Teaching Design Teaching Requirements Rainbow 1:
1. Learn this lesson 1 1 new words, and you can say and write sentences with common words.
2. Observe the pictures correctly, understand the meaning of sentences and the relationship between sentences, and understand the content of the text, so that students can have a preliminary understanding of how the rainbow is formed.
3. If you can correctly answer the questions raised in the exercise, you will use the sentence "Don't worry, who will do what for you" to say and write sentences.
4. Be able to read the text with expression and fluency, and recite and write the text from memory.
Teaching focus:
Understand the meaning of sentences and the relationship between sentences.
Teaching difficulties:
Understand the content of the text.
Teaching time:
4 class hours
first kind
First, the introduction of new courses.
1, students, have you ever seen a rainbow? Do you know how the rainbow is formed?
2. Let's learn lesson 17, Rainbow.
Second, teach students words
1. Read the text silently and outline the unknown words.
2. New words on the blackboard:
Now I have lost my drink.
Test orange with spray
3. Teach pronunciation.
4. Read by name, guide and correct students' pronunciation.
5. Guide writing.
6. Read the text again and find out the words you don't understand.
7. Understand words:
"Appear" and "Disappear": With the help of a wall chart, the text is compared with reality. Solution.
"Waiting" and "Trying": Understanding in Context.
"Drink", "Contain" and "Spray": Use actions to demonstrate the understanding of words.
"already": first talk about the meaning of the word, and then give an example to understand it.
"Fog": Look at objects or pictures to understand.
"orange": understood by color.
8. Read the sentences with new words and understand the meaning of the sentences.
Third, consolidate the practice.
1. Read the words and talk about their meanings.
2. Copy new words.
Fourth, homework
1, dictation of new words.
2. Read the text.
Second lesson
First, check the import.
1. Look (listen) and write the words.
2. Talk about the meaning of the words in the sentence.
Second, new funding.
1. Read the text and say how many words are there in the text.
2. Read the sentence and compare it with the picture (or demonstration) to understand the meaning of the sentence.
3. Think about the question while reading the sentence and find the answer in the text.
(1) When did something appear on the horizon?
(2) When Tintin saw it, who was asked to see it? Did dad see the rainbow? What did Tintin say?
(3) What did Dad say and do?
(4) Tintin saw his father make a rainbow. What did he say and do?
(5) Did Tintin create a rainbow? How many colors are there in the rainbow?
4. Read the text, combine pictures and demonstrations, and understand the content of the text.
5. Guide and train to read the text with expression.
Third, consolidate the practice.
1. Read the sentence and refer to the meaning of the picture or the demonstration sentence.
2. When reading the text, point to the picture (or demonstration) and tell the text.
3. Read the text correctly and with expression.
Fourth, homework
1, familiar with the text.
Step 2 imitate sentences
Don't worry (dad) will give it to you (build a rainbow).
Don't worry, here you are.
Don't worry, here you are.
The third category
First, review.
1, say the meaning of the sentence.
2. Let the students talk about the content of the text.
Second, from reading, understand the relationship between sentences and natural paragraphs.
1, read the text with expression.
2. Read the text in sections and read the pauses between sentences.
Thinking:
(1) What are the words in this paragraph?
(2) What to say first? Say what? What did you say at the end?
3. Talk about the main meaning of each natural paragraph.
(1) After the thunderstorm, a rainbow appeared on the horizon.
(2) Look at the rainbow.
(3) Dad made a rainbow.
(4) Tintin made a rainbow.
(5) Tintin created the rainbow.
4. Read the text again, guide students to think about which natural paragraphs are closely related, and divide the text into three parts:
The first natural section and the second natural section are a part. A rainbow appeared. Look at the rainbow. )
The third natural paragraph is a part. (Dad makes rainbows. )
The fourth and fifth parts are a natural paragraph. (Tintin makes a rainbow. )
5. Read the text aloud, first read the text, then read the text, and finally read the pause between the text.
Third, consolidate the practice.
1, read the text with expression and fluency.
2. Look at the pictures, read the text and recite the text.
Fourth, homework
1, familiar with the text.
2. Recite and write the text silently.
the fourth lesson
First, review.
1. Recite and write the text according to memory.
2. Talk about how to make a rainbow.
Second, practice
1, the first question: read the following words to form words, and then choose a word to write a sentence.
(1) blackboard exercise:
Color () ()-()。
Busy () ()-().
See () ()-().
(2) Guide students to read.
(3) Guide students to form words and sentences.
(4) evaluation.
2. Question 2: Arrange the following words into fluent sentences and think about their meanings.
(1) blackboard exercise:
There was a thunderstorm behind the rainbow horizon.
The rainbow came out, but dad didn't see it, so it was gone.
(2) Read the words and think about their meanings.
(3) Think about how to organize these words into sentences.
(4) Instruct students to say sentences.
(5) Write sentences and punctuate them.
Question 3: Connect the following two sentences appropriately and add punctuation marks.
(1) blackboard exercise:
I didn't see the rainbow after the thunderstorm.
The rainbow came out. Let's make a rainbow.
Don't worry, there is a rainbow on the horizon.
The rainbow is gone, dad. Come and see the rainbow.
(2) Read the terms on both sides and think about the meaning of the terms.
(3) Think about the sentence on the left and which sentence on the right, and connect them with lines.
(4) Guide students to contact and punctuate.
Third, homework
Exercise 5:
Punctuate the following sentences, read them again and copy them down.
(1) Dad, the rainbow is out. Come and have a look.
Dad, let me try.
(3) Ah, another rainbow appeared.
The Design Idea of the Second Teaching Design of Rainbow
1, students are the main body of learning and development, and teachers are the active organizers and guides of learning activities. Chinese teaching should focus on students' since the enlightenment, self-study and inquiry, vigorously advocate independent cooperation and inquiry learning methods, and give full play to the initiative and creativity of both teachers and students in teaching. However, it is impossible for the first-grade pupils to achieve this ideal goal, so the effective guidance of teachers is more important.
2. Build a bridge between life and teaching materials, guide and mobilize students' emotional experience, pay attention to students' inner feelings, cultivate and train students' association and imagination, and have a correct emotional attitude towards things.
3. Make reading aloud an important means for students to learn and explore. Let students study, read and speak independently in an independent and democratic atmosphere; Through reading and active exploration since enlightenment, we can know new words, read texts, get a preliminary understanding of "rainbow", and at the same time become interested in the scientific secrets of nature on which we live.
Teaching objectives
1, learn to read the new word 15; Can read the text correctly, fluently and emotionally.
2. Learn the text, cultivate and train students' association and imagination.
3. By reading the text aloud, we can feel the beauty of nature, cultivate the feelings of loving and being close to nature, and stimulate the interest in exploring nature.
4. Learn something about rainbows.
teaching process
First, the introduction of passion.
Teacher: Students, do you like riddles? Let's guess a riddle. Please note: "There is a colorful bridge in the sky. It doesn't need cement and wood, so it can't walk well. It was built by Grandpa Sun. " Who knows what it is? (Rainbow) Paste colored words. Have you ever seen a rainbow? Can you tell me what shape and color the rainbow you have seen? Let's have a look. (Playing the courseware) Do you think it looks good? Yes, many people think the rainbow is beautiful. Someone wrote a poem to show it "beauty". do you want to see it ? Look at the topic together.
Stimulate students' interest in learning by solve riddles on the lanterns and playing multimedia courseware. Let students develop flexibility and multi-dimensional thinking through various channels, and cultivate students' ability to actively participate, explore and acquire knowledge.
Second, read the text for the first time and recognize the new words.
Teacher: Let's read the text. What should I do if I meet unfamiliar words? Answer, guide students to exchange literacy methods and summarize them. )
Timely exchange of literacy methods can enable each student to master more methods and achieve the purpose of resource sharing.
Courseware: I can do it
1, please read the text by yourself, take out your pencil and draw the words you don't know.
Everyone reads very carefully. Look at these words. Do you know them? If you know, please raise your little hand and measure the word.
Understand the students' existing literacy, pave the way for the later study, and better solve the difficulties of the text. At the same time, it also cultivates students' self-study ability.
2. Show the word card, paste the words that most people don't know on the blackboard, spell syllables for the words they know, and the little teacher will read and expand the words.
Let students have the consciousness of learning masters and stimulate their enthusiasm for learning. Meanwhile, unfamiliar words can attract students' attention.
(2) Read the text and read.
1. We usually pay attention to observation, memorize by heart and know many words. Some students on the blackboard haven't met yet. Let's read the text in your favorite way and learn it well, shall we?
Now, ask your deskmate to help you read the text together and see if there are any words you don't know. Learn if you have a discussion.
Put students' autonomous learning into practice and cultivate students' awareness and habits of cooperative learning from an early age.
3. Whoever wants to watch it can watch it by himself or invite his deskmate to watch and comment.
Give students ample study space and room for manoeuvre, and cultivate their enthusiasm for learning. Mutual evaluation will help students learn to accept other people's opinions.
(3) guiding literacy
The students helped each other and read the poem aloud. The teacher is really happy for you. Now, please gently buckle the book on the table. How about we play a game of breaking barriers? If you can pass the customs smoothly, there will be rich prizes for you, cheer for yourself!
1. Are you ready? Level 1: Words. (Show the courseware) If you can read the words on the screen, please stand up and read aloud. Here we go. Wow, that's great! Congratulations on your successful customs clearance.
2. Turn off the train for the second time: read the words (the courseware shows the words).
3, the third level: the word card is raised. Rule: There is a word card on each student's seat. The teacher said that when you start, you can take it out to read, pinyin festival and combine words. If the words in your hand are posted on the blackboard, please stand up. Maybe both students have this word card. Can you read it together? Then the teacher held up the words, one led everyone to the Pinyin Festival, and the other led everyone to expand the words.
Competition is a popular way for students, which can stimulate their enthusiasm for learning and help cultivate their sense of competition.
Rest:
Students through hard work, smooth clearance, the reward is to give you an animated film: a beautiful legend about the rainbow. (Play the courseware)
The animation effect enables students to further understand some scientific knowledge of rainbow.
Third, read the text again and experience the content.
After learning the legend about rainbows, do you think you like rainbows better? Is the rainbow really changed by Yuyang's wife? Let's look for the answer in a book. When can I see a rainbow?
1. Read the text again and answer the questions. (blackboard writing: it will be fine after the rain)
Read the text again, which section do you like to learn?
3. Report. Teachers can also set an example by reading and commenting.
(Random blackboard writing: magical bridge and beautiful necklace)
Play the courseware when the students answer which lesson they like.
Break the traditional "cross talk" form and focus on students' reading. Students can read since the enlightenment by themselves, so that students can learn to study actively.
Facing the beautiful rainbow, Ding Dongdong, younger brother and younger sister all have their own ideas. Do you think the rainbow image-
Stimulate students' desire to express and distract students' thinking. Students' imagination is very rich. They express their opinions, which not only deepen their understanding of the text, but also train their language expression ability and accumulate a sense of language. At the same time, it also cultivates students' association and imagination. Have a sense of closeness to nature.
You have so many ideas, so please read this poem again with enthusiasm. Read and comment in groups.
Let students evaluate themselves, evaluate each other, learn to reflect and know themselves correctly, which is conducive to the formation of students' healthy personality.
6. Think about what else you want to know? What else don't you understand? Students are free to ask questions and don't answer for the time being. Study in the next class. )
"Learning without thinking is useless", and asking questions is the spark of thinking; Questioning should be cultivated from the first grade.
Fourth, homework after class.
Students can continue to discuss questions they don't understand after class.
Rainbow teaching design Part III I. Teaching objectives:
(1) Knowledge and skills:
1, knowing that light is colored.
2. Understand the dispersion phenomenon of solar light.
(2) Process and method:
1. Cultivate students' ability of independent experiments through design, guess, verification and summary.
2. Cultivate students' ability of experimental operation and hands-on production.
(3) Emotion, attitude and values:
1, through group cooperation, realize the importance of cooperation and cultivate a rigorous attitude towards learning science.
2. Willing to use the scientific knowledge learned to explain the scientific phenomena in life.
Second, the teaching focus and difficulty analysis:
1, teaching focus: know how the rainbow is formed.
2. Teaching difficulties: Students independently design experiments to know how the rainbow is formed.
Third, the preparation before teaching:
1. Demonstration teaching aid: pictures, hexagonal ballpoint pen.
2. Student supplies: sprayers, glass bottles, mirrors, water basins.
Fourth, the teaching process:
(1) picture introduction:
1. What do we see in the picture?
Everyone saw the rainbow. What do you know and want to know about rainbows?
(2) There are doubts.
1. Why do rainbows appear after rain?
2. Why do rainbows have seven colors?
3. Why is the rainbow a curved semicircle?
4. How is the rainbow formed?
5. Why did the rainbow disappear after a while?
(3) Put forward research questions
Let's guess what conditions are needed to form a rainbow.
Investigation process
Activity 1: Reproduction of Rainbow
Many students should have seen rainbows and have a certain perceptual knowledge of rainbows. If there is a beautiful rainbow hanging in the sky, the students can't help cheering. However, how is the rainbow formed? How are the colors of the rainbow arranged? In this activity, we first let students make their own rainbows and learn how rainbows are obtained. This is an inquiry activity, the purpose of which is to let students know about the rainbow by doing rainbow activities.
1, extended problem:
What are the conditions for rainbow formation?
Sunshine seems to have no color. We usually call it white light, but it is actually composed of different colors of light. The rainbow we see is actually formed by the refraction and reflection of white light through countless rain and fog drops (or water drops).
White light is a mixture of colors in a rainbow-red, orange, yellow, green, blue, indigo and purple. When white light passes through raindrops, it will refract and change its propagation direction. Light of various colors changes in different directions, so white light is dispersed into light of various colors.
Step 2 observe
In order to fully understand the rainbow, we can reproduce the rainbow ourselves and find out more features of it.
Step 3 discuss
What are the conditions for reappearing the rainbow? What should we pay attention to in the experiment? Record your findings.
Teachers should pay attention to three necessary conditions for guiding students to analyze "artificial rainbow": 1) facing away from the sun; 2) Look in the direction of sunlight; 3) Spray enough water mist into the air.
4. Activity: Do an experiment to reproduce the rainbow.
5. Communication: Students introduce the experimental results. After the group exchange, record it in the margin of the book.
Activity 2: Is the sunshine colorful?
Put the glass full of clear water in the sun. When the sun shines through the glass, you can see that the light emitted through the cup is colored. The order of color arrangement is the same as that of rainbow, and it is also composed of red, orange, yellow, green, blue, indigo and purple. If we block the sun with something, the colored light just now will disappear. We call the phenomenon that white light (scientific name polychromatic light) passes through a transparent medium and becomes colored light (monochromatic light) the dispersion phenomenon of light. The above activity is actually an optical dispersion experiment. The key to the success of this experiment is to require the diameter of the cup mouth to be larger than the diameter of the cup bottom.
1, extended problem
How does white light disperse into seven colors of light? Is there any experiment that can make seven colors of rainbow, so where do you think this color is hidden?
Step 2 observe
What happens when sunlight passes through this glass of water? (Ask various questions according to the different ways of students' experiments)
3. Discussion: What conditions does the experiment include? What should we pay attention to in the experiment?
Activity: Students will experiment in groups and record their findings. ...
(5) Report: Students report their findings.
6. Expand:
Besides experimental methods, what other methods are there to study rainbows?
(6) blackboard writing:
(7) Teaching reflection
This is a course that students are very interested in. Reflecting on the teaching of this class mainly reflects these characteristics: 1. Pay attention to students' personal experience. 2。 Seize the spark of students' innovative thinking in time and cultivate their innovative spirit.
1. How to "stimulate students' interest in inquiry and cultivate students' good feelings of loving science and nature" is an important task to be completed in science class. In order to stimulate students' interest in learning, make full use of children's strong curiosity and dominant thinking on images, and use multimedia to set up doubts, so as to arouse children's eager desire to explore how rainbows are formed and make their own rainbows.
2. When students have conjectures about the formation conditions of rainbows and desire to make rainbows, they should be given enough time to design experiments in groups and reproduce rainbows outdoors, so that students can discuss and solve problems in the form of cooperative learning, which improves the enthusiasm of all students to participate in learning activities and obtains the joy of success in the process of their own exploration.
3. Students are not only the subject of learning and the object of teaching, but also an important part and producer of teaching resources. Teachers are not only "presenters" of knowledge and "guides" of learning, but also "reorganizers" of information in the teaching process. This not only makes students feel that there is science around them, but also cultivates their innovative spirit.