Swallow teaching plan

As a teaching worker, we must carefully prepare teaching plans, which are the basis of teaching activities and have an important position. How to write a lesson plan? The following are six Swallow lesson plans carefully arranged by me for your reference, hoping to help friends in need.

Swallow lesson plan 1 Do the students know me?

Sentient beings: Yes, you are Teacher Song.

Teacher: Can you know the teacher in the street? (Student nods) Then how do you recognize the teacher from so many people?

Health: Because I have seen you, you look different from others. I remember your appearance.

Teacher: Yes, because you have observed the teacher and remembered my appearance, you won't admit your mistake. We usually observe things around us, and the most important thing is to grasp the characteristics. Do you observe things by their characteristics? (

Let me test your eyesight. The teacher brought a picture, guess what season it is and see who said it first. (The teacher shows pictures depicting spring)

All beings: (first answer) Spring. Teacher: Good eye! How do you know that?

Health: This picture is a newly sprouted willow tree. It can be seen that it is spring.

Health: In addition, there are peach blossoms in full bloom and the grass is green. Through these characteristics, we can also see that it is spring.

Teacher: On the one hand, we should pay attention to the characteristics of observing things. In addition, it is also beneficial to observe them in a certain order, so as to see them carefully and taste the charm of beauty. This time, the students are carefully looking at the beautiful scenery in the product painting in a certain order. (Health observation and discussion)

Teacher: What do you see? Say it in the order you just read it.

Health: Spring has come, crops have sprouted, grass has turned green, and streams are rushing. The branches of willow trees have turned green, and the branches of peach trees are full of red flowers. White clouds are floating in the blue sky.

Health: Spring is coming! The earth is more beautiful against the blue sky and white clouds. Peach blossoms are red and willow trees are green; The clear river rippled; The grass also sticks out its green head, the crops in the field sprout, and there is a vibrant scene everywhere.

Teacher: You read very carefully and speak very well. Students will observe and appreciate beautiful things, so how can you share the beauty you feel with others, that is, express it? In this lesson, we will look at this picture and learn a text. (Shi Banshu Little Swallow)

Teacher: Do you have any thoughts, findings or questions about this subject?

Health: Today we looked at the picture and learned that it was a "swallow", but there were no swallows in the picture taken by the teacher.

Health; I have the same question. There are no swallows in this picture. What are swallows like? Health: After reading the questions and pictures, I want to know what is the relationship between spring and swallows.

Health: Spring is so beautiful. How did the author write it? Teacher: What the teacher brings to the students is an unfinished painting. The teacher thinks the swallow is too cute and spiritual to draw well. Will you draw a swallow for the teacher with reference to the words and pictures provided at the back? I chose some of the most beautiful pillars in this painting.

All beings: (excitedly) Good! Teacher: Just now, the teacher summarized the students' ideas into four questions, and we sorted the problems to be solved. (Students talk about the problem of teachers marking with serial numbers.)

Teacher: Here comes the problem. Let's read the text and try to solve it ourselves, shall we? If you find a new problem, you can discuss it in the group. If the group doesn't understand, you can send a representative to write it on the blackboard and ask other group students to help solve it. Teacher: We chose the most beautiful swallows, but where should they be in the photo? Find a place for them according to the sentences in the book. Students read sentences, and teachers post pictures: the sky, rice fields, under willows, lakes, and wires.

Teacher: Now look at this picture. Is it perfect?

Student: Teacher, I think this painting has been finished now.

Teacher: The painting is beautiful, but I think it is a lifeless painting. The article is about a living swallow. Shall we make this picture move?

Health: (excitedly) Let's play with the swallows and make them move. I'll play one first.

Teacher: (Demonstration) I am a mature, brave and proud old swallow. I yearn for freedom, I yearn for blue sky and white clouds. Watch my wings tilt slightly and then fly away without a trace. Can you act like an old swallow? Try it yourself first.

Health: I am a smart and lively swallow. Look, fly across the sky for a while, fly over the rice fields for a while, brush the lake gently for a while, and watch the small fish play in the lake. Health: I am a beautiful swallow. Look at my shiny black feathers, a pair of light wings and a scissors-like tail. Sometimes when I am tired of flying, I fall down on the wire to comb my feathers and cut my hair.

Comments:

1, teachers start by guiding students to observe pictures, stimulate students' reading motivation, and then organize students to read by themselves. In the whole teaching process, teachers are equal participants, and students are always the main body of learning.

2. Teachers subtly inspire students to ask questions, but not to solve them, but to make them valuable through discussion, arrangement and summary, and then let students study and solve them independently with questions.

3. Pay attention to the practice of reading. Through role play, we can deepen our understanding and experience of the text and embody the humanistic spirit of the course. ……

Swallows are migratory birds. They can fly a long distance. How to send it by special train? Let's read the second paragraph of the text.

Students can read the second paragraph freely. )

Teacher: Why do swallows have to be sent by special train? There is a sentence in this passage that tells us.

Health: On the verge of death.

Teacher: What's the reason? Read the text again, draw relevant sentences, and think while reading.

Health: Swallows are very tired because of their long journey.

Teacher: What do you mean by "long journey"?

Health: I have flown many places, far away.

Teacher: Yes, it's a long flight. What about "hiking" Look at these two words carefully, one is next to the foot word, and the other is three points of water. Think about where the swallow may have flown.

Health: Flying over the vast sea.

Health: Flying over mountains, grasslands and deserts.

……

Teacher: Flying over mountains and seas, such a long journey makes the swallow very tired.

Health: The sudden drop in temperature, continuous snowstorms, hunger and cold also make swallows close to death.

Teacher: How did the "sudden drop" come down?

Health: Slowly descending.

Teacher: Slow down? For example, from 15 degrees to 12 degrees, is it a "sudden drop"?

Health: No, it suddenly dropped, from 15 degrees to 0 degrees.

Health: Due to the sudden drop in temperature and the constant snowstorm, almost all insects were frozen to death. Swallows have no food, are cold and hungry, and are dying.

Teacher: Which word means "cold and hungry"?

Health: Hungry and cold.

Health: Swallows are very tired after a long journey. Besides, they are hungry and cold, so they are going to die.

Teacher: Yes, this is "dying". Thousands of swallows are dying. Let's read the sentences in the text.

Thinking In order to help students understand the "troubles" faced by swallows, teachers closely follow the key words in this paragraph, understand the words such as "long journey, sudden drop in temperature, hunger and cold" through imagination, and understand the causal relationship between them and "dying", and interpret the words in the situation, which not only enriches students' sense of language, but also enhances students' understanding of the dangers encountered by swallows in specific situations.

In fact, many paragraphs in this class can be understood in words. For example, in the third paragraph, the word "one after another" can be grasped to guide students to imagine the Swiss people leaving their homes one after another and their thoughts and feelings, and then feel humanistic care; The fourth paragraph "I don't care at all" allows students to say "Betty doesn't care at all _ _ _ _ _". Teaching words in this way, so that it can be rooted in the fertile soil of life and integrated into the reading of texts, can enable students to read the thickness, taste, feel the charm of language and cultivate humanistic feelings from words.

Swallow lesson plan III. Activity content: artistic activity-"Little Swallow" (appreciation)

Second, the activity objectives:

1. Feel the rhythm characteristics of 3/4 beat music, and preliminarily distinguish the coherence and jumping of music melody;

2. Try to express your love for the swallow by words and actions;

Third, the activity preparation:

1. experience preparation: enrich the children's experience about swallows before the activity;

2. Material preparation: music "Little Swallow";

Fourth, the activity process:

(1) guessing game, introducing the theme to deepen children's understanding of swallows.

Teacher: Today, a little guest came to our classroom. Guess who it is? White belly, black clothes, tail like a pair of scissors, love to eat pests to protect crops, we all love them.

(2) Play and sing the song "Little Swallow" completely, coherently and emotionally, so as to guide children to feel the beauty and enthusiasm of music, praise the little swallow and inspire children's love for the little swallow.

(3) Play songs completely to guide children to feel and initially show the rhythm characteristics of "weak strength" of 3/4 beat music.

1. Introduction: When was this song? Please listen to the music and beat the rhythm.

2. The teacher demonstrates the beat rhythm and prompts the children to imitate with their eyes.

(4) Play music in segments, and guide children to express themselves with actions while listening to music.

1. Question: Which paragraph shows the swallows flying gently? Which paragraph shows that swallows are catching insects happily?

2. Play music completely, guide children to listen to music, and show the changes of music completely with actions.

The expansion of verb (verb's abbreviation);

1. Game activities: Guide children to express "Little Swallow" in their favorite ways in the music area, such as designing various movements to express the changes of music according to the rhythm characteristics of music or expressing music through dance movements, and expressing the changes of music by dancing while listening to music.

2. Family education: invite parents and children to collect information about swallows, cultivate children's love for swallows, and design rhythms and performance plans with music.

Intransitive verb activity: regional activity

Swallow teaching plan 4 class hours goal

1. Read and recite the text with emotion.

2. Understand the content of the text, master the sentences describing swallows and spring, feel the lively and lovely swallows and the vibrant scene of spring, and cultivate the thoughts and feelings of loving nature and spring.

3. Learn from the author's careful observation and some expressions to accumulate good words.

Teaching process design

First, review and review

1. Read the full text paragraph by paragraph and think: What is the main point of each paragraph?

Recite the first paragraph and tell me how you feel.

Second, learn the second paragraph of the text.

1. Meditation: What landscape features does the article capture to represent spring? Draw related words while reading.

2. Discuss and communicate.

(1) What's the feeling of "misty"? (Experience the characteristics of spring rain)

(2) Reading experience: "A wisp of breeze blows thousands of willow leaves tender" (to guide students to read soothing tenderness, reflecting the softness and change of willow.

(3) Understand that "everyone gets together like a fair", "dazzling" and "adds a lot of vitality to spring". First, guide students to understand the meaning of "going to the market", and then discuss the relationship between spring flowers and plants and "going to the market" Finally, what does the word "market" mean? Let the students imagine the unique scenery of flowers blooming in spring.

3. Show the courseware, showing the scenery of "breeze and drizzle, soft willows and green grass, green buds and flowers" and comparing it with the picture of "flying smart swallows". How do you feel? What idioms can be used to describe?

Can you read this article beautifully? The soundtrack was read out loud by name.

Design intention: With the big problem as the learning background, through reading, drawing, realizing and thinking, let students experience and imagine the scene of flowers, grass and trees gathering like a market in spring, feel the vitality of spring and the loveliness of swallows, and cultivate students' perception and imagination of language and characters.

Third, learn the third paragraph of the text.

1. Read the third paragraph in your favorite way. What do you know from this passage?

(Swallows fly, swallows fly fast and lightly)

2. What statements did you see? Read the first sentence of the third paragraph again.

3. The word "oblique" describes the characteristics of swallows' flight, giving people a light and fast feeling, and also describes the graceful posture of swallows' flight. How to explain the word "skimming" in the dictionary?

4. What do you see from it? Read the sentence where this word is located and realize it.

5. What can we learn from the word "Ji"?

6. Where else do you see swallows flying "briskly"?

7. Let's read the third paragraph aloud and see who can make people feel that the swallow flies briskly and has a beautiful posture. (Students practice reading)

Design intention: Guide students to grasp the key words to understand the meaning of the sentence, and experience the lightness, dexterity and happiness of swallows flying through the understanding of "slanting, skimming and chirping".

Fourth, learn the fourth paragraph of the text.

1. Read freely and draw your favorite words and sentences while reading.

2. Communication focuses on the appreciation of words such as "several marks" and "staff".

(1) Distinguish between "number mark" and "number root".

("A few marks" wrote that the wire is very high and far away, and it looks very weak and fuzzy. )

(2) Experience of Board Painting "There are several traces of thin lines between poles, how like a staff! The parked swallow becomes a note ... "

(3) What kind of thoughts and feelings are expressed in the last sentence of the text? Praise the vitality of spring and express the thoughts and feelings of loving nature. )

3. Read this paragraph with emotion.

Design intention: through the analysis of "several marks" and "several roots", we can understand the accuracy of the author's words. Instead of explaining, it is better to use board painting to explain skillfully.

Verb (abbreviation of verb) is a summary of the whole text.

1. How do you feel after learning this lesson?

2. Read the whole text with emotion in the soundtrack, and experience the beauty of spring and the loveliness of swallows.

Six, the operation of the supermarket (choose two questions)

1. Read and recite the text with emotion.

2. Extract your favorite sentences.

Choose an animal you like, imitate the shape of a swallow, grasp the shape characteristics of this small animal and write a paragraph.

blackboard-writing design

Beautiful appearance, lively and clever.

Swallow flying beauty

Oblique across the sky, oblique across the lake.

Stop and sing a hymn.

Swallow lesson plan 5 1 "Swallow" lesson 1 1. Introduce a new lesson, let students close their eyes and imagine the colorful phenomena in nature. Enjoy the pictures and let the students feel the natural beauty of spring visually and audibly. Discuss with students the unique phenomena in spring (melting of ice and snow, willow germination, grass germination, flowers blooming, etc.). ), think of the return of swallows from the south, discuss the characteristics of swallows and introduce new lessons.

Second, the model reading guide 1, let the students see the text illustrations, feel the breath of spring, and understand the environment in which swallows move.

2. Play the model reading recording of the text.

3. Let the students listen and imagine the picturesque spring scenery described in the article, imagine the image and habits of swallows and experience the feelings expressed in the article.

Third, learn words.

1, let the students read the text initially, further understand the content of the text, and let the students mark the new words.

2. Discuss with students how to remember and master these new words. Analysis: There are 9 words required to be recognized in this lesson. Pay attention to the difference between them and similar words. Qiao and Qiao should be different in pronunciation and shape. The pronunciation of "Fu" is "Fu". Don't mispronounce it as "fo".

There are 14 words to be recognized in this lesson. Students should be reminded to pay attention to the following words when writing: (omitted)

3. Organize students to practice calligraphy and consolidate these new words. The second lesson consolidates the old knowledge, deeply understands 1, leads the students to review the new words in this lesson, and lets the students read the new words and phrases aloud.

2. Read the text with emotion and do demonstration reading. 3. Guide students to read the text repeatedly, understand the main idea of the text, grasp the characteristics of swallows and understand the author's feelings. Understand the color, shape, movements and habits of swallows, and understand the author's love for nature and swallows. )

4. Group discussion: communicate your understanding of the text and point out the main idea of the article. It is about the lovely swallows flying from the south in the season of spring blooming and willow blowing. It describes the colors, shapes and movements of swallows, and expresses the author's love and praise for this great natural elf. The lesson plan Swallows. Second, learn the first paragraph.

1. Let the students read aloud the first paragraph of the text and let them talk about the main content of this paragraph. The first paragraph says: talk about the morphological characteristics of swallows.

2. Let the students discuss, see what this paragraph mainly says and summarize it in their own words. The author outlines the color and shape of swallows in a few simple, vivid and vivid sentences. For example, a feather and a pair of wings are the outline of a swallow. Black and bright, handsome and light, scissors-like highlights the lively and smart characteristics of swallows. )

3. Summarize the color and appearance characteristics of swallows with students, and point out the vivid description. (Black and bright, lively and clever, understand the beauty of "gather together". ) 3. Learn the second paragraph 1. Ask the students to read aloud the second paragraph of the text and talk about the main content of this paragraph. Spring has come, and swallows fly from the south, adding a lot of vitality to spring. This part mainly depicts the dazzling spring scenery with drizzle, wicker, grass, green leaves, flowers and lively and lovely swallows. ) 2. Read this part of the content in a relaxed and cheerful tone, and the speed of speech should be changed according to the content, from slow to urgent. "It only rained a few times/in Mao Mao/in Mao Mao. Breeze blowing/ten million/yellow willow. " The tone should be slow and gentle, reflecting the softness of wicker. "Green grass, green leaves and colorful portrait markets gather together." Speak faster, meaning to go to the market and have a party. "Spring has formed/sparkled" should be read with joy. When reading Glittering, you should slow down your speech, increase your intonation and be full of feelings. Feel the beauty and vitality of spring.

3. Grasp the punch line: I can imagine the scene of "gathering as one". (the meaning of gathering, here, in an anthropomorphic way, wrote a lively spring scene. )

Learn the third paragraph 1. Ask the students to read aloud the third paragraph of the text and talk about the main content of this paragraph. Various postures of swallows in flight. )

2. Grasp the key sentences and understand the content of the text and the emotions expressed. Feel the flying posture of swallows from "leaning over", and they are light, flexible and free when flying. Experience the swift flight of swallows through "skimming"; Feel the cheerful mood of swallows flying through "tweet"; Through "yes, yes, yes", we can understand the scene of many swallows flying against the wind in early spring.

Summary: Feel these free-flying swallows add interest to spring, and make the beautiful scenery of early spring more vibrant and fascinating.

3. The skimming of Crossing the Lake is really good. What's so good about it? ("Sweep" means brush lightly, which means the swallow is light and fast, and it passes in an instant. ) 5. Learn the fourth paragraph 1. Ask the students to read the fourth paragraph aloud, experience the picture described in the article and talk about the main content of this paragraph. Beautiful patterns formed by swallows resting on wires. )

2. Briefly explain the knowledge about the staff, so that students can imagine, feel the author's imagination, understand the author's love for the vibrant spring, praise nature and love life as if they had seen such a landscape.

3. Why use the analogy of "staff"? Understand the pictures of telephone poles and swallows, and miss the staff very much. Through imagination, at the same time, the swallow, as a note, just wrote a hymn of spring, which formed an inevitable connection with the last sentence and better reflected the theme of praising spring.

Sixth, the writing characteristics of this paper start with the swallow, study the text in the order of observation from near to far, and experience the author's observation method.

The first natural section is the swallow seen at close range: bright black feathers, brisk wings and scissors-like tail make up a lively and lovely swallow.

The second and third paragraphs describe the flying posture of swallows seen from a distance. The last note-like swallow seen from a distance. Requirements: Students should apply the observation method from advance to distance they have learned to their usual observation.

Swallow lesson plan 6 first lesson

[Teaching objectives]

First, introduce a new lesson and read the text for the first time.

1. Learn the eight new words in this lesson and read and write the words "Shuai, Ju, Jia, Zhang, Zhu" correctly.

2. Learn the first paragraph of the text and feel the lively and lovely appearance of the swallow. Students, in spring, in the countryside, in the city and in the Woods, you can see a small animal flying from the far south, adding vitality to spring. Do you know who it is? (Swallow) Who has seen swallows? What is it like? Show me some photos of swallows. ) Swallow is a beautiful and lovely bird. It flies in fields, rivers and villages, and dresses up for spring. Do you want to know more? Now let's learn an article about swallows. (Blackboard: 1 Swallow)

Second, the preliminary reading of the text, the overall perception

1. Read the text freely in the way you like, and ask for accurate pronunciation of new words, draw words with new words, and read the text smoothly.

2. Read the text silently:

(1) Mark the serial numbers of natural paragraphs and think about what each natural paragraph is about.

Draw sentences that you don't understand.

3. Report communication and self-reading in the group.

(1) Read new words and talk about the problems that should be paid attention to when writing new words, with emphasis on the words "tired" and "added". Consolidate the mastery of new words by combining words. Jun () Jun () Qiao () Qiao () He () Jun () Shao () Jian () Cage () Plus () Touch () Tired () Spectrum () Symbol () Fill () Sticky () Circle () Pu () Attached () 2 Talk about each natural paragraph. (3) communicate sentences that you don't understand. Some problems can be solved in the group. The group leader summed up and recorded the problems that could not be solved in the group.

(4) Read your favorite paragraphs.

Third, the whole class exchanges and asks questions.

1. Read the text by naming the natural paragraphs. Thinking: from what aspects does the text describe swallows, and what characteristics do they show?

(1) What aspects does the text describe swallows? The text describes swallows from four aspects: the shape of swallows, swallows add vitality to spring, swallows are flying and swallows are stopping. )

(2) Ask the students to talk about the characteristics of your favorite swallow and give the reasons for liking it. When students mention the characteristics of swallows, the teacher will guide them to understand the corresponding paragraphs.

2. Communicate the understanding of 1.

⑴ Grasp the word "ju" to understand the appearance characteristics of swallows.

⑵ Teachers provide media demonstrations to help students understand the morphological characteristics of swallows and understand the meaning of the word "Ju".

(3) Guide emotional reading.

(4) Back paragraph 1.

Fourth, homework

1, copy new words.

2. Read the text with emotion and recite the first paragraph.

Second lesson

[Teaching objectives]

1, learn 2 ~ 4 paragraphs of nature, continue to feel the lively and lovely spring scenery of swallows, and cultivate the thoughts and feelings of loving nature.

2. Learn the observation and expression methods that the author grasps the characteristics of things.

3. Read and recite the text with emotion.

teaching process

First, import

1. Read the full text paragraph by paragraph and think: What is the main point of each paragraph?

Recite the first paragraph and tell me how you feel.

Second, learn the second paragraph.

1, silent reading thinking: What landscape features do characters capture to represent spring? Draw related words while reading.

2. Understand that "everyone gets together like a fair", "dazzling" and "adds a lot of vitality to spring".

3. Students talk about the teacher writing on the blackboard: drizzle, breeze, wicker, grass, green leaves, flowers → adding vitality.

4. Guide emotional reading.

Third, learn the third paragraph.

1. Read freely and think about where the swallows described in this article come from. (Flying), what are the characteristics of swallows when flying? Focus on understanding the verbs "prey" and "touch".

2. Thinking: In what order does the author observe and describe the flight of swallows? (Up → Down)

3. Guide emotional reading.

Fourth, learn the fourth paragraph.

1. Read freely and draw your favorite words and sentences while reading.

2, communication, the focus is on the appreciation of words such as "several marks" and "staff".

(1) Distinguish between "several markers" and "several roots";

("A few marks" wrote that the wire is very high and far away, and it looks very weak and fuzzy. )

(2) I realized why I said, "There are a few thin lines between the two poles, how like a staff. The stopped swallow becomes a note. " (The teacher skillfully uses the board drawing, which is better than the explanation, because it is difficult to explain clearly. )

⑶ Understand the Ode to Spring. What thoughts and feelings does the last sentence of the text express? Praise the vitality of spring and express the thoughts and feelings of loving nature. )

3. Read this natural text with emotion.

Verb (abbreviation of verb) is a summary of the whole text.

1. How do you feel after learning this lesson? (love birds, a friend of mankind, protects nature ...)

2. Read the whole article with emotion. Try to recite the text.

Distribution of intransitive verbs

1, read and recite the text with emotion.

2. Extract your favorite sentences.

blackboard-writing design

Comments on Teaching Plans Through teaching, students can appreciate the beauty of the language and words of the text, and feel the lively and lovely spring scenery of swallows. Through the appreciation of the text, we can stimulate students' love for beautiful natural landscapes, cultivate students' thoughts and feelings of loving nature, and enhance their awareness of protecting the ecological environment. In order to achieve the teaching goal of this course, teachers will use situational teaching method throughout the teaching, supplemented by keyword breakthrough, graphic combination, emotional reading, guiding students to explore independently and other teaching methods to complete this course. Comprehensively use the reading methods that have been learned, and learn this lesson through the methods of "reading, discussing, acting, drawing and writing". Teachers also use stick figure and audio-visual teaching methods to reproduce the shape, sound and flight of swallows and feel its liveliness and loveliness. For difficult sentences, teachers guide students to understand the meaning of sentences in a specific language environment and natural environment, and understand and experience them through emotional reading.