Teaching Design for Little Monkeys Going Down the Mountain Volume II, Grade One 1 Teaching Content
The little monkey went down the mountain.
Teaching objectives
1, review and consolidate unfamiliar words, and make students understand the verbs in this lesson by doing actions in teaching, so that students can understand and use the words in the form of () and () in the context and expand them.
2. Students can read the text correctly and fluently and understand the content of the text through individual reading, male-female competition reading and simultaneous reading.
3, through learning, let students know that no matter what they do, they must have clear goals, wholeheartedly, and finish what they started.
Teaching focus
1, review and consolidate unfamiliar words, and make students understand the verbs in this lesson by doing actions in teaching, so that students can understand and use the words in the form of () and () in the context and expand them.
2. Students can read the text correctly and fluently and understand the content of the text through individual reading, male-female competition reading and simultaneous reading.
Teaching difficulties
Through learning, let students know that no matter what they do, they must have a clear goal and complete what they started wholeheartedly.
Teaching preparation
Multimedia courseware, animal pictures, new word cards
teaching method
Teaching method, cooperative inquiry method and situational performance method.
teaching process
1, pre-class game interaction:
2. Import:
Look, (the teacher takes out the picture of the monkey prepared in advance) there is also a small animal in our class. It also wants to study with children. Are you welcome? (Health: Welcome) Today, we are going to learn how to go down the mountain with him.
The blackboard says: Little monkey goes down the mountain. (Note: "Monkey" is beside the left and right structure "Gou")
Synchronous reading theme
3. Review the words:
(1) This studious little monkey brought us many words. What about the baby? Let's have a look. Do you still know him?
(2) Read the text and say: Where did the little monkey go down the mountain?
Textures: cornfield, under peach trees, in Gua Tian, in the Woods.
(3) Wow ... Look, this cute little monkey has walked through so many places! Who can use the little monkey to go where first, then where, then where, and finally where.
Step 4 study the text
(1) Transition: The little monkey came to so many places all the way, so what did it see and do? Let's continue to learn the text "Little Monkey Down the Mountain".
(2) Learn the first paragraph.
Read the first paragraph by name and evaluate it. Read together after the evaluation.
Other students think about the problem:
Where did the little monkey come from? (Cross out with "-")
What do you see? (Cross out with "﹏")
How do you feel?
How did you do it? (Circle the words for action)
Refers to the students answer:
Understand that "big and abundant" is not just the size of corn, such big corn is everywhere, very much.
Dialogue: If you are a little monkey, how do you feel when you see the big and rich corn in the field? (Happy) Understand "very happy" (very happy). Can you read it with such special happiness?
Let the students talk about why the little monkey has such actions as "breaking off" and "carrying" to further understand the meaning of corn. Guide the students to read the first paragraph.
(3) Learn the second, third and fourth paragraphs.
Using the learning method of group cooperative inquiry, let students learn paragraphs 2, 3 and 4 in cooperation according to the following four questions.
Where did the little monkey come from? (Cross out with "-")
What do you see? (Cross out with "﹏")
How do you feel?
How did you do it? (Circle the words for action)
(4) Guide students to read aloud in various forms:
Guide the students to feel that the little monkey likes to eat peaches and throw corn. See watermelons and throw peaches; When I saw the rabbit, I threw away the watermelon. Combine the pictures and realize the mood of the little monkey at that time. (reading the mood of the little monkey)
(5) Accumulate words in the form of "you () and ()".
(6) Why did the little monkey finally go home empty-handed?
Grasp the word "have to" and guide the students to feel why the little monkey got nothing. (Practice oral communication in combination with students' real life)
(7) overall regression
Retell the text with illustrations (let the children experience the movements and demeanor of the little monkey wearing a hood)
5. Expand reading.
Children's song "Little Monkey Down the Mountain"
6. Class summary.
7. Homework or practical activities.
Read the story: "Little Monkey Down the Mountain for the Second Time"
Teaching design of the second volume "Little Monkeys Going Down the Mountain" in Chinese of Grade One Two in Senior High School I. Teaching objectives:
1. With the help of reading aloud, 12 new words such as "monkey, knot" were recognized, and the pronunciation of the polyphonic word "knot, only, empty" was accurately read out through model reading and example comparison. Write seven new words such as "fast" and "long" by imitating and copying.
2. Read the text aloud, compare the pictures and texts, understand the same and different parts in the first four natural paragraphs, extract the main information that leads the little monkey to go home empty-handed, make a simple inference, and understand the meaning of verbs such as "goodbye, shoulder" through this process.
3. Imitate the form of the text, talk about what the little monkey will do if he goes down the mountain for the second time, and use the learned verbs appropriately.
Second, the teaching focus:
Read the text aloud, read and write in context.
Third, the teaching difficulties:
From the repeated structure, we can infer why the little monkey went home empty-handed.
Fourth, the teaching process:
(1) Show riddles and introduce new lessons.
1. Climbing a tree on a pole is a master. He likes bananas and peaches, but there are none on the mountain at home.
(1) blackboard book, read correctly.
(2) Before and after the tongue, you should read it correctly and know the monkey, the marquis and the time. What words are there next to the dog? Pigs, dogs, cats, etc. Related to animals.
(2) Read the text aloud, read aloud.
(1) When reading the text, please listen to each sound carefully.
(2) Circle the new words and read them aloud with the help of pinyin. When students read the text aloud, be careful not to use too many words, too many words and too few bad words.
(3) Show the word card and paste it on the whiteboard.
① Read it in Pinyin for three times.
② Remove the pinyin and read it three times.
The "empty" in the first sentence comes from the lesson "It's going to rain". Read knɡ and guess. What is the pronunciation of "empty" in the second sentence?
(1) The corn festival (Ji) is large and numerous.
(2) The little monkey went down the mountain, and finally the fruit returned empty-handed.
The pronunciation of "knot" in these two sentences is different. Think about the meaning of "knot" in the text. Can you still say such a sentence?
(4) After class, carefully look at the illustrations of the third question, read the pronunciation correctly first, and then do the action.
(5) Know other new words and consolidate word formation. Boys and girls can read and drive a train to read.
(3) Read the text aloud and understand the content.
1, read the text with actions at the same table, understand the meaning of verbs and experience the emotional changes of the little monkey.
2. Combine pictures and texts, read the report aloud, and then combine the illustrations in question 3 after class to talk about which part of the body these actions are related to, and what actions have been taken during these times.
3. Compare the sentence with the last illustration in the text and think about why the little monkey has to go home empty-handed.
4. What do you want to say to the little monkey?
(d) Situation creation, information integration and simple reasoning.
Little monkeys change when they know their mistakes. What will happen in the future?
(5) Write new words.
Focus on guiding the central symmetry of the word "empty" and the word "constant".
(6) Work design.
1, recite the text.
2. Situation extension: The next day, the little monkey went down the mountain again. What will he do and think? Draw a picture and write it down. It would be better if you could express your actions in a few words you just learned.
Fifth, reflection after teaching.
1, read aloud and interpret words.
Learning to read aloud means learning words, understanding content and learning pragmatics through reading aloud. Therefore, the teaching task of this class is mainly accomplished by reading aloud. Students begin to read aloud, circle the new words and read the correct pronunciation in pinyin. Teachers' model essay reading not only requires students to listen correctly, but also requires students to initially perceive the content and repetitive structure. Read aloud to understand the content and realize the structural characteristics. Reach the level of correct and fluent reading. Through expressions and actions, students can independently understand the emotions of characters and the meanings of verbs. It is through reading many times that students can feel similar practices and feelings many times in reading. It is also in the process of reading aloud many times that new words "reappear" many times, establishing the connection between sound, form and meaning. The study of polyphonic words distinguishes sounds according to their meaning in context, which organically combines the study of reading aloud with the study of words and reading comprehension.
2, adjust the perspective, so that the inference can be traced.
Echoing the elements of unit language, this lesson should synthesize information and make simple inferences. On the premise that the result of the little monkey returning from the mountain empty-handed is clear, the inference must be traced back to the cause. So the second question after class is adjusted to: The little monkey should go home empty-handed and think about what he has done. What will he think of?
3. With the help of illustrations, the situation is extended, and thinking and language promote each other.
Language learning and thinking development should be carried out in language practice, and attention should be paid to the combination of learning and application. Considering that the first-year students have a certain ability to look at pictures and say pictures, they are full of interest in every illustration in the text, so at the beginning of class, let the students look at the pictures and tell the contents of the pictures roughly according to the sentence pattern of "What did the little monkey see, what did he do and what happened in the end"; Combined with the unit text, try to use "if ……………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………… Fill in the blanks with the key words and action words in the table; The situation extended to the next day when the little monkey went down the mountain again. What will he do and think? The design of these links is based on the reality of students and the characteristics of teaching materials, so that learning and practice can be combined, and language and thinking can promote and enhance each other.
Because this course is to undertake the training of "information integration and simple inference", teachers are more guided in reading the text and understanding the content. In actual teaching, faced with different learning situations, we can adopt different strategies, reduce the components of teaching and increase the weight of learning, thus making teaching more effective.