1, know eight new words such as "anger, dusk and dryness". I can write "dou, Yan, nei" and so on 14. Can correctly write the word 19, such as "striving for beauty, fragrance and charm".

2. Be able to read the text correctly and fluently, master the words in combination with the context, and read and recite your favorite parts with appreciation.

3. Understand the content of the text and realize that the text expresses the characteristics of flowers in different ways.

Teaching focus

On the basis of mastering the content of the text, know different expressions and try to change some sentences.

Teaching media

1, new word card.

2. Teachers collect all kinds of information about flower opening and make multimedia courseware.

3. Students sort out the names of flowers and plants they know and observe the flowering time of their favorite plants.

Teaching time

Two class hours

teaching process

first kind

First, create a situation to stimulate the introduction of interest

1, language quotation: Huadu is our favorite. It dresses up our world and enriches our life. Tell me what flowers you know, what flowers you like and why, ok?

2. Intuitive feeling: The teacher collected some information about flowers. Do you want to enjoy it? (Showing multimedia courseware)

Reading questions lead to questions: these flowers are not only beautiful, but also contain many mysteries. Show the topic. Do you have any questions after reading the topic?

Second, read paragraph by paragraph and explore and discover.

1. Read aloud and understand the first paragraph.

(1) Read the first paragraph by yourself, read the pronunciation correctly, understand the new words and read the sentences in your favorite way.

⑵ Read aloud and show. Create a happy reading atmosphere and encourage students to read to everyone in an appreciative tone. Other students can enjoy listening and imitate comments after listening. (read in various forms)

(3) Guide discovery. After reading aloud so many times, the students must have made many new discoveries about these flowers. Can you share it with us? (communication points: first, the way of flowering is different, and second, the opening time is different. Teachers can guide students through the camera according to their speeches. If students say that the flowers are different first, let them say which sentence they like best, then talk about their emotional findings in this regard and read aloud with emotion. If students talk about the different opening hours of flowers first, they can also find out the different opening hours of various flowers first. )

(4) Emotional reading. Let the students read the full text with their own experiences and feelings (surprise, surprise, love, etc.). ).

5] lead to doubt again. What questions will students naturally ask after reading this text? (Mainly "Why do these plants bloom at different times")

2. Take advantage of the trend and explore and solve doubts.

(1) Read the second paragraph of the text silently, and draw sentences indicating the reasons for the different flowering times of plants.

(2) Communicate and read "The flowering time of plants and …" and "Flowers need insects to spread pollen …".

(3) In my own words, what is the relationship between the flowering time of epiphyllum and morning glory and temperature, humidity and light?

Third, reasonable speculation and reasonable imagination

1, in groups of four, tell me when the familiar flowers bloom and guess why.

2. Communicate with the whole class.

Fourth, class assignments.

1, learn new words and exchange learning methods.

(1) Show new word cards, observe new words and exchange writing experience.

(2) Write new words.

2. Fill in the sentences and experience the expression.

Fill in the sentences that express flowers in different ways in the text and imitate one by yourself.

Fifth, after-school expansion

1, students are free to combine and continue to collect all kinds of materials that are open at different times to see who collects informative and rich materials to prepare for the expansion activities of the next class.

2. Copy the new words listed in the glossary.

There is a transitional sentence in the third paragraph of Zhao Zhouqiao, the second teaching design: Zhao Zhouqiao is not only powerful, but also beautiful. A highly generalized language is not enough for students to truly understand these two characteristics. Wang Zhangzhou, a special teacher, gave me a lot of inspiration when dealing with the word "thousand" in the Great Wall of Wan Li class, so there are the following fragments:

Teacher: You must be deeply touched by the communication with the second paragraph just now. Can you say it in one word or one sentence?

Health: innovation; Economy; Unique; strong ...

Teacher: Yes, if the ten-year-old is a lovely child, the twenty-year-old is a young man, the forty-year-old is a middle-aged man who is not confused, and the eighty-year-old is a white-haired old man, then in your opinion, what is Zhao Zhouqiao at the age of 1400?

Health: an old man who can't remember his age; An old fairy taking elixir of life. ...

Teacher: Imagine what this old man experienced in 1400 years. What changes have taken place?

Health 1: There are thousands of people coming and going on his back, but he is still so strong, just a little old.

Health 2: The flood flows through it again and again. People are afraid of it, but it still stands there steadily because it has four Kobashiguchi to alleviate the impact of the flood.

……

Teacher: Yes, then read the word "firm" with emotion, and you will certainly understand it more deeply. Zhao Zhouqiao is not only very strong, but also has many beautiful patterns on its railings. Please close your eyes and listen (play a few words describing the pattern with music) and feel and imagine carefully.

Teacher: What seems to appear before your eyes?

Health 1: I seem to see two dragons intertwined and splashing!

Teacher: What a rich imagination. What is entanglement? Can you show it to your classmates?

Health 2: I seem to see two dragons flying. Their front paws are still touching each other. Looking back, I can see far away.

Teacher: You speak so vividly, can you use body language to make everyone understand "opposition" and "review and prospect"?

……

Teacher: You have a good understanding of the movements and images of dragons. If you read them, you will certainly know something about the language. (reading)

……

Reflection: activation in perception and imagination

As Rodin said, there is no lack of beauty in the world, but the lack of eyes to find beauty. The language itself is usually simple. Teachers have an eye for discovery, dig behind the language, try their best to stimulate students' association and imagination, and turn boring language symbols into vivid and perceptible images. When students really begin to imagine with their hearts, their unique feelings can be activated. "Zhao Zhouqiao" is a lexical bridge in textbooks. Only by turning this bridge of words into a bridge that students can pay close attention to can feelings really exist in the hearts of students. In teaching, I grasp the words "firmness" and "beauty" to make students feel, so that students can imagine the bridge as a person, an old man who has forgotten his age from another angle. Students' imagination is activated, moved and proud. As for the "beauty" of the bridge, it is obviously more vivid than the "firmness" in the text. In teaching, I created an atmosphere for students to close their eyes and imagine. Students' imagination is fully mobilized, which makes the text itself more tense.

Teaching design scheme Article 3 Teaching objectives

1, knowledge teaching point:

⑴ Learn the new words that appear in this lesson and understand the new words in the context.

(2) Understand key sentences

Her heart beat so violently that she didn't know why she did it, but she felt she had to.

(2) "he will hit me! That also deserved it, I deserved it ... "

(3) "Oh, we, we can always get through it! Let's go Don't wait for them to wake up! "

2. Ability training points:

(1) Cultivate students' ability to understand key sentences.

⑵ Cultivate students' ability of reasonable imagination.

⑶ Be able to read the text correctly, fluently and emotionally.

3, moral education penetration point:

Through learning, we can understand the beautiful hearts of the poor and teach students to care about others and give love.

4. The breakthrough point of aesthetic education:

Experience the beauty of the poor couple's soul.

Learning method guidance

1, teacher's teaching method:

Guide students to read aloud through discussion and emotion, stimulate students' emotions and deeply understand the content of the text.

2, student learning method:

Read since the enlightenment, discuss and communicate, and read emotionally. Expand imagination and sublimate emotion.

Key points, difficulties, doubts and solutions

1, key and difficult points:

⑴ To analyze and master Sang Na's inner contradiction and understand Sang Na's kindness is the focus of this article.

(2) It is difficult to imagine and continue the story of the poor.

2. Doubt:

Key sentences reflecting Sang Na's inner contradictions.

3. Solution:

By grasping the key words for analysis, guide reading aloud to solve key and difficult problems; Enlighten students to understand the personality characteristics, ideological quality and story of the main characters, and guide students to imagine reasonably.

Design of teacher-student interaction activities

1, teacher activity design:

Enlighten and talk, stimulate students' interest in learning, guide students to learn the text independently, and teachers interspersed with emotional descriptions and read the text emotionally.

2, student activity design:

(1) Read since the enlightenment by yourself, sketch the key words and ask questions.

(2) Group discussion on key issues.

⑶ Read the text emotionally to show the beautiful mind of the hero.

(4) Continue the story of the poor.

training/teaching aid

Self-made Flash courseware, Internet network, providing online accounts for students.

Teaching time

Coach class.

Teaching step

first kind

First of all, clear up the article and perceive the image.

1. Introduce the author and background of the text.

2. Primary text:

Teacher: Please read the text freely. Who is the theme of this text? what did you say ? Say it in a sentence or two.

Presupposition: This text mainly tells that Sang Na and her husband adopted Simon's two children despite the extreme difficulties in life.

Second, go deep into the text and understand the feelings in reading.

Teacher: Please read paragraphs 1 ~ 7 of the text freely and see what we will feel between the lines of the text.

1. Students can read the text freely, write their feelings and ask questions.

2. Teachers patrol and communicate with individual students.

Presupposition: Feeling: poverty, diligence, hardship (danger).

Read the sentences about the environment and Sang Na's fear of her husband according to the students' answers.

The teacher summed it up.

Third, combine reading with enlightenment to feel virtue.

Although their life is extremely difficult, they decided to adopt Simon's two children. Don't they think about their future life?

1, Teacher: Where did you learn it? Read the text silently quickly and draw it with curves.

2. Students discuss and communicate.

3. Read the text by roll call, and the teacher reads with a camera.

4. Who will tell me what you think of Sang Na and the fisherman?

5. Students communicate.

Fourth, summarize and sublimate.

1, summarizing the full text.

2. Summarize and sublimate.

Teaching design scheme 4 1, understanding: minuet.

2. Enjoy the "minuet".

3. Understand Bijie.

Teaching objectives

First, emotional attitudes and values:

(1) can appreciate two different paragraph themes, that is, euphemistic melody and lively jumping, as well as the playing form of music.

(2) Students can be willing to participate in activities such as appreciation, singing, playing and rhythm, and exchange their feelings and opinions with their peers after practice, so as to share the happiness in the learning process.

(3) I hope to know more about western music through music appreciation, learning and understanding.

Second, the process and method:

Learn to learn the genre and musical style of "minuet" in various practical activities such as information exchange, listening, singing, playing and acting by means of independent learning, experience and cooperative learning.

Third, knowledge and skills:

Music minuets can be expressed by singing, playing, dancing and conducting.

Teaching focus

Appreciate the minuet and feel the connotation of music. Understand Bijie and western music.

Teaching difficulties

You can express your feelings about music by singing, dancing and playing.

Teaching preparation

First, the preparation of teaching AIDS:

Percussion instrument, organ, piano, multimedia courseware.

Second, students preview:

Search and collect information about "minuets" independently.

teaching process

First introduce Bijie and the way he learns while listening to music.

Through background music and text description, students can master some culture about western music.

Second, a preliminary understanding of minuets

Through narration, we can simply understand minuets.

Third, tell the music content of "minuet"

Understand rhythm, speed, strength, beat and genre.

Fourthly, learn "minuet" by stages with music examples.

1, learning music paragraph a'

Description: According to the background of music creation, create a "dance" scene reasonably, so as to effectively stimulate students' interest in learning, interpret this passage with the help of dance expressions, develop students' dance performance ability and enjoy beautiful pleasure.

2. learn music paragraph B.

Description: Use images, intuitive schemata and a series of question-and-answer discussions close to students' thinking logic to stimulate students' thinking, help students accurately grasp the artistic conception of the article, and express the article by means of command and accompaniment.

Step 3 fully enjoy the "minuet"

Description: Students can enjoy music completely, at the same time, consolidate the memory of music themes, listen to and feel the emotions of two different themes of music, so as to cultivate students' independent musical feelings and opinions.

Verb (abbreviation of verb) video appreciation

Description: Through video appreciation, students can understand and learn the works more intuitively in the suburbs and have a deeper memory of the works. Arouse students to sing, experience the beauty of music, be happy physically and mentally, and entertain and educate, thus stimulating their interest in learning.

VI. Answering questions and discussing them in groups

Description: Develop questions and stimulate students' desire to explore.