this word well? (left wide and right narrow, three strokes in a line). Ok, please write along with the teacher's hand. Students should write in order and teachers should write. Please draw and write one by yourself, and pay attention to your writing posture.
Teacher: Let's look at the child's handwriting. Where is it well written and where is it needed to be improved?
(5) Summarize this lesson.
Teacher: Students, today we learned a very interesting text "Echo". In addition to echo, there are actually some natural science phenomena everywhere in our lives. As long as we observe carefully and think seriously, we will find a lot of knowledge. Use your eyes and your heart to find it in life.
The second grade "Echo" Chinese teaching design 2 teaching objectives
1, know six new words. Understand the words made up of new words
2. Read the text correctly, fluently and emotionally, and read strange and friendly words.
3. Read the text to get a preliminary understanding of the causes of echo formation and stimulate the interest in exploring science.
Teaching focus
Read the text and get a preliminary understanding of the causes of echo.
Teaching preparation:
New words and phrases cards and courseware.
Teaching process:
First, stimulate the introduction of interest.
1, "sound" on the blackboard, what is this word, students?
2. What kind of "sounds" do students usually hear?
(Write "back" on the blackboard) to form a topic. Have you ever heard this voice? (Look at the topic together).
Second, the first reading perception
1. Open your books and read the text by yourself. To pronounce correctly, read new words several times.
2. Courseware shows the new words that students read.
3. Let the students read the text in groups. The rest of the students listen and think: what is the main point of this text?
Third, read the sentiment carefully.
1, learn the first paragraph:
(1) (The courseware has illustrations) Does the picture look good?
(2) What is written in the book? Read the first paragraph.
(3) Read the first paragraph beautifully, and guide the students to read and understand the sentence "The semicircular bridge opening and the inverted image in the water are connected with a big moon".
(4) Point to the picture and say what looks like the big moon? Say sentences with "as if"
2. An interesting thing happened in this beautiful bridge opening! Please read the second and third paragraphs.
What happened to the little frog when he saw the beautiful scenery around him? (Courseware shows the second paragraph) Learn the word "hexagrams" and guide pictophonetic characters.
⑵ Guide reading the happy sentences of the little frog.
(3) At this moment, a little frog came out of nowhere and cried: Quack quack, how beautiful.
What does the little frog think when he hears someone imitating him?
(4) Courseware presentation question: Who are you and where are you? Reading teaching
The invisible little frog is also asking: Who are you and where are you? How does the little frog feel after listening to it? Play the third paragraph to guide you to read strange tunes. Learn "Li" indiscriminately
3. Learn four or five paragraphs
(1) Mother Frog jumped onto the shore with her little frog. How does mother frog do it? Let's go and have a look with mother frog. (Look at the courseware)
(2) What does mother frog do? The students answered. What is written in the book? Read the fourth paragraph.
⑶ Show the word card "circle" and read it aloud. Students draw a circle by hand. The teacher drew many circles and led a circle. The river stirred up ripples. What? Word cards are corrugated and can be read. Look at the courseware again What is the ripple after the river is stirred into circles?
(4) Fill in the blanks: the river stirs up circles (), ripples () to the shore, and () comes back.
5] Read what Mother Frog said.
Teachers demonstrate reading, evaluate and students practice reading.
What do you understand after reading mother frog's words? Look at the courseware to fill in the blanks: If the sound () meets (), it needs to come back (). Learn to "return"
Once the students seem to understand this truth, does the little frog understand? What's his mood? Where did you see it?
Read the sentence: The little frog jumped up happily and said happily, "Mom, I saw it. This is the echo!" " "
4. The frog returned to bridge opening. Let's read the last paragraph.
(read together).
Fourth, summarize and expand.
Have you ever heard an echo? Where is it?
After class, I can experience the echo and talk to you about my feelings.
Reflections on echo teaching
Echo is a phenomenon that almost every student has encountered, but some students don't know it is echo. So at the beginning of teaching, I said to my classmates, "When I was a child, my teacher liked to get into an empty house and shout, Who are you?" Who is imitating me? Then I can always hear exciting and curious answers. Have you ever been in this situation? How do you feel? In this way, by contacting some actual situations in students' daily life, I narrowed the distance between students and the content of the text, stimulated students' desire to express, and naturally entered the study of the text. I feel that the teaching of this link is relatively smooth.
The fourth paragraph of Echo tells that mother frog picked up a pebble and threw it into the river. The pebbles caused ripples and bounced back. Starting with this natural phenomenon, the text guides students to understand the causes of echo formation. Obviously, understanding the fourth paragraph is the focus and difficulty of this teaching. I used small experiments to turn static into dynamic, break through difficulties and get good results. The operation process of the small experiment is as follows: first, put a round water tank on the projector, and put a proper amount of colored water in the water tank (put one or two drops of red ink in the clear water). Through projection, students observe and dictate the static state of the water surface. Then, the teacher picked up a pebble and threw it into the circular pool, and asked the students to observe and dictate the changes of the water surface: the water in the pool was stirred up by the pebble, and the ripples swayed backwards on the pool wall. Then, ask the students to read this paragraph aloud, find out the verbs and experience them. Demonstrate the experiment, dictate the process, imagine the echo and repeat. Demonstrate a small experiment to show the scene of water surface ripple activity, so that students can understand the content of the text intuitively and vividly, and the teaching difficulties are solved. I put "reading" through the whole text in reading teaching. Stimulate children's reading enthusiasm through various forms of reading. For example, mutual reading between teachers and students, synchronous reading, silent reading, performance reading, competition reading, reading with action and so on. After the teacher's timely guidance, students can read different tones according to the frog's understanding of echo. From praise to strangeness to joy. Read mother frog's patient and kind tone.
There are three teaching objectives in the Chinese teaching design of "Echo" in grade two;
1, knowing six new words, can write four new words "shadow hole and circle"
2. Read the text correctly, fluently and emotionally, and read a cheerful, unfamiliar and cordial tone.
3. Read the article to get a preliminary understanding of the causes of echo formation and stimulate the interest in exploring science.
Teaching focus:
1, can read and write
2. Read the text to understand the causes of echo and stimulate the interest in exploring science.
Teaching difficulties:
Understand the causes of echo and stimulate the interest in exploring science.
Teaching preparation:
Courseware and micro-video
Class schedule: 1 class hour
Teaching process:
First, direct import, problem leading.
Today we are going to learn a new text-echo, the teacher's model essay topic, and the students' books are empty. Remind the spelling of "back" and "sound"
Look at the topic together. The teacher questioned: What is echo? How is it formed?
Second, the preliminary reading of the text, the overall perception
Requirements: correct pronunciation, fluent sentences, and pinyin for unfamiliar words after class.
1. Display words in Pinyin and read aloud in various forms.
2. Show new words in Pinyin and read them aloud in various forms.
3. Show the new words without pinyin, exchange literacy methods, and focus on guiding the polyphonic words "circle and inverted"
4. Show sentences with new words. Students should read them and emphasize the rhythm of sentences.
Step 5 write
(1) shows two words of left and right structure: hole shadow.
Guide students to observe the structure, occupation and keystroke.
Teachers write and describe red life in an exemplary way, and write, show and comment temporarily.
(2) In the same way, guide students to write two big words: circle and circumference.
Students should pay attention to writing posture and pen holding posture when writing.
Third, read the text and think: Where does this story take place? What small animals are there?
(A) understand the happiness of the little frog
1, student exchange: It happened in bridge opening by the river, and the small animal was a frog.
Display: Illustration of bridge opening by the river in the text.
Look at the illustrations carefully. Can you tell what the painting is in your own words?
Students exchange pictures.
2. Which paragraph of the article describes the beautiful scenery in the picture? Show the first paragraph according to the students' answers.
Guide the students to read the sentences beautifully and try to figure out the frog's mood according to the beautiful scenery.
The tour guide read a sentence: "Quack, how beautiful!"
(2) What did the little frog find? Experience the strangeness of the little frog.
1. After shouting, the little frog heard the same answer: "Quack quack quack, so beautiful!" What would it think? Students communicate and experience the frog's psychological change from happy to strange.
With these thoughts, the little frog asked, "Who are you? Where are you?
The invisible little frog is also asking, "Who are you? Where are you? "
(This session guides students to interpret the frog's psychological change from happy to strange, so as to prepare for the next mother's answer. )
The little frog is really confused, which is "very strange" in the words of the article.
2, the role of experience
(3) How did the little frog figure out that it was an echo? Focus on paragraphs 4 and 5.
1. How did Mom explain it to the little frog? Read the article, draw what mom did with horizontal lines, and draw what mom said with wavy lines.
2. The fourth paragraph of the student exchange report
3. Draw the words indicating actions in the fourth paragraph. It is because of these effects that the water surface has changed.
Guide students to say change.
Teacher: What does the change of water waves have to do with sound? Let's see what mother frog said!
Show me the fifth paragraph of mom's words.
Fully understand mom's words with micro-video.
5. Students communicate with their mothers through video: How is the echo formed?
6. Complement the complete mother's words with understanding:
"Son, your crying is like water (). Water waves beat against the river bank and reflected back. When you are at (), the sound () meets the bridge (), and you should also () come back. In this way, you will hear your own ()! "
7. Be a mother frog and tell the little frog the truth about echo.
Guide and read mother frog's patience and gentleness.
(4) Does the little frog still feel strange after listening to his mother? Where did you see it?
(1) Display sentence:
The little frog jumped up happily and said, "Mom, I know. Is this an echo? "
The little frog swam back to bridge opening and kept barking. The bridge mouth immediately sounded a croak echo. The little frog said happily, "it's so fun!" "
Guide and read the cheerful mood of the little frog.
Fourth, homework:
After returning to China, students are required to do small experiments by themselves according to the method of micro-video to experience how the echo is formed.