Chinese Courseware for Grade One in Primary School Volume 2: It's going to rain.

1. Read the text correctly and fluently, and practice reading in different roles.

2. Know the new words 13 such as "waist and slope", write seven Chinese characters such as "straight and elegant" correctly and beautifully, and understand the meaning of words such as "gloomy".

3. Understand the performance of swallows, small fish and ants before it rains.

4. Let students experience the magic of nature and stimulate their interest in exploring nature.

Key points and difficulties:

Read, write and read the text in different roles.

Teaching aid preparation:

Word card

Division of class hours:

2 class hours

Teaching process:

Check and review first to stimulate the introduction.

1. Show the word card and read by name.

2. What small animals appear in the name exchange text?

Second, create situations and analyze sentences.

1, learn the first paragraph.

(1) Read by name and tell me what you know from the text.

(2) Understand "gloomy".

2. Learn the second and third paragraphs. What do you know from their conversation?

3, the courseware out of the fourth, fifth and sixth paragraphs, learning the dialogue between the white rabbit and the small fish.

4. Learn the dialogue between the white rabbit and the ant in the seventh paragraph.

5. Study paragraphs 8 and 9. What did you learn from them?

6. Summarize the full text and expand the knowledge.

Third, practice reading the text in different roles.

Fourth, class summary.

Fifth, assign homework.

Blackboard design:

It will rain.

Swallow: Fly low to catch insects.

Weather forecaster Xiaoyu: Water can breathe.

Ant: Busy moving.

Teaching objectives of Article 2

1. Knowledge and skills goal: read the text correctly, fluently and emotionally, and be able to recite the text.

2. Process Method Objective: To understand the relationship between "swallows fly low, fish swim out of the water, ants move" and rain through reading.

3. Emotional Attitude Goal: Learn to observe nature and be good at thinking and thinking. The key point is to cultivate students' emotional reading and strive to gain experience, understanding and imagination in reading.

Teaching focus

1. Learn about the natural phenomena before the rain by studying the text.

2. Read the text correctly, fluently and emotionally, read the tone expressed by "Yao", "Ya" and "You", and speak with "Yao, Ya, You".

Teaching difficulties

Understand the dialogue between the white rabbit and the swallow, the fish and the ant, and let the students understand the reasons why the weather is sultry, the swallow flies low, the fish swims out of the water and the ants move before it rains.

Teaching tools: small blackboard, wall chart, recording, animal paper-cutting, headdress, basket.

teaching process

Second lesson

First, review the new words.

1. Just now, we learned the new words in lesson 14. Now we will continue to learn the text of this lesson.

2. (Review new words) First of all, the teacher should test everyone. Let's play the game of picking apples.

Review the new words in the Apple game and put them back into the words.

Second, reveal the topic and introduce new lessons

Write "It's raining" on the blackboard. Read it together. Add the word "to" and let the students read the topic together to distinguish between "it's going to rain" and "it's going to rain".

Are "rain" and "it's going to rain" the same? Somebody say something.

Student: No, it's raining. It will rain. It's going to rain, but it hasn't.

One day, the little white rabbit went up the hill to mow the grass, just in time for the rain, but the little white rabbit didn't know it. Did he get wet in the rain at last? Let's look at the text.

Design intention: Through comparison, let students understand the word "important", distinguish between before and during the rain, avoid students' misunderstanding of the time of the text, and pave the way for the new lesson.

Third, fully independent reading, overall perception

1. Call the roll and ask the students to read the text in sections. Pay attention to three things. No words, no leaks, good words

2. Comment on reading aloud, think about what small animals have appeared in the text, and mark them. Triangular pattern

Design intention: Through reading, circling and drawing, let students perceive the text as a whole, and initially form story images, paving the way for explaining the text.

3. Students report: (Who did the white rabbit meet when she went up the mountain to mow the grass? )

Fourth, from helping to letting go, learn the text.

Teacher: What happened between the white rabbit and the swallow, the small fish and the ant? Let's read the text carefully together. First, let's read the first paragraph. Did you see what it was like to see the white rabbit mowing the grass on the mountain?

1. Guide the study of the first paragraph.

Read the first paragraph by name. How does the white rabbit feel at this moment? (Show the card "boring") Emphasize pronunciation (polyphonic words) A heart is locked in the door all day, alone, can it not be boring? And when we feel a little breathless, we will feel bored.

Why does the white rabbit feel bored? Does the little white rabbit know it's going to rain at this time? Then who will tell him? Look at two natural paragraphs.

Design intention: seize the keyword "boring" and reveal that it is going to rain. At the same time, let students understand the polyphonic word "boring" in connection with real life, and combine reading teaching with literacy teaching.

2. Guide the study of the second and third paragraphs.

(1) show (Who did the little white rabbit see? What did they say respectively? Can you draw it? What do you know from their conversation? After reading the questions on the blackboard, students practice reading and discussing in groups. )

Question: Who did the white rabbit see? (swallowing)

(2) Students report the discussion results:

The teacher added the question: What is the swallow flying low for? Why do bugs fly low? (blackboard writing: swallows fly low to catch insects)

Design intention: Through step-by-step in-depth questioning, we can break through the teaching difficulties and understand the reasons why swallows fly low.

(3) The teacher instructs the students to read aloud in different roles: Do you know why swallows shout loudly? Can you learn? (Students practice reading)

(4) Recommend reading by roles and collective evaluation.

(5) The swallow said while flying, which means how many actions does the swallow do at the same time? Have you ever done two actions at the same time? Can you say a word with "although ..."? Teacher: Who can play the role of a white rabbit and a swallow and have a perfect conversation? Please recommend two students.

Health: Both flying and talking are carried out at the same time.

Teacher: In daily life, can you do two actions at the same time?

Health: Yes. For example, I read books while eating.

Teacher: These two movements can be carried out at the same time, but they are not good for your health.

Teacher: Who can tell which two actions you can do at the same time?

Health: I sing while walking.

Design intention: on the basis of understanding, let students use it to achieve the purpose of applying what they have learned.

3. Guide the study of the fourth and fifth paragraphs.

Now, while reading the first sentence in the fourth paragraph of the text, the students are thinking: Did the little white rabbit believe what the little swallow said? (Emphasize with a grain of salt)

Who did the rabbit meet next? Read the fourth and fifth paragraphs silently.

(1) We also refer to the steps on the blackboard to learn these two paragraphs of nature? Who wants to be a teacher once to organize these two periods of study? Students recommend a student to organize the study. )

Design intention: to stimulate students' enthusiasm for learning, but also to cultivate students' language expression ability.

(2) Student report: (Draw a small fish on the blackboard)

The teacher added that the water was stuffy: What was it like? Let's play a game together. If you are a small fish now, follow the teacher (hands forward, head down). How do you feel now that the little fish is in the water? Do one more action with the teacher (hands back, head forward). How do you feel when the fish swims to the surface? How to write the teacher's blackboard writing (blackboard writing: fish out of water)

Design intention: use students' personal feelings to understand "boredom" and experience the feeling of small fish out of water at the same time.

(3) Teachers guide reading in different roles. Read aloud in groups and the teacher tells.

4. Guide the study of paragraph 6.

Seeing swallows flying low and small fish swimming out of the water, listening to the cries of swallows and small fish, does the little white rabbit believe it's going to rain? Just look at the following paragraphs.

(1) Students read the sixth paragraph together.

(2) Call the roll to answer whether the white rabbit believes it's going to rain. Where did you see it? Why? (Hurry up, boast) Can you learn this action?

(3) Who did the white rabbit meet again? What can the white rabbit say to the ant? (Students speak freely. )

Design intention: to cultivate students' imagination and language expression ability.

Can you draw what the ants say? Read it. Do you think it's weird (the teacher draws ants on the blackboard and guides them to write on the blackboard: ants climb high and move)

5. Guide the study of the seventh and eighth paragraphs.

Please read paragraph 78 to see if it really rained. This shows that swallows, small fish and ants are right. If you observe these phenomena in the future, it means that wind, rain and lightning are coming.

Sentence practice

We are busy moving things!

Miss Li is busy correcting homework!

_ _ _ _ _ _ is _ _ _ _ _ _!

Design intention: By simulating sound, students can expand their knowledge, learn to find Chinese in life and learn more onomatopoeic words.

Verb (abbreviation of verb) expands and diverges thinking

1. Look at the pictures and repeat the text.

Design intention: This course is designed from the whole to the part, and then back to the whole. On the basis of understanding the text, we can cultivate the ability of understanding and expression by retelling the text.

2. Encourage questions and expand thinking.

What did you learn in this lesson? Do you also want to know which animals' activities are related to weather changes? (Multimedia courseware shows pictures of other natural phenomena before rain)

Design intention: These questions are not only the summary of this class, but also the ability to cultivate students' ability to organize language, expand their knowledge and expand their thinking.

3. You can watch P57 colorful rain after class.

Design intention: cultivate students' good habit of loving reading.

Blackboard design:

It will rain.

Swallows fly very low.

Fish out of water

Ants can move

Stop singing when you know it.