Teaching content background materials:
Compulsory Education Curriculum Standard Experimental Textbook Chinese (PEP) Volume 94, Grade One.
Design intent:
1, learn to read independently in games and activities, and increase the interest and vividness of literacy teaching, thus mobilizing students' enthusiasm and autonomy and improving classroom efficiency.
2. Learning in the form of students, group cooperation and students' mutual assistance.
3. When reading children's songs, discuss and report the characteristics of vegetables in groups. Teachers use board drawing to help students understand the text, and then let students draw the colors of vegetables, so that students can introduce themselves as vegetables, accumulate language and feel and experience in oral communication.
4. Emphasize the exemplary role of teachers in guiding writing.
5. Work around "fruits and vegetables" and cooperate at the same table. Vegetable Garden cultivates students' cooperative spirit of learning from each other's strong points and helping each other.
Teaching requirements:
1, know the new word 14, and write the words "no, yes, new and abundant". Know 1 stroke "lying hook" and 2 radicals "walking number".
2. Be able to read children's songs correctly and fluently.
3. Know some Chinese characters of vegetable names and understand the characteristics of vegetables.
Teaching AIDS:
Each person has a piece of "Vegetable and Melon Orchard" homework paper.
Teaching time: two class hours
first kind
First of all, the dialogue is interesting.
1, kid, what do you like to eat?
Do you know where these vegetables come from?
Today, the teacher takes you to the farmer's uncle's vegetable garden. (blackboard writing topic)
Students remember the new word "vegetable, garden" in their favorite way.
Second, independent literacy.
1, look, there are so many vegetables in the garden! Tell me the vegetables on the map. (teacher camera blackboard writing)
2. Q: Are there any new words you already know? How did you meet? (Ways to encourage children to read)
Can you know the rest of the new words by yourself without the help of the teacher? Can you finish the task? (Students can read independently)
Third, game integration.
1. Students draw a vegetable on any board. Students go to the podium and paste the names of vegetables. The name is right, the rest of the students clap their hands and say yes! Yes! Yes! ××,××。
2. Take out the homework list of the vegetable orchard, look at the vegetables, read the names of the vegetables, and draw a "smiling face" next to the new words you can read.
If not, you can ask your classmates and teachers. Take care of the middle and lower school students, and draw a "smiling face" for the new words you know in mutual help. )
Fourth, expand understanding.
1. What other vegetables do you know?
2. I can also draw.
Draw these vegetables on the "Me too" column of the homework list.
Five, writing guidance "no, yes, believe"
1, guide the students to carefully observe Tian Zi Gerry's demonstration words and talk about the points for attention of each word.
2. Teachers set an example in Tian Zige.
3. Students draw red with correct posture and practice writing 2.
Teachers' patrol guidance.
Second lesson
First, the game leads the way, review and consolidate
1. Design the game "Pulling Radish".
Call the students on stage to "pull radish" and read the new words after "radish".
2. Every vegetable has its own characteristics. Someone made them into nursery rhymes. Do you want to learn, children?
Second, independent exploration, experience and understanding
1, reading nursery rhymes for the first time
Read each word correctly, read children's songs smoothly and underline new words.
Students voluntarily read their favorite sentences and ask other students to comment after reading them.
3. Cooperative discussion:
Think in groups and discuss the characteristics of each vegetable. How do you read it?
4. Each group speaks and exchanges, giving students enough time to speak, and students can add explanations if they are not complete enough. The teacher's camera drawing helps the students to understand: (Complete the blackboard writing: beans are long and thin, cucumbers are green, eggplants play hide-and-seek with lanterns and radishes, peppers are sharp, and pumpkins grow yellow)
5. Draw a picture: Color the vegetables on the homework list of "Vegetable and Melon Garden".
Third, create situations and accumulate language.
Choose a favorite vegetable, introduce it and prepare freely.
② Tell the students to put on their favorite vegetable headdresses and introduce themselves on stage.
I am a lovely cucumber. I'm dressed in green. How energetic I am! Wait, encourage students to speak boldly.
Fourth, bold performance, beautiful reading into chanting.
1, free reading.
2. Group communication can be accompanied by action.
3. The group recommended representatives to perform on stage, and judged "reading hands".
4. The whole class reads aloud while performing.
Fifth, carefully observe and guide writing.
1. Observe the position of "Feng" and talk about the problems that should be paid attention to when writing.
2, the teacher writes.
Students paint red and practice writing.
4. Exhibition and evaluation.
Sixth, students' cooperation and expansion.
There are many vegetables and fruits that we usually contact. The students at the same table cooperated with each other and drew a picture of "vegetable and melon orchard"
Chinese Courseware for Primary Schools Part II: In the Vegetable Garden
Teaching objectives:
1, know 14 new words such as "vegetables, gardens, beans and horns", and write two new words "Bu and you".
2, know some vegetables, understand some of their characteristics; Cultivate students' ability of observation and inquiry.
3. Be able to read the text correctly, fluently and emotionally.
Teaching process:
First, import.
Look, children, we are in the vegetable garden. There are so many vegetables in front of us. Do you want to know them?
Second, create interest and recognize words.
1. Have a look, touch these vegetables in the group, then read them and write down the cards next to them.
2, communication, feedback: the teacher shows a vegetable, students placard. (Correct pronunciation at random)
Third, remember new words.
1, show the names of individual vegetables and practice reading in various forms.
2. Extension: Where have you seen these words?
3. Hide Pinyin and read it together.
Fourth, explore the characteristics of vegetables.
Pick any vegetable you like and talk about what you see, touch and feel.
Verb (abbreviation for verb) read the text aloud.
1, transition: Yes, the children speak very well. These lovely and beautiful vegetables make people like us children more and more. Look, a lovely child even wrote down these little guys!
2. Teachers have emotional models.
3. Practice freely, circle the difficult words and read them several times.
4. Read by name and note:
A, who is the bravest in our class and dares to stand up first and read to everyone?
B, who dares to compete with him? If you think you are good at reading aloud, would you please stand up and read aloud in the garden?
C. If you don't want to lose to him and want to learn from him, then choose your favorite way to read.
5. Read aloud in combination with the text: How else to read this text? Everyone in the group reads a vegetable, and lifts the vegetable for action. Read the last two lines together.
6, the teacher leads the reading and the students read.
Sixth, write the new word "No, you".
1, look, who is this (showing the card to read)? They had a good time with their children, but now they are a little tired and want to go back to rest. Children, where is their home?
2. Who will remind everyone what to pay attention to in order to make everyone comfortable?
Write it twice in the notebook, and smile at them if you think it is well written.
Seven, consolidate the words.
How time flies, children. We will leave the vegetable garden and say goodbye to these vegetables. Before we leave, let's say goodbye to these vegetables again. Come on, call their names kindly again.