The first lesson

1. Create situations and introduce new lessons

1. Introduction: Spring is here, and all kinds of flowers are blooming on campus. The grass poked out its little head, and the small trees sprouted. How beautiful! Hey, it's raining! Listen————

2. Use multimedia courseware to show the spring rain and add the sound of the spring rain.

3. Expand your imagination and practice speaking with "Spring Rain Image?"

4. What is the sound of spring rain?

Design intention: Through beautiful music and beautiful pictures, students will be brought into the misty spring rain, so that students can personally experience the beauty of the spring rain.

2. Use the environment to aid reading, and read the first natural paragraph

1. Teacher’s words: Yes, the spring rain is so beautiful in the eyes of children. There is a sentence describing spring rain. Can you also read it beautifully?

2. Use courseware to present the first natural paragraph.

(1) Students can read freely.

(2) Read by name, teachers and students will comment together.

3.What does spring rain look like? Think about it, what is the difference between spring rain and summer rain?

(1) Guide students to read the first natural paragraph again, and read "沙沙沙, 沙沙沙" well. (Music)

(2) Let’s talk about it in practical terms, what do you most want to do in the rain?

Design intention: Mobilize children's various senses, guide students to read the first natural paragraph well, move children's emotions into the context of the text, feel the text again, and feel the beauty of spring rain.

3. Read the text for the first time and introduce the topic

1. Create a situation: Listen, who is coming? (Sound of birds) Oh, it turns out some bird friends are here. Hey, what are they chirping about? Do you want to know, kids?

2. Initial perception of natural segments 2 to 5.

Students are free to read. Requirements: ① Read through the text, circle the words you don’t recognize, and read the pinyin several times. ②Look what is the name of our little bird friend? ③What are they doing?

3. Communication:

①What is the name of our friend? The student replied that the teacher posted pictures of swallows, sparrows, and orioles on the blackboard.

②What are they chirping at?

4. Present the topic: The Color of Spring Rain (Guide students to read the topic well.)

Design intention: Break the convention of introducing the topic at the beginning of the lesson. The topic appears here to make it appear More natural.

IV. Learning new words

1. Our little bird friends brought us several new word babies. Look, these new word babies are looking at us with smiles, waiting for us to make friends with them. Is there any good way for you to remember not only their names, but what they look like?

2. The courseware provides new words with pinyin:

Interesting questions on the line: The face is full of joy

(1) Students can read freely.

(2) Read together with Pinyin and then read together with Pinyin.

(3) Cooperate at the same table, take out the word cards, read them to each other, and introduce the methods of literacy.

(4) Drive a small train to read new words, and use "huan" and "ti" to form words.

3. What did you find among these new words?

Let students speak freely. For example, ": Lin, sprinkle, drop, oil" all have three points of water; "line, theory, Yan, shower, sprinkle, drip, oil, joy" are all words with left and right structures, etc.

4. Guess the word game.

(1) The spring rain falls in front of the woods. (drench)

(2) Action performance: dripping water from a dropper (drip);

watering (sprinkling) from a sprinkler.

5. Check and consolidate: The whole class quickly reads the word cards.

Design intention: Give life to new words, make students feel friendly and willing to make friends with them. In the process of making friends, children will learn new words and remember their shapes, so the children will not find it boring.

5. Read the text carefully and perceive the text

1. Bring the new word baby to the text and read it again, and think about it while reading: What color do our friends say the spring rain is? of?

2. Feedback, students answer, the teacher writes "green", "red", "yellow" on the blackboard next to the pictures of swallows, sparrows and orioles.

6. Read the text intensively, understand and comprehend

1. Among these colors, which color of spring rain do you like best? Choose your favorite color and read it beautifully. While reading, I thought, why did the little bird say that spring rain is this color?

2. Students can read freely.

3. Read beautiful sentences.

(1) Who can read your favorite color, so that the students can feel that you really like it.

(2) Nominated reading, competition reading 3 to 5 paragraphs, teachers and students will comment together.

4. Teachers and students read paragraphs 3 to 5 together.

Design intention: Give full play to students' autonomy, let students choose their favorite colors to read, and give students the opportunity to feel independently. Focus on reading, use reading to promote emotions, and guide them to discover the joy of reading.

7. Writing

1. Show the words "you" and "we" to be written in this lesson.

2. Ask students to read it and tell them what are the similarities between these two words?

3. Ask students to draw one of each in the book and see what they should pay attention to when writing.

4. The teacher writes the sample on the blackboard according to the students’ prompts.

5. Students practice writing and exhibition reviews.

Design intention: Give full play to students' autonomy, let students describe themselves first, discover how to write beautiful words, and then remind teachers and other students, which greatly improves students' interest in writing.