Looking for a spring course plan
Find the spring lesson plan 1 talk about it first.
Gently, gently, Miss Chun came to our side. Let's greet her with beautiful language!
(Students say words or sentences describing spring)
Yes, spring is like a shy little girl, hiding. Where is she hiding? Let's go to find spring together!
Second, read the text by yourself and learn new words.
1. Students can read the text freely and learn new words in the way they like.
2. Communicate the learning situation of new words in groups.
3. Show some sentences in the text and check the learning situation.
Spring is like a shy little girl, hiding.
The grass sticks out of the ground. Are those spring eyebrows?
(3) She swings on the willow branches and swings on the kite tail. ...
Read this sentence again and see what you find. Students talk about harvest.
Third, guide writing.
Instructions to write "take off, freeze, flow, cotton, probe, shake" six words.
1. Let the students observe the position of each word in Tian Zige first. What did you find?
2. Students remind each other of the things that need attention: "Frozen" Don't write a vertical hook as a horizontal hook.
3. Students practice, teachers patrol, encourage students who write well, and reward small red flowers.
Fourth, extracurricular consolidation.
Tell your parents what words you learned today.
Second lesson
First, review the knowledge.
1. Learn to show the words you have learned.
2. Read what you think is good for your partner.
Second, read the text and accumulate feelings.
1. Read the text and find out where spring is with pictures. Communicate with the class and read the text.
Read your favorite sentences several times, and then read them to your deskmate.
3. Read your favorite sentences by name, and the camera will guide you to read aloud and accumulate feelings.
4. Understand the text in various ways: guided reading, competition reading, performance, etc.
Third, accumulate independently and practice reciting.
Play the colorful scenery in spring, and the students recite the relevant paragraphs.
Looking for spring lesson plans Part II Teaching requirements:
1, standardize students' oral English;
2. Improve students' oral communication ability;
3. Cultivate students' good language attitude and habits;
4. Cultivate students' thinking ability, thinking quality and interpersonal skills.
Teaching process:
First, find spring-cultivate the ability to speak (before class)
1. Divide the students into several groups, and the students will recommend the group leader. Under the leadership of the group leader, they will go to the campus to observe: Spring has come, what changes have taken place in nature? Ask the students to observe and communicate while looking. The purpose is to let students feel the arrival of spring and see the scene of spring with their own eyes, so as to have a perceptual understanding of the changes of nature in spring. While observing, students develop their thinking and cultivate their speaking ability.
2. The group reported the observed spring scenery. Encourage students to exchange views with their classmates. After the students have heard the requirements clearly, teachers should give them enough time to speak, and even more, they should praise the students who speak completely and actively in time, so that they can experience the fun of speaking on the basis of the students' speeches, standardize their spoken English and cultivate good language habits.
Second, painting spring-cultivating thinking ability (in class)
From the psychological point of view, children's understanding of things begins with perception, then forms representation, and then gradually develops from representation to abstract understanding. Children's thinking is inseparable from practical activities. After observing the spring scenery, ask the students to draw a picture of the spring scenery and draw the most interesting content they have observed.
When students draw, teachers should tour to guide students who have difficulties in drawing, help them finish, enhance their self-confidence, and let students who draw well help them draw satisfactory pictures. Students perceive and understand the beauty of spring scenery in painting. Students' desire and ability to actively explore the unknown are induced and developed in practice.
Third, talk about spring-cultivate communication skills (in class)
1. Panel discussion-Where is spring?
Each student takes out his own work and discusses in groups what he has drawn and where he can see "spring". The purpose is to let students express the process of seeing, drawing and thinking from perceptual knowledge to rational knowledge in vivid language. Pay attention to everyone's participation and cultivate students' expressive ability.
2. Show works-beautiful spring.
Show pictures in groups and introduce where you can see that spring is coming. Compare the groups, which group draws well and speaks well, and the teacher praises it. Then select a few works with obvious spring characteristics from each group of paintings and stick them on the blackboard. Please tell us what spring is like. Is spring beautiful?
Students look at their own works and express a strong desire. This enables students to develop their oral expression ability in a pleasant atmosphere.
3. Contrast illustrations-where is the beauty?
Show text illustrations. Color pictures are the easiest way to stimulate students' interest. First, let the students talk about which places in the picture show spring. Ask the students to observe in a certain order (from whole to part or from far to near), then talk to each other at the same table, say the names and the teacher summarizes them. Then ask the students to compare their pictures with the illustrations in the book and make comments. The spring in the eyes of young friends in the picture is as different as what we see. Let students improve their cognitive ability and speaking ability through comments.
Fourth, learn to sing-"Where is Spring" (in class)
Let the students relax and feel the beauty of spring. Students study and perform. Beautiful melody and relaxed beat make students understand the true meaning of "Spring is in children's eyes". At this time, seize the opportunity, let the students review the process of discovering, drawing and discussing spring, tell the links that they are most interested in, and give the students a chance to release their language energy. Teachers don't have to make demands, but let students speak freely.
Fifth, create situations-improve the ability of expression (in class)
1. Use sound and images to create situations.
The teacher took out the tapes prepared before teaching (such as recording the sound of running water, birds singing, etc.). ) and prepared slides (clear rivers, newly sprouted willows, green grass, flying swallows, etc. ) Cultivate students' aesthetic taste. When training, let students listen to tapes and look at pictures to expand their imagination; After that, let the students speak freely, and their ears, eyes and brains are all involved, and their thinking is active. Everyone is full of enthusiasm and eager to try, and the quality of training is guaranteed.
2. Create situations with music.
Let the students enjoy the famous songs such as sound of spring and Beautiful Spring. Students are more active in thinking. Listening to beautiful music and watching real pictures will definitely create an immersive feeling. At this time, let the students say that they have vivid situations in front of them and real and concrete feelings in their hearts, and their interest in speaking will be stronger. At this time, their imagination is like wings, which not only stimulates students' creative desire, but also exercises their eloquence.
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Find the teaching focus of spring lesson plan 3
Read the text correctly, fluently and emotionally, experience the beauty of spring, and feel the interest of being in the embrace of nature.
Class arrangement
2 class hours
Teaching preparation
Wall charts, spring pictures, new word cards, slides, recordings and tapes.
teaching process
Teaching case (1)
first kind
First, look at the pictures and import them to stimulate interest.
1. Show text illustrations.
2. Look at the picture and talk, revealing the topic.
What scenery did you see? What are the children doing in the picture?
The pace of spring is so light, we must pay attention to it, so that we can find the traces of spring and feel the joy of finding spring. Let's read the text and see what the children in the text found in spring. Write on the blackboard.
Second, read the text for the first time and read independently.
1. Students read the text aloud and encourage them to read it in their favorite way.
2. In the group, the group leader will lead everyone to learn new words that they don't know, and pay attention to the correct pronunciation with the help of Chinese Pinyin, and guide students to find words that are easy to mispronounce and correct them: "Cue" and "touch" are tongue twisters, and "cue" is pronunciation. The vowel of "tender" is en, not un.
3. The group sent representatives to report the new words they knew and exchange literacy methods.
Familiar words plus radical literacy: Tibetan (body+flower) touch (horn+insect) magpie (past+bird) symbol (bamboo+cross)
Combine life experience with action to show literacy: covering, hiding and exploring.
Self-made riddle literacy: shame (crooked tail sheep riding cattle)
Gentleness (a bunch of flowers in the middle with girls sitting on both sides)
4. Understand the meanings of "shame", "tenderness" and "touch" according to students' life experience.
Third, read the text again and feel the discovery.
1. Read the text in groups and read it correctly and smoothly. What did the children find after reading the text?
2. Feel the early spring and experience the joy of discovery.
(1) Guide students to feel how "our children" look for spring. Desire, longing, excitement.
(2) Let the students talk about "Spring is like a shy little girl, hiding, hiding." What can this sentence realize? So as to understand the characteristics of early spring and experience the happiness of "finding" spring.
(3) What is the spring that children find? Instruct students to read the text in a childlike voice, and experience the beauty of the text language and the feelings contained in it.
(4) Read the last paragraph of the text with joy and experience the joy and excitement of finding spring.
(5) Show pictures about spring and ask students to observe and talk about the spring they found.
Fourth, memorize new words and guide writing.
1. Show the new words to write and name them.
2. Guide to write the words "wild" and "solution".
(1) Show the demonstration words, guide the observation, and let the students find out the characteristics of the words and their positions in Tian Zige.
(2) What should students pay attention to in communication.
(3) The old teacher wrote that the right half of "Ye" is "Yu" and the right half of "Xie" is "Tao+Niu".
(4) Students practice writing twice.
(5) Show the selected.
Five, music reading, deepening discovery
Play light music to create an imaginary atmosphere. Teachers and students read the text with light music.
Sixth, summarize the full text and advocate discovery.
In spring, a shy little girl has quietly come to our side, on campus, on the playground and in the fields. As long as you observe carefully, you will find the footprints of spring and how wonderful nature is! I hope all the students have a pair of eyes that are good at discovering and make our life full of beauty!
Second lesson
First, review the import and display.
1. Review the text and tell me what the children found in spring.
Show what you learned in the last class.
(1) Words: Read and say which words do you think are well used in the text?
(2) Sentences: Show the sentences and let the students read and write them down.
We children, taking off our cotton-padded jackets, rushed out of the house and ran to the fields in search of spring.
Spring is like a shy little girl, hiding.
One wild flower blooms early, and two flowers bloom early. Are those the eyes of spring?
(3) Fill in the blanks:
Spring has come, we _ _ _ _ _ _ killed her, we _ _ _ _ _ _ _ killed her, we _ _ _ _ _ _ _ _ killed her, we _ _ _ _ _ _ _ _ _ _ killed her, and she was in _ _ _ _ _ _ _ _.
Second, consolidate literacy and guide writing.
1. Show the words you want to recognize, read the words by name or make sentences.
2. Show the model essay that you are required to write "Take off, freeze, flow, cotton, explore, shake and hide".
(1) Guide students to discover the structural features of these words (all words are narrow on the left and wide on the right).
(2) Observe carefully, and remind the other party of the noteworthy places when writing.
(3) Teachers should focus on guiding "exploration and concealment" and carefully analyze and guide the right half of "exploration" one by one. The bald cover should not be too wide, the dot is on the right side of the "small eight", and the word "wood" should be short and stretched. The seventh stroke of the word "Tibetan" cannot be highlighted, and the word "flower" is written in detail.
(4) The comparison between students' practice writing and model writing.
Third, accumulate independently and practice reciting.
1. Read.
Looking for willow branches, hiding.
2. See who talks a lot.
(1) Do "find and say" exercises after class.
(2) According to the appearance, fill in:
Concealing and concealing _ _ _ _ _ _ is serious _ _ _ _ _ _ _ _
_______________________________________
3. Select articles and accumulate independently.
(1) Show and read the most beautiful sentences or paragraphs you think, and talk about your experience after reading them.
(2) Choose your favorite words, sentences and paragraphs and accumulate them in your favorite way. You can read the back, the performance or the copy, or try to write it silently, and then let the students show and exchange their accumulated words or paragraphs.
(3) Practice reciting texts, practice reciting in groups, and introduce memory methods.
Fourth, transfer and use, and expand imagination.
1. Draw what you found in spring, and then write a sentence.
2. Play the song "Birds, Birds" and end the teaching in imagination.
blackboard-writing design
Looking for spring
Saw grass, wild flowers and trees.
I heard the cuckoo in the stream.
Smell the flowers and the smell of spring.
Touched it Swing, swing, swing
Reading four spring lesson plans is an effective means to understand the text. Reading can help students understand the text well. The purpose of reading more is to give students back their study time in class and let them feel and understand the text by themselves. I use various methods to guide reading in this class.
1, listen. Before learning the text, I will do a model essay reading, so that students can perceive the content of the text as a whole and train their listening comprehension, so that they can be influenced by the teacher's reading aloud.
2. See for yourself. The purpose of self-study is to let students read through and get familiar with the text. Before students read freely, ask:
(1) Read the text carefully with the help of Pinyin, without missing or adding words.
(2) When you encounter difficult sentences during reading, you can mark them at any time or ask the teacher for advice.
(3) After reading the text, mark the serial number of the natural paragraph and circle the new words. Students should be reminded of difficult words and long phrases in the text in time.
3. Read carefully. Intensive reading means reading sentence by sentence, paragraph by paragraph, and practicing words, words, sentences and paragraphs while reading. This step is to read with emotion. I caught two in the first paragraph of the text!
In the second paragraph, I asked the students to find out the words that represent actions. Take off, run wild, run wild, look for these verbs, depicting the students' desire to go outside and look for spring. At this time, timely guidance: how to read this paragraph, why do you want to read these two paragraphs like this, what kind of feelings you should have when reading, and let students understand that in the face of this beautiful spring scenery, you should read it in a tone full of hope, happiness and anxiety. In the third to seventh paragraphs of the text, you can grasp three figurative sentences and rhetorical questions in the text to guide students to read aloud. These three sentences vividly show the vibrant picture of spring and add a lot of vitality to spring. When reading this part, read it kindly and lively.
4. Watch the game. After the teacher's guidance, most students can read the text well. At this time, students can be arranged to read in groups, and each group chooses the best students for comparison. After reading, teachers and students will comment on each other and point out their advantages and disadvantages, thus arousing students' interest in reading aloud. Read it, read your feelings, and then practice reciting.
Finding Spring Lesson Plan 5 Middle Class Society: Finding Spring
Teaching objectives:
1. Perceive the scene of spring and know the changes of flowers, grass, trees, trees, small animals and rivers when spring comes.
2. Like to observe, have curiosity and desire to explore the changes in spring.
3. Be able to express the spring you have found through painting.
Teaching activities:
First, through the introduction of conversation activities, guide children to feel the warm breath of spring.
1. Question:
(1) What season is it now?
What is the weather like in spring? What's the difference with the weather in winter?
2. Organize children to discuss and answer.
Teacher: The sunshine and wind in spring are very gentle, comfortable and warm for us.
4. Organize children to say adjectives such as tenderness, comfort and warmth, and feel the warmth of spring.
Second, combine the questionnaire to perceive the changes of related things and scenery in spring.
1. Teacher: Spring is beautiful and many people like it. Now that spring has come, what changes have taken place around us?
2. Organize children to discuss freely, and talk about the changes they found in the spring in combination with the questionnaire.
3. Individual children exchange their own questionnaires.
4. Organize children to exchange questionnaires and share.
5. The teacher combines the corresponding pictures. Summary: In spring, flowers and trees change greatly, and the colors of leaves and grass turn green. Many beautiful flowers are also in full bloom, including winter jasmine and iris. The river has also melted; Small animals have also played outdoors; Butterflies and bees are busy collecting honey.
Third, take part in outdoor activities, look for beautiful spring, and express the beautiful spring in your eyes by painting.
1. Question: Do you like spring? Why?
2. Organize children to discuss and answer freely and talk about their feelings about spring.
3. Teacher: Do you want to go outdoors with your teacher to find beautiful spring?
4. Organize children to go outdoors and feel the beautiful spring. Take pictures of children going out looking for spring and go back to the classroom to share with them.
After returning to the classroom, please ask the children to paint beautiful spring.
6. Organize children to draw beautiful spring, and the teacher will tour to guide and help.
7. Let the children share and introduce the beautiful spring they painted.