1. Can recognize 1 1 new words, and can write 4 words.

2. Reference? My vocabulary? Accumulate words independently.

3. Read the text correctly, fluently and emotionally.

4. Understand the content of the text and know how to be like a spider when encountering difficulties. Don't be discouraged, don't be discouraged, and bravely overcome difficulties.

Teaching focus

1. Know 1 1 new words, and can write 4 words.

2. Guide students to read the text with emotion.

Teaching difficulties

1. Write four words in stroke order.

2. Understand the content of the text and feel the brave spirit of the little spider in the face of difficulties.

Teaching preparation

Multimedia courseware (or text illustrations) of new word cards, word cards, reading tapes and cobwebs.

Teaching time

3 class hours.

teaching process

first kind

(A guess import, stimulate interest

1. The teacher prepared a riddle for the children: There is a girl who is really busy, spinning and weaving. We don't catch fish, but weave nets and catch some bugs as food. Do you know what this is?

2. (showing pictures of spiders) Teacher: Which doctor can tell you some skills of spiders?

3. Teacher: It turns out that this little spider weaves a web to help us catch pests! How capable. Then let's go and see how it weaves a web.

(B) a reading of the text, the overall perception

1. Listen to the text and feel the whole.

2. Read the text with pinyin. Mark the unknown calligraphy and painting, practice it again and again, and read the pronunciation correctly.

(3) Create situations and know new words.

1. Correct pronunciation.

Teacher: The little spider brought many words to everyone, baby. Who has the courage to take off the spider and make friends with word baby behind? Spiders are marked with serial numbers. After taking off the spider, students must read the new words loudly and correctly. Say the name of the spider and read the new words.

Teacher: Yes, it's very loud. Listen, I woke up the word baby. Let's ask them to introduce themselves.

Word baby: What is my name? Weave zh and? Please read after me. (Weaving, netting, rigidity, silk, innovation, rain, breaking, re-weaving, ice, sitting, insects)

2. Remember the font.

(1) show? Woven, just, new? Words, inspiring communication: Is there any good way to remember these words? Guide students to know ropes and vertical knives.

(2) show it? Net, silk, beer, ice? Words.

Teacher: What do you think this word is, little friend? Right? Net? Words. Everyone knows this word. Now let's try to look at this word in different ways and open our eyes to use it. Heart? Take your time, think of it as a picture and tell me how you feel.

Enlightening communication: how do you feel about Chinese characters through learning? Inspire students to think that Chinese characters are like a painting. Net? Words are like a net. )

(3) Accumulate words.

These little spiders have words on their backs. The little spiders want to test whether you know them: a moment, a second, a moment. Read by name.

Play games and consolidate new words.

1.？ Guess what? Games.

Ask the students to read the new words by roll call, and remind them to pay attention to the serial numbers on the new words.

Word baby: Now, let's play a game. Open your eyes and see clearly, we are starting to change places! (word baby hides behind a spider and changes places) Now, do you know who is in the top six? Guess!

Teacher: Let's tell our deskmate the result of the guess first, and then see who guessed correctly. Ok, let's look at the results together. (word baby appears) Are you right?

2. send? Word baby? Go home.

Teacher: Oh, dear! Just for fun, baby word should go home. Can you take word Baby home?

(Show the text with courseware), name the stage to help the word baby go home, and find the new words in the book.

(5) Read the text again and read it smoothly.

1. Read the text freely in the way you like. What should I do if I meet unfamiliar words? (Draw it and ask the teacher or classmate)

2. Read each other at the same table. The deskmate is in trouble, please help him; You are good at reading at the same table, please praise him.

3. Inspection and evaluation. Now which student can bravely stand up and read this text? (Read by roll) The teacher evaluates in time and pays attention to encouragement. Normal school? Teacher introduction? Read all the students (reading in many ways).

4. Instruct students to mark natural paragraphs. (Read by name)

5. Read and talk. What do you know after reading the text?

(6) Operation design

1. Go home and read more texts. Read fluently and correctly.

2. Play the game of new word cards with parents.

Second lesson

(A) create a situation to stimulate interest

Children, last class we saw a little spider in the fairy tale forest. Today we will visit this spider again. Who wants to be friends with it? Let's turn to the page 10 1 and see what our spider friends have done today.

(2) Free reading and overall perception

Read the text freely in the way you like.

(3) Intensive reading of the first paragraph

1. Transition: Little Spider is really hardworking. I don't know how this net is woven. Let's have a look. (Show the first picture. Who can tell me what the picture is?

2. Did the picture you just saw look good? I think it's beautiful too, but I always feel something is missing. By the way, some sounds are missing. It would be better if you could add a beautiful and emotional voice to this picture! Next, we're going to dub the first clip. Please get ready first.

Are all our voice actors ready? Please raise your hand if you are confident to be an excellent voice actor. Read by name.

4. Question: I have some questions I don't understand and want to ask you. I wonder if you are willing to help me? In the first clip, what does the little spider encounter when she is weaving a web? Where did you see the wind? (blackboard writing: wind, blowing) Understand? For a while? Let the students demonstrate with their mouths and books.

5. Guide reading aloud. If you are a little spider, your silk will be blown off by the wind just a few times. What will your mood be like? Who is the little spider? Would you like to read your feelings?

Intensive reading of the second paragraph

1. Teacher: The silk was blown off by the wind. Did the little spider stop weaving the web? Let's watch the next animation. (Play animation)

2. Which child wants to dub the second clip? Children who want to dub the second clip, please stand up and read aloud.

I am so happy to hear the wonderful dubbing of the children. You are my pride. Do you have any questions for me or my classmates? (Guide the students to say the questions and let them solve them by themselves) What did you meet? How about (raindrops)? Random blackboard writing: rain break.

4. study? Half, rain? Two words.

(1) naming pronunciation, word formation.

(2) exchange memory method? Rain? It is pictographic, the horizontal line above represents the sky, and the four points inside are inclined to the right, as if raindrops fall with the wind. ? Half? Word sum? Sheep? Compare the similarities and differences of words.

The teacher wrote down Tian Zige's model on the blackboard. Students have free books.

(4) Students write one and then write two in Tian Zige. The teacher's patrol guidance.

(E) Cooperative learning in the third natural stage

1. The child is learning really well! In order to reward you, the teacher decided to show you an cartoon. (Showing the beginning of the three natural paragraphs courseware) Is the spider web going to be woven this time? Let's study this paragraph in groups.

2. Cooperative learning. Make a request: first read this paragraph by yourself and ask your classmates for words you can't understand or understand; Think again about the questions raised by the teacher; Finally, choose a representative to report.

Random blackboard writing: hail hit

3. Know words? Hail? . (Guide students to read books or let them imagine freely)

4. Compare words? Call? Break it? Smash? (Guide students to perceive the meaning of words through actions)

5. Guide reading aloud. ? Weave, weave. ? Without specific guidance, old teachers should play an exemplary role. Carry out various forms of reading)

(6) Operation design

1. Tell your parents the story of spiders weaving webs.

2. Collect information about spider's life habits.

The third category

(A) stimulate the introduction of interest

1. Teacher: Children, who do you think will study with us today? Little spider. The teacher shouted one, two, three, and greeted the spider warmly in your favorite way.

2. Spider: Hello, children, I have encountered many difficulties in weaving a web. Remember those children who like me and care about me? There are too many difficulties. Do you think I should go forward bravely or leave despondently?

3. Students: Go ahead (let students speak loudly).

Spider: Thank you for your encouragement and support. I will face the difficulties more bravely.

5. Teacher: In this lesson, we will continue to learn "Spider Weaving Web" and see how little spiders overcome difficulties. Let's open our books, turn to page 102 and look at the fourth paragraph of the text.

Learn the fourth paragraph

1. Please read freely.

2. Read by name. Who wants to be a brave little spider and stand up and read?

3. Guide reading aloud.

Evaluation: This little spider is not only brave, but also weaves very carefully (with great care) and pronounces every word accurately.

Teacher: Teachers also like little spiders. May I have a look? But weaving a web is a very difficult thing. Listen to how a spider weaves a web. (Teachers demonstrate reading)

Dial:? Knitting, knitting? How to read it? Health: Slow down. Teacher: Spider listened carefully.

4. Read together. ? Let's be brave little spiders together and compare who weaves the hardest and most seriously. ?

5. Guide the courseware.

(1) Teacher: Do you want to see with your own eyes how little spiders weave webs? Ok, let's have a look. (Play the courseware)

(2) Teacher: Great. With our encouragement and support, the little spider overcame many difficulties and finally made a big net. Do you want to praise the little spider? Who will praise it to his face? (The teacher shows pictures of spiders)

(3) Students express themselves freely: Spider, you are so brave. I admire you, don't you? . (The teacher gives a thumbs up. Guide the students to tell the spirit that little spiders are worth learning. )

6. Summary: In the process of weaving the web, the little spider met the troubles brought to it by the wind mother-in-law, the raindrop sister and the hail brother, which made it have to weave the web again and again, but it never gave up and finally woven a big web.

Learn the fifth paragraph

1. Guide courseware.

Teacher: The little spider is sitting on the Internet. Do you guess it caught the bug? Let's go and have a look. (Play the courseware)

Teacher: The little spider is sitting in the net, eating the flying food beautifully. Bug, what would you think if you were a spider? Can you talk about it?

Refine:? You are really an expert in catching pests. That's really good. Keep trying! ?

2. Guide reading aloud.

Spider: Haha! You guessed all my worries. Are you happy for me? Ok, read the fifth paragraph happily.

Teacher: I find this classmate's expression is very good. I'm really happy. Please stand up and read. Look the same as before. Read it again.

Try again. I see happy little spiders.

(4) learning? Sitting? word

Transition: Little Spider sits happily on the Internet to see if our children are sitting well. Next, let's learn a very interesting Chinese character. Who do you think it is?

1. Pronunciation.

Teacher: Who can understand it? It's really good to read, please take everyone to read it.

2. Cooperative memory.

Teacher: Please cooperate with your deskmate and try to remember this word. How do you remember?

Refining: add one, crossword puzzles, jingles, action performances.

(? One plus one is really a good idea. This is a good way to remember new words. Thank you, the teacher remembered this word. ? )

Through action performance, perception? People? One stroke of the word should be changed to one point.

Teacher: Are you satisfied with their performance? But? Sitting? There are two in the world? People? It's a little different from the herringbone you learned before. Did you find it? Do you see it? Sitting? In the world? People? What do you think of their feet? (shrink your feet a little)

Teacher: Thank you for your performance, which not only taught us to remember this word, but also taught us to write it.

3. Guide writing.

(5) learning? Bugs? word

Teacher: What's on the spider's web?

1. Show me? Bugs? .

2. pronunciation. Who can read it? Your pronunciation is really accurate. Please read with the little teacher.

3. Guide writing. Can you write? Take out your little hand. This book is empty.

4.？ Bugs? How lonely this word is here. Let's find a friend for it. Name words with bugs.

5. Students write one and then write two in Tian Zige. Teachers' patrol guidance.

(6) expansion

We have finished learning the story of spiders weaving webs. What other stories do children know about spiders?

Blackboard design:

19 spider webs

Wind weaving

Rain-proof weaving

Hail crushing weaving

A big net