This article "Where is Spring" uses teaching to let students understand the characteristics of spring wind, fog, rain and sun, as well as the new scenes it brings to the earth. Below are five teaching lesson plans for students on "Where is the Spring" that I brought to you, I hope you will like it!
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Student "Where is the Spring" teaching lesson plan 1
Teaching requirements:
< p> 1. Learn the 8 new characters in this lesson with the help of Pinyin: "微, Qing, Xin, Bamboo Shoot, Tan, Nuan, Mai, Silkworm"; master the word "pound". Understand words such as "weiwei, new clothes, bamboo shoots, broad beans, and sticking out your head" in the language environment.2. Be able to read the text correctly and fluently, and learn the sentence structure of "(when), what (what) place is like" according to the questions.
3. Continue to learn to add appropriate modifiers before words.
4. Use your imagination to try to imitate the text.
Teaching focus:
1. Read the text and perceive the natural characteristics and beautiful scenery of spring.
2. Able to learn the sentence pattern of "(when), what (from what) place and how" according to the questions.
Teaching difficulties:
1. Understand the meaning of words such as "gently and thinly, ladle floating".
2. Read the pronunciation of Haoer: wicker, peach blossom, and grass.
Teaching aids preparation: tape slides, vocabulary cards
Teaching time: 2 lessons
First lesson
Teaching requirements:
1. Read the text thoroughly and understand the poems describing the beautiful scenery of spring.
2. Learn the new words related to this lesson: Wei, Qing, Xin, Bamboo shoot, Tan
3. Preliminarily understand the sentence structure: (when), what (from what) where how Sample
Teaching process:
1. Talk and reveal the topic
1. Do you like spring? There are four seasons in a year, three, four and five. The month is spring. In a few days, spring will come. By then, the spring will be bright, the flowers will bloom, and everything will become very beautiful. This lesson. Let's learn a poem about spring.
2. Show the topic and read together
3. "Where is Spring" is a text about "reading short literary words and sentences". It requires us to read more texts, read them familiarly and well; we must also pay attention to learning words and sentences.
4. "Where is the spring" is a complete sentence. What punctuation can be added after it?
5. Practice reading and pay attention to the upward tone.
6. This sentence appears four times in the text, all expressing questions, and the intonation at the end of the sentence always rises. However, in the topic, there is no punctuation and it does not indicate a question, so there is no need to raise the tone. (Read the topic again)
2. Model reading to understand the general idea
1. So, where is spring? While reading the text, listen to the recording, and read the words "Where is spring?" Underline the sentences.
After listening to the recording of the text, students answered. Writing on the blackboard: Branches, grass, bamboo forest and fields
2. Look at the illustrations and understand the words "branches, grass, bamboo forest and fields"
3. Learn to speak: Spring is on the branches, in the grass, and in the bamboo forest. , in the fields.
3. Read to yourself and pronounce the words correctly
What are the branches, grasslands, bamboo forests, and fields in spring like? Let us read it ourselves and pay attention to the pronunciation of the words. , , without adding or omitting characters.
1. Students read the text to themselves. Thinking: How many sections does this poem have? How did you figure it out?
2. Read the text aloud in sections. Correct the sound while commenting.
3. Read the text by yourself
4. Read the passage and understand the words
What are the branches, grassland, bamboo forest, and fields like in spring? Let We continue to study the text.
(1) Study the first section
1. Girls read. Thinking: What are the branches like in spring? Which two lines of poem answer this question?
Show: The wicker dances, the peach blossoms blush
2. "The wicker dances" is What does it mean? The action demonstrates that the wicker swings back and forth, as if dancing. )
3. Read the instructions aloud with a cheerful tone.
4. What does "peach blossom blush" mean? The peach blossom blooms with pink flowers, which looks like a blushing face. )
5. Expression reading.
6. Why does the wicker dance? Why does the peach blossom blush? (The spring wind blows slightly)
7. Understand "weiwei" (action)
< p> 8. The spring wind is gentle, warm, and very soft, like a mother's hand gently stroking our faces.9. Summary: This section mainly talks about the spring wind blowing the willow trees green and the peach blossoms red. It is written in two sentences, one question and one answer. We also read it in a question-and-answer format.
(2) Study the second and third lessons.
What is spring like on the grass and in the bamboo forest? Let us study the text in the order of "read the text, look for the sentences, and understand the words".
1. Read the text by yourself. Thinking: Which lines of poems in the article tell us what the grassland and bamboo forest are like in spring?
Men and women read the contents of the grassland and bamboo forest respectively
2. Look at the illustrations and understand "The grass wakes up" Come here and put on new clothes." Spring is here, and the grass grows young leaves again, as if you have just woken up from a long sleep and put on new green clothes. )
3. Teacher's statement: Understand that "gently and fine" mist is composed of small water droplets. These small water droplets are very light, very thin, floating in the air, forming fog
4. Guide the reading, and pay attention to the soft voice.
5. Guide action demonstrations and understand "sticking your head out". What other words can be used to replace the word "explored"?
6. Sentence training: Bamboo shoots poked their heads out
Where did the bamboo shoots poke their heads out from? (From the ground) < /p>
When and where do bamboo shoots poke their heads out? (Spring)
Grass also grows from the ground. How do you say this sentence?
Can we use grass and bamboo shoots together to say it together?
Read the sentence: After a burst of spring rain, grass and bamboo shoots poked their heads out from the ground.
7. Read the second and third lessons in the form of questions and answers.
8. Summary: Let us be the messengers of spring, bring the breath of spring into the classroom, and read the text emotionally together.
5. Writing, mastering the glyphs
Learn the word "pound" and analyze the word "micro"
Second lesson
Teaching requirements:
1. Read the text and continue to understand the poems describing the beautiful scenery in spring.
2. Learn new words: warm spring silkworm
3. Able to write sentences using the sentence pattern of "(when), what (from what) place" according to the question.
Teaching process:
1. Review
1. What do branches, grassland, and bamboo forests look like in spring?
2 , Read the sentence: After a burst of spring rain, grass and bamboo shoots poked their heads out from the ground.
3. Sentence training. (After-class exercise 3)
2. Read short literary words and sentences
1. What is the scene like in the spring fields? Let us learn by ourselves using the method of learning in the previous class. Section 4.
2. The teaching is warm. "Understand the fragrance of green wheat, yellow cauliflower, and broad bean flowers"
3. Reading experience.
4. Read the full text with actions.
5. In spring, wicker branches, peach blossoms, grass, and many other scenery have undergone great changes. This natural phenomenon has a lot to do with the natural phenomena of spring.
How to write about the natural phenomenon of spring in the book? Read four sentences about it.
6. Read the sentence: Spring is here, the majestic wind is blowing gently, and the warm sunshine shines on the earth. < /p>
Following the writing method of the text, tell me where spring is still? (in the river, in the woods) how is it there?
Writing on the blackboard:
1. Where is spring?
The willow branches dance and the peach blossoms blush
The grass in the meadow wakes up and puts on new clothes
Bamboo shoots poke their heads out of the bamboo forest
The field of wheat is green, the cauliflower is yellow, and the broad beans are fragrant
Students' "Where is the Spring" Teaching Lesson Plan 2
Teaching Requirements
1. Understanding 6 Chinese characters: fog, thin, change, bamboo shoot, explore, silkworm. Can write 6 new words: sprinkle, change, explore, branch, wild, and warm. Next to the word "know".
2. Learn to read texts correctly, fluently and emotionally. Recite the text and feel the beauty of spring.
Teaching focus
1. Feel and read the beauty of spring in the poem, and express your love for spring.
2. Read and write new characters correctly. Meet the new radicals.
Teaching process
First lesson
1. Interesting conversation:
Students, what season is it now? Who can use it? Tell us in one sentence how you feel about spring?
[First of all, letting students talk about their feelings is intended to activate students’ thinking, arouse their interest, and help students integrate into spring as soon as possible. At the same time, teachers provide timely guidance during students’ speeches to provide language training. ]
There is a famous poet who also likes spring. He wrote a poem for spring, which is the text we are going to learn today - reading together.
Let us follow the author to find where spring is in the text?
2. Read the text for the first time and recognize the new words.
1. Read the text freely and draw the unknown words.
2. Recall previous learning methods, what should you do when encountering unknown words?
[Since students are likely to forget the methods they have learned after a holiday, here is Arrange a review of literacy methods]
3. Choose a method that suits you to learn these words.
[Respect students’ learning needs and choices of learning methods, and encourage students to learn independently and cooperatively. ]
4. Check and guide literacy.
A: The teacher shows the new word card, and the students read it, and at the same time infiltrate the knowledge of Chinese characters and guide the literacy methods:
Wu: How to remember? (Phonetic, change, add part)
p>
thin: (upper and lower structure, add radical)
Change: why next to the handle? Read the sentences in the poem and learn the words in the context.
Bamboo shoot: What does the bamboo head above have to do with?
Tan: Which word does it resemble?
Silkworm: What is its structure?
[The process of literacy is also a process of knowing. Teachers should timely carry out the penetration of Chinese character knowledge and the cultivation of the ability to know characters. Guide students to learn independently during the literacy process and let students introduce methods. Experience the joy of success and respect students' individuality. The literacy methods do not have to be consistent, as long as they can read. ]
B: Consolidation exercises: train reading, game reading, competition reading, etc.
C: Practice check: Can you still read the text accurately when you put the new word friend back into the text?
D: Read the text by name.
3. Read and recite the text.
1. Teachers and students comment on the pronunciation of characters.
2. Overall perception of the text:
(1) Read the text freely and think: Where is spring? Where did you find spring? Use horizontal lines to draw out these places. .
(2) Answer by name, and the teacher writes on the blackboard: branches, fields, bamboo forests, fields.
(3) It’s great, you have found the spring in the article! You are really good at reading.
[Implement reading-oriented, let students calm down, think while reading, write while reading, and develop good reading habits. ]
3. Read the text carefully and understand.
(1) Read the text freely and see where your favorite spring is?
(2) Read the sentences you like. Tell me what you like? Read it with emotion for everyone to appreciate.
(3) Teachers and students *** discuss together what the students have said and read. (Supplement, comment and read aloud through courseware demonstration, picture display, text description and other methods.)
Section: A: Courseware demonstrates "Blowing Slightly", "Dancing Wicker", "Peach Blossom" blushing" scene. Stimulate students' emotions and guide reading.
B: Show the text:
The wicker dances and the peach blossom blushes.
The wicker swings and the peach blossoms turn red.
Ask students to study and discuss: What are the differences? Which sentence do you like? Why? Read the feelings.
Section 2: A: Inspiration: How long has Cao'er slept? How would you feel if you put on new clothes? Can you read this mood?
Section 3: A: Guide students to question: What is the relationship between "rain" and "exploration"? Why use an exclamation mark? (Feel the looseness of the soil after the rain and the surprise of exploring the ground.) How to read?
B: Show the text: < /p>
Bamboo shoots are sprouting from the ground!
Bamboo shoots are sprouting from the ground.
Compare similarities and differences. Do emotional readings.
Section 4: Adopt a reading and teaching method, and understand the text through comments and competitions. Read the text aloud.
[There is no fixed teaching sequence designed here. Follow the lead. Give students sufficient space for autonomy. Take students as the main body. Respect students' individual feelings and avoid talking and asking questions. Create a learning atmosphere of harmony, cooperation and inquiry. ]
4. Teachers and students cooperate, read the full text in a question-and-answer format, integrate form and form, and clarify the structure.
5. Fill in the blanks exercise. Guide to recitation methods - recite in order. (Blackboard writing tips)
6. Recite the text. (Memorize by name, voluntarily.)
4. Expansion and extension
Do you still know where spring is? Tell me.
5. Practical activities
Group cooperation: Write a paragraph based on the text.
Tips: Spring is in the river -
6. Assign homework
Choice: find spring, write about spring, draw spring, sing about spring, read about spring... …
7. Blackboard design
Where is spring
Branches with windy wickers and peach blossoms
Prairie mist and grass
< p> Bamboo forest raining bamboo shootsFields of sun wheat seedlings, cauliflower, broad beans
Lesson 2
1. Review new characters and words.
2. Learn to write.
1. Learn Chinese characters by yourself.
2. Question and resolve doubts.
3. Group discussion and cooperative learning.
4. Report and communicate. (Pronunciation, structure, stroke order, common mistakes, etc.)
Students select the words that need guidance in writing, everyone discusses them, and the teacher provides guidance through blackboard writing and courseware demonstrations.
Students' "Where is the Spring" Teaching Lesson Plan 3
Teaching purposes:
1. Learn 16 new words, among which they can write "na, face, original, The eight characters are "light, scarf, formation, exploration, wild" and the eight characters "wu, mist, soft, gauze, green, bamboo shoots, seedlings and silkworms".
2. Read and recite the text emotionally, and be able to imitate sentences using "then? then". 3. Inspire students to love spring scenery and love nature.
Important and difficult points in teaching:
1. Understand the characteristics of spring wind, fog, rain and sun, and the new scenes they bring to the earth.
2. Feel the beauty of language and cultivate a love for nature.
Teaching preparation:
1. Word cards
2. Collect information about spring before class: pictures, poems, words, images, etc.
3. Multimedia courseware
Class schedule:
2 class hours
Teaching process:
First class period
1. Interesting conversation:
1. Students, what season is it now? Who can tell you how you feel about spring in one sentence? (The teacher gives timely guidance and language during the students’ speeches. Training. )
2. There is a poet who also likes spring very much. He wrote a beautiful little poem about spring, which is the text we are going to learn today. (The teacher writes the topic on the blackboard, and the students read the topic together)
3. Let us follow the author to find where spring is in the text?
2. Read the text for the first time and recognize the new words.
1. Read the text freely and draw the unknown words.
2. Recall previous learning methods, what should you do when encountering unknown words?
3. Check and guide literacy.
(1) The teacher shows the new word card and names the students to read it
The teacher gives instructions: "Cui, Bamboo Shoot, Silkworm" is pronounced with a flat tongue; "Sha, Zhen" is pronounced with a raised tongue "Zhen, Tan, Silkworm" is the front nasal sound; "Qing, Yang" is the back nasal sound; "Wu" is the third tone; "Wu" is the fourth tone.
(2) Can you form words for babies who are new to words? See who can form them faster and more
(3) Do you have any good ways to remember them?
Teacher's guidance: "Na, Jin, Zhen, Tan" can be compared with "Na, Zhong, Chen, Shen" (respect students' individuality and do not insist on consistent literacy methods.)
( 4) Consolidation practice: compete in reading new word cards, driving a train and forming words
(5) Practice writing new words
(6) Practice check: put the new word friends back into the text, can you still Is the reading accurate?
(7) Read the text by name and in sections, requiring accuracy and fluency.
3. Read the text again and gain overall perception.
1. Read the text freely and think: Where is spring? Where did you find spring? Draw these places with horizontal lines.
2. Answer by name, and the teacher writes on the blackboard: branches, grasslands, bamboo forests, fields. Well done, you have found the spring in the article! You are really good at reading.
Lesson 2
1. Review Introduction
Beautiful spring is everywhere, on the branches, on the grassland, in the bamboo forest, in the In the fields. Read the text freely and see where is your favorite place for spring?
2. Reading insights
1. Find your favorite place and read the sentences you like. Tell me what you like? Read it with emotion for everyone to enjoy.
2. Teachers and students *** discuss together what the students have said and read. (Supplement, comment and read aloud through courseware demonstration, picture display, text explanation and other methods.)
Section 1:
A: Courseware demonstration "Wei Wei Chui", " Scenes like "The wicker dances" and "The peach blossom blushes". Stimulate students' emotions and guide reading.
B: Show the text:
The wicker dances and the peach blossom blushes. The wicker swings and the peach blossoms turn red.
Ask students to read and discuss: What are the differences? Which sentence do you like? Why? Read the feelings.
Section 2:
A: Enlightenment conversation: How long has Cao'er slept? If you put on new clothes, how would you feel? Can you read this mood?
Section 3:
A: Guide students to question: What is the relationship between "rain" and "exploration"? Why use an exclamation mark? (Feel the looseness and exploration of the soil after the rain) Surprise coming out of the ground. ) How to pronounce?
B: Show the text:
Bamboo shoots sprouted from the ground!
Bamboo shoots sprouted from the ground. . Compare similarities and differences and read aloud emotionally.
Section 4: Students study on their own and compete in groups to read the text emotionally. Practice saying "So? Then?"
(There is no fixed teaching sequence here, just follow the instructions) 4. Teachers and students work together to read the full text in a question-and-answer format.
3. Recite the text. (Freely practice memorizing according to the blackboard writing, and recite by name)
3. Expansion and extension
Do you still know where spring is? Tell me.
4. Practical activities
Group cooperation: Write a paragraph based on the text. Tip: Spring is in the river
5. Assign homework
Choice: find spring, write spring, draw spring, sing spring, read spring?
Blackboard writing design :
Where is Spring
Student "Where is Spring" teaching lesson plan 4
Activity goals:
1. Experience spring nature The beauty of poetry and the beauty of language.
2. Be able to use some beautiful words and phrases to compose.
Activity preparation:
1. Music tape "Where is the Spring"
2. Poetry recitation with music, music tape, and tape recorder.
3. Children have observed the scenery of spring many times and have a preliminary understanding of the characteristics of spring.
Activity process:
1. Stimulate children’s interest in activities.
Play the music "Where is the Spring" and the children will jump into the grass while singing.
2. Enjoy the music and recite poetry.
1) The teacher reads with expression.
Question: What is spring mentioned in the poem? What kind of book is spring?
2) The second appreciation helps children understand and memorize the content of the poem.
Ask why spring is a colorful book, a laughing book, and a singing book?
3) Group recitation of poetry 3. Children observe the surroundings of the grass together Created.
The teacher guides the children on a tour, guiding the children to use beautiful words and sentences to express themselves according to the original poem's creative form, and encouraging the children to imagine boldly.
4. Ask individual children to recite poems or phrases they have created.
5. Combine some good words and sentences into a beautiful poem for collective recitation.
Activity extension:
1. Encourage children to use painting to express the content of poetry and appreciate each other.
2. Use activities such as walking and outdoor observation to guide children to continue to observe and imagine what spring is like.
3. Collectively produce a picture book "The Story of Spring".
4. Perform recitation performance combined with movements.
Student "Where is Spring" teaching lesson plan 5
Activity goals:
1. Appreciate and understand prose, understand the seasonal characteristics of spring, and be willing to use language Make an expression.
2. Interested in looking for changes in natural phenomena in spring and feeling the beauty of spring.
3. Learn the sentences of poetry to express your feelings about spring.
4. Able to use imagination freely and speak boldly in front of the group.
5. Develop interest in literary works.
Key points of the activity:
Understand prose and be willing to use language to express the seasonal characteristics of spring.
Interested in looking for changes in natural phenomena in spring and feeling the beauty of spring.
Activity preparation:
1. Children look for spring and accumulate some spring seasonal characteristics.
2. Multimedia courseware "Spring".
Activity process:
1. Introduction of activities, experience review
Children, do you know what season it is now? What is spring like?
Summary: Spring is here, the weather is getting warmer, the grass is green, the flowers are blooming, the flowers and butterflies are flying, spring is so beautiful.
One day, the mother deer said to her child: "Spring is here, go and welcome spring!" "Who is spring? Where is he?" The child went out to look for it.
2. Listen and talk, and understand the prose
1. Appreciate the prose "Spring" in its entirety
Let's look for it with the children. Look, the children find it. Who?
How did the child come to ask? Let’s listen and see.
2. Appreciate in segments
What did the child ask about the flowers? What did the flowers say? What else did the flowers say besides this? Why?
Children Who else did I ask? Besides the butterfly, who else would say that I am a flying spring?
What did Xiaocao say? Why did Xiaocao say that she was a tender spring?
What does the wind say? Why does the wind say that it is the gently blowing spring?
Summary: Spring has colorful flowers, flying animals, and tender new buds. Spring is really a wonderful time. Wonderful season.
3. Appreciate it completely again and feel the beautiful artistic conception of prose poetry.
3. Experience transfer, extension activities
1. Questions
How many spring friends has the child found? Who are they? Then the child will continue Go looking for it?
What other spring friends will the children find? What will they say? (Guide children to try to use dialogues in poems)
2. Children look at pictures Talk and discuss.
Teacher here is a cartoon about looking for spring, let’s watch it together!
Summary: Spring is so beautiful, children, do you like spring? After the activity, we Also look for spring friends, see what kind of spring you find, and tell more friends, okay?
Attachment: Prose "Spring"
Children Ask the flower: "Are you spring?" The flower said: "Yes, I am the colorful spring."
The child asked the butterfly: "Are you spring?" The butterfly said: "Yes, I It’s spring that can fly.”
The child asked Xiaocao: “Are you spring?” The bird said, “Yes, I am Neng Neng’s spring.”
Child. Ask Feng'er: "Are you spring?" Feng'er said: "Yes, I am the spring that blows gently."
The child found many spring friends and returned to his mother. Falling asleep in the warm spring.
Activity reflection:
Children's prose is an important part of teaching children's literature appreciation, and it is also their favorite reading material. Children, through joyful learning and observation, learn that spring is a colorful and vibrant season. Where is she? It turns out that spring is in your eyes, spring is in your hands, and spring is in our hearts. Let us look forward to more and more beautiful spring together! Guide children to contact excellent children's literature and let them feel the language It is rich and beautiful, and helps children deepen their experience and understanding of the works through a variety of activities. Cultivate children to love listening, reading, speaking, and performing children's literature, and to be able to understand and retell short children's literature. To help young children learn children's prose smoothly, it is inseparable from teachers' necessary explanations of the works. Carrying out children's prose teaching and allowing children to be exposed to prose from an early age can sow the seeds of beauty in children's immature hearts, allowing children to learn to use an aesthetic vision to look at the real life around them from an early age, and continuously strengthen children's resistance to all kinds of vulgar practicality in society. The ability to invade by philistine phenomena.
Small Encyclopedia: Spring, also known as spring, is the first season among the four seasons, which refers to the period from Beginning of Spring to Beginning of Summer. The solar terms include Beginning of Spring, Rain, Waking of Insects, Vernal Equinox, Qingming, and Grain Rain. It is the season of revival for all things.
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