But I also have some here, you see:

Teaching objectives

1, learn the initials G, K, h3, read the correct sound, recognize the shape and write correctly.

2. Read the syllables of G, K, H and monosyllables correctly.

3. Master the Pinyin method.

4. Know five new words and read children's songs.

Textbook analysis

This lesson consists of five parts.

The first part is the initials G, K and H, with a picture. In the picture, a dove of peace flies with a curved olive branch. Pigeon's "pigeon" suggests the sound of G, the shape of olive branch suggests the shape of G, and there are aquatic plants and tadpoles by the lake. The tadpole "tadpole" represents the sound of K, and the shape of small tadpole and aquatic plants represents the shape of K. Two children are sitting in an armchair drinking. "Drink" means the sound of H, and the shape of the side of the chair means the shape of H.

The second part is the pinyin practice of G, K, H and single vowel.

The third part is the writing format and stroke order of G, K and H.

The fourth part is three pinyin, including two contents: one is to teach three pinyin with pictures, taking the syllable guā as an example; The second is the practice of three pinyin.

The fifth part is literacy, with pictures and a nursery rhyme. In the picture, a little brother draws a lotus by the lake, and the younger brother pulls his mother to watch.

Emphasis and difficulty in teaching:

Pronunciation of G, K and H and Pinyin Method of Tri-Pinyin.

Teaching preparation

1? Tapes for learning G, K and H pronunciations; Letter cards of G, K and H; Draw a small blackboard with four lines.

2? New words and cards in this lesson.

Class arrangement 2 class hours.

teaching process

first kind

(Review of Monovowels and Learned Initials)

Learn the initial g

1? Look at the picture. Teaching initials g.

(1) Guide the drawing. Question: What is the picture? Who can tell the children about pigeons?

(2) display the initials g. Who knows? Please read the right students as teachers to demonstrate pronunciation, so that students can imitate, feel and understand the main points of pronunciation. The teacher instructed me to pronounce the pigeon lighter and shorter, that is, the G sound. You can explain the pronunciation parts and methods while reading. )

(3) Try to read by name

2? Students practice pronunciation and understand the main points of pronunciation.

3? Use the olive branch in the picture

To learn the shape of G, you can also remember the shape of G with "the 9-character hook is G".

Summary: the phonetic symbol of "dove" on the picture is a G-shape with bent branches. Discuss how to remember the shape of g.

4, teach jingle: 9-character hook g, g, g.

Compare reading G-E and G, let the students make a perceptual comparison, and further master the pronunciation essentials of G.

(3) Practice Pinyin

1? Review pinyin methods.

2? Let the students try to spell: G-A, G-E, g-u.

3? Spell syllables by name.

4, Fan writes G, and students practice writing in empty books.

(4) learn the initials K.

1, above. Teacher lead singer: tadpoles swim around in the water, with black bodies and long tails, turning into frogs croaking.

Write on the blackboard while talking. Watch a group of tadpoles touch the water plants. Tell the students that "k" should be pronounced light and short.

2. Try to read by name.

3, read, read, read by name.

4. Tell the students that K and G are pronounced the same, but exhale. Put a tissue in your mouth and compare G and K.

5. read k in "driving a train".

6. compare the pronunciations of K-E and k.

7. Question: How do you remember the shape of K?

Teach jingle: tadpoles bite grass k, k, k or a machine gun k, k, k.

8. Fan writes K, and students practice writing in an empty book.

9. Let the students try to spell: K-A, K-E, K-U.

(5) Teach initials H. Observe the picture and explain its meaning.

1, try to read the H sound.

2. Demonstrate pronunciation, guide reading and synchronize reading.

3. Compare reading K-He and talk about their differences. K is an initial, with a short and light pronunciation, and it is a syllable with a loud voice. )

4. Compare K and H, and let students know the strength of airflow.

Test the strength of airflow with your palm to your mouth: you can't feel the airflow rushing out when you send G; When K is issued, there is airflow rushing out; Although there is airflow rushing out when H is sent, it is weaker than when K is sent.

It is necessary to give full play to the phonetic and figurative functions of graphics, so that students can pronounce sounds well and remember shapes. Pay attention to the difference between similar letters.

5, teach jingle: small chairs H, H, H.

6, Fan writes H, and students practice writing empty.

7. Let the students try to spell: H-A, H-E, H-U.

(6) Instruct students to write G, K and H in the four-line grid.

Explain clearly the order of strokes of G, K and H and their positions in the four-line grid. The stroke name: ""is called vertical left bend; ""called left oblique right oblique.

(7) Summarize the learning situation of this class and praise the students who have studied well.

Second lesson

First, review the sounds and shapes of g, k and h.

Second, the teaching method of three-spelling continuous reading.

1? Look at the picture. The picture on the right is watermelon. The syllable of "melon" is guā. How do you spell guā? What is the difference between syllables spelled with initials and finals?

2? Look at the chart again. G is the initial, u is the middle vowel and a is the vowel. The little girl pushed three cards, G, U and ā, which prompted the three letters to connect quickly and spell the syllable guā.

3? The teacher demonstrated spelling. (The initial g should be read shorter, the initial u faster and the vowel ā louder. )

4? Teaching children's songs: the sound is light and the vowels are fast, and the three-tone continuous reading is very smooth.

5? Practice spelling three pinyin parts.

(1) Practice with tonal syllables, or compare it with two pinyin festivals to help students learn the method of three-spelling continuous reading.

Third, read children's songs, words, words.

1? Red syllables are pronounced with tones, with emphasis on consolidating the pinyin method of three-syllable continuous reading;

2? Read the riddle, guess and tell why it is "hand";

3? Contact "can write, can calculate, can draw" to read pictures and words, and guide students to read correctly and softly with pinyin;

4? Read five new words and pay attention to the tone of each group of words.

Four. Extended activity

1? Spell three pinyin stanzas and say what they are.

Huā (flower) Gu Bu (pot) huǒ (fire)

2? Read and compare the syllables of each group.

gā—guākā—kuāhā—huā

g-guhú-Huók-kuò

3? Read one by one.

HuāHuàg gè

Hua ge Hua ge

Educational objectives:

1, know the initials g and k2, and how to pronounce them.

2. Learn the glyphs and pronunciations of G and k2 initials, and write with four lines.

3. Cultivate students' good writing and pronunciation habits.

Teaching emphasis: learn to read G and K and write correctly.

Teaching difficulty: "G" writing

Teaching aid preparation: courseware, an apple tree (picture)

Teaching process:

First, review and import

1, show the courseware, let's review the initials we have learned (students read them together)

2. Show the courseware. Please choose one of these two questions to read.

①b、m、f、p、d、n、l、②b—d m—n f—t b—p

Guide reading

3. In this lesson, we will continue to learn initials, and make up jingles and stories by learning initials in previous lessons. I hope the children will use their brains actively and raise their hands boldly to speak. Let's see which child is the cleverest.

Second, teaching G

1. (Show courseware) What do you want to say most after reading the picture?

2. The initial of "dove" is the first initial "G" (blackboard writing) that we will learn.

3. Teachers teach pronunciation methods:

When the hair is G, the root of the tongue is lifted and touches the soft palate, and the root of the tongue suddenly leaves the loose palate to let the air flow out.

Look at the teacher's pronunciation, children look carefully and listen carefully.

② Students read by name, together and by train.

Can you make up a jingle or a story to remember it?

5. Guide the writing of G and its position in the four-line grid.

6. Students copy G in the "class assignment" and the teacher gives instructions on tour.

Three. Teaching k

1. Telling stories leads to K (telling stories while playing courseware)

2. the difference between k and g, please point your palm at your mouth and think about the difference between reading g and K.

3. The teacher leads the conversation and the students follow.

4. Can you make up a little jingle to compare K like the children in front?

5. Guide the writing of K and its position in the four-line grid.

6. Students copy K in "homework", and teachers tour to guide.

Fourth, consolidate practice.

1. The teacher found some friends for G and K, and showed them: Goo goo students spell.

2, the game: picking apples

3. Teacher, there is an apple tree. There are many big and red apples on the tree. Does the child want to eat? But to eat these apples, you need to spell these syllables. You can only choose if you spell it correctly.

Verb (abbreviation of verb) summary:

Through this lesson, we learned two more initials. These two initials can make friends with many vowels, so we can study together in the next lesson.

Teaching objectives:

1, learn the three initials of g k h, and you can pronounce correctly, remember clearly and write correctly.

2. read aloud syllables spelled with g k h and single vowels.

3. Initially learn the three pinyin syllables with intermediate sounds in pinyin, and master the pinyin method of continuous three-spelling.

4. Be able to spell and read children's songs by yourself, so as to realize word linking.

5. Know the five new words "Hua, Ge, Di, Ge and Hua" and use them in a certain context.

Teaching emphases and difficulties:

The pronunciation of g k h and the pinyin method of tri-pinyin.

Preparation before class: Pinyin and new word cards.

Teaching time: 3 hours.

first kind

Course objectives:

1, learn the three initials of g k h, pronounce correctly, remember clearly and write correctly.

2. read aloud syllables spelled with g k h and single vowels.

3. Be able to speak complete sentences.

Teaching process:

(1) Review and check.

1. Look at the card and read six vowels.

2. How many letters have we learned? Who will read it? Which initials are aspirated? (Fate)

(2) Introduce new courses and put forward requirements.

We have learned 6 single vowels and 10 initials. Today we are going to learn lesson five, meet three new friends and see who learns first, so that we can read, write and recognize.

(3) teaching initials g.

1. Look at the picture and talk, which leads to G: What is the picture? What are they doing? (obedient: there are some pigeons in the picture, holding garlands. )

The teacher introduced: the initial consonant of pigeon is G, the shape of garland is G, and it is written on the blackboard.

2. Teach the pronunciation of G and remember the font.

(1) Demonstrate pronunciation, listen carefully and observe the mouth shape.

(2) Students practice reading, reading by name, reading together and reading by train.

(3) Remember the glyphs and stimulate the imagination. What does G look like?

Teach jingles: a group of white pigeons, pigeons, garlands and 9 words plus g g g

3. Guide writing.

(4) teach the initials K.

1, look at the picture and talk K: Where is it and who is doing it? How many tadpoles are there? Where do they swim together? Eight tadpoles swim together to the grass in the water.

Introduction: the initial letter of tadpole is K, and the writing on the blackboard is K.

2, teach K pronunciation, back glyph.

(1) demonstrate pronunciation, emphasizing the main points: when pronouncing, let out a breath from your mouth and demonstrate with small notes.

(2) Let students read aloud from mouth to mouth. Students practice reading, read by name, read together and read by train.

(3) Can you find K in the illustration? Is there any other way to remember?

Miss Dingdang: A group of tadpoles are like machine guns.

(4) the instruction book is written in blank, and k is written in two strokes.

(5) Classroom exercises:

In the clear river, the water plants shake and shake, and a group of tadpoles come to find their mother. (Reading while doing actions)

(6) teaching initials H.

1. Look at the picture and talk, which leads to H: Who is doing what where? (Obedient: Tintin and Dongdong are sitting in a chair drinking. ) blackboard writing: h

2. Teach the pronunciation of H and remember the shape clearly.

(1) model reading, follow-up reading and simultaneous reading.

(2) Look for H on the picture and remember the shape: like a chair h h h

(3) Guide writing, stroke by stroke.

(7) Learn the spelling of syllables composed of g k h and monosyllabic words.

1, showing syllables, spelling by students, and evaluation by teachers. (Read by name, read all at once)

2, find a friend game: three children do g k h, six children do a o e i u u, and the whole class sings the children's song "Find a friend". (put together)

(8) summary.

Today we learned three initials, namely → G K H. We can not only recognize but also learn to write. Next class, we will also learn the pinyin of G K H.

Second lesson

Course objectives:

1, review and consolidate the three initials of G K H.

2. Initially learn three pinyin syllables with intermediate sounds, and master the pinyin method of linking three syllables.

Teaching process:

(1) Review and check.

1. Disrupt the order and recognize the four tones of six single vowels. Read u ā u.

2, card recognition: g k h, read the jingle, G and K, what is the difference in pronunciation?

3. Identify syllables: mógó, bǔ kè and hú lí. These syllables are all composed of two letters: an initial and a vowel. We call it two pinyin.

(2) Introducing new courses.

We have learned the three initials of g k h, now we continue to learn the pinyin of these three initials and single vowels, and also practice the new skill of "three pinyin".

Creating a situation and enjoying learning Pinyin —— A teaching case of the new Chinese curriculum standards π, K and H points out that "the teaching of Chinese Pinyin should be as interesting as possible, with activities and games as the mainstay."

[Teaching Fragment]

( 1)

Teacher: Today, the weather is fine and sunny. The Pinyin Doll in Pinyin Kingdom invited the children of our 1 class (1) to the Children's Park for an autumn outing. Do the children want to go?

Health: I'm going!

Teacher: Are you ready? Let's get in the car and go! (Playing music)

Teacher: DuDu, here comes the children's park. Please get off. The air is so fresh (take a deep breath). Children, can you tell me what you see?

Health: I see two white doves.

Health: I saw a big house.

……

(2)

Teacher: Look, children, there are some lovely ducklings coming along the river bank. They brought a present to the children. They are many pinyin cards. As long as you can spell them out, you can adopt a duckling to go home.

Students spell pinyin cards in groups.

Teacher: These lovely ducklings danced with joy when they saw that the children were so capable. Do you want to dance with them?

Health: Yes!

Dance "Duckling Darling" between teachers and students. )

(3)

Teacher: Look, children, there is an activity to win the right answer in the park. Let's go and have a look!

Health: OK!

(Spell the syllable words on the card)

(4)

Teacher: It's getting late. We should go home. Did you have a good time in this class?

Health: Happy!

……

Teacher: Let's say goodbye to Pinyin doll!

Health: (waving) Goodbye!

Teacher: Children, get on the bus and go home!

[reflection]

These are some fragments of my teaching Chinese Pinyin π, K and H. For primary school students, Chinese Pinyin is extremely boring. Creating vivid and interesting situations is an effective way to improve students' interest in learning Pinyin.

Playing is a child's nature and an activity that children are most interested in. Segment (1) is the incoming link. I created an autumn outing for children, which laid a good foundation for children to learn Pinyin happily in the whole class. In the second paragraph, use the situational role duckling to guide the spelling of syllables. Under the strong sensory stimulation of adopting ducklings, children spell more carefully and are happier. Then the duckling is used to lead out the practice between classes, which avoids the formalization of the practice between classes. Segment (3) Take advantage of the game situation of "winning the correct answer" to bring students into the link of looking at pictures and pinyin festival, and students will unconsciously gain something in the game. Paragraph (4) is the end of the whole situation. Talking about the harvest, feeling and looking in the mirror is also the summary of this lesson.

After a semester's teaching in the experimental class, I deeply feel that the "situational" teaching mode is not only suitable for pinyin teaching, but also plays a very good role in literacy teaching and reading teaching. Create vivid interactive situation, life situation, story situation and question situation for students in class, so that students can "learn happily" in class.

The new curriculum standard pays special attention to students' yearning for beautiful situations. Care about nature and life, have your own feelings about people and things you are interested in, and be willing to communicate with others. Although this requirement appears in the reading goal, when we look at pictures to learn pinyin, let them experience and feel, thus forming a good habit of learning Chinese.

First, observe the situation map.

Teacher: (showing the situation map) Who is drawn on the map?

Health: There is a little boy and a little girl in the picture.

Health: The picture shows a boy and a little girl drinking tea by the river.

Teacher: You look very carefully!

Health: The picture shows smiling and naughty sitting in a chair and drinking tea by the river.

Teacher (laughing): Oh, it was a laugh, but it was naughty. They sat in chairs and drank happily. Students move their favorite characters from math class to Chinese class. In order to prevent "side escape", I deliberately added the word "drink", and another classmate raised his hand high)

Health: A little boy and a little girl are sitting in a chair by the beautiful river. One is drinking coke and the other is drinking iced tea.

Teacher: Great! How do you know that one of them drinks coke and the other drinks iced tea?

Health: I came up with it. Because I like coke and my sister likes iced black tea.

Students always look at the world with their own eyes and brains.

Teacher: Ancient poets can write famous sentences through the ages because they love to think. You have the mood of a poet.

The other students applauded warmly, and the student sat down happily.

With such praise, the students' enthusiasm is high, and many small hands are raised excitedly. I'm a little panicked. If I go on, the content of this class will not be finished. But in the face of so many children who want to talk, don't let them talk? )

Teacher: The child's eyes are really bright, and there are many new discoveries. Tell your classmates what you want to say. Wait a minute, I want to hear which group of children speak best.

There are four people in the group, one speaks and three listens. )

Feedback, communication.

Health: I love drinking water, H H H.

Teacher (thumbs up): That's very capable. I can already make up jingles. Would you please come and teach everyone to read?

Students' demonstration is the most effective. I will inevitably tell the students that the front part of this nursery rhyme is what is in the picture, and the back part is the pronunciation of the initial consonant, and then let the deskmate compile the nursery rhyme of the initial consonant kg together. Students can observe pictures, experience pronunciation and co-compose nursery rhymes: tadpoles eat grass kkk, pigeons fly g g g which stimulates students' interest in learning and innovative spirit. )

Group 9: Teacher, our group found that the chairs of the two children were very special, like an H letter. Yes, the rest of the students shouted. A little boy sitting in the back stood on tiptoe and held his hand high, shouting, Teacher, let me do it. )

Teacher: It's really good to observe carefully and express your ideas bravely!

Health: Dongdong and his sister are sitting in an H-shaped chair by the river, drinking tea.

The third group: our group found a pigeon with grass in its mouth, which looked like a G.

Group 5: We found that there are three initials in this picture. g k h .

The most naughty child in the class gestured with his hand: the 9-character hook is G, which is the K I saw when I took pictures.

(Children's learning of Chinese Pinyin is a process of establishing new connections between existing life experiences and learning objects. For our current school children, letters such as b p m f g kh are not unfamiliar, and these phonetic symbols of Chinese Pinyin often appear in children's spoken language. )

Teaching reflection:

The new curriculum requires that Chinese teaching should completely go out of the "classroom center, book center and teacher center", fully expand the space and enhance the vitality. Traditional Chinese teaching is limited by subject standards, which weakens students' initiative and development potential. Students' self-awareness is often in a state of inhibition, and class ending means the temporary end of learning. In fact, children are gold and shiny. If we can give them the initiative of individual life development and fully tap their own wisdom, it will certainly expand the limited classroom time and space.

In the course of course implementation, there is a certain deviation between the preset teaching plan and the real situation in the classroom. The teaching reality is not as I hoped. I simply gave up the original preset scheme, but based on the problems found by students in the classroom and the jingles compiled by students themselves, taking this as the growing point, the dialogue between teachers and students, the dialogue between students and students, and the constant adjustment, limiting the classroom to an active state. With the help of students' personal knowledge, direct experience and life world, we can understand students' self-interpretation of the collision of text textbooks and fully tap the valuable components. For example, students make up jingles, like chairs, H H I love drinking water, and H H. Two sentences are natural and presented, which not only remember the shape of the H, but also

design concept

The students have just come to school for a week. After investigation, I found that 60% of the students in my class have received a good preschool education. Pinyin learning has a solid foundation, 30% of students have a preliminary understanding of Pinyin, and only 10% of students have never been exposed to Pinyin. Therefore, in this pinyin teaching, we make full use of students' potential curriculum resources, let students be teachers, and let students experience the joy of cooperative learning, which is the fun of learning. Third, the new curriculum standard puts forward three-dimensional goals. Among them, the goals of ability, emotion, attitude and values are absolutely impossible to achieve through teaching. Although a freshman, our teacher still advocates autonomy, cooperation and inquiry learning, so the whole class mainly adopts innovative learning methods characterized by inquiry, understanding, personal practice, sharing and cooperation. Students will gain experience through inquiry, whether it is psychological self-motivation, self-confidence enhancement or finding ways to overcome problems. Such long-term training and accumulation will enable students to form a positive learning attitude and correct values.

teaching process

First, review.

1. Yesterday we met three initials babies. Who remembers? (blackboard writing j, q, x)

2. We also learned the syllables spelled with I: (The words "several", "seven" and "xi" on the blackboard are read by the students)

3. Teacher, here are some syllables with tones. Who can read them? Show them:,,, (watch by train).

Second, learn new knowledge.

1. Teacher: The children are learning very well. Today, let's learn a few more syllables and see how these syllables are different from those we have learned before. (Board of Directors)

Health: There is an extra vowel.

Teacher: Yes, this syllable is called Sanyinjie, and the middle I is called Jiemu.

The arrangement of this link has cultivated the students' preliminary observation ability and discovery ability. After observation, they can understand what kind of syllables are trisyllables and remember them firmly.

2. Teacher: Who can read such syllables? The teacher has learned that some students will read it before class. The students read it twice.

Teacher: Please read slowly. Other children listen attentively: which letter is loudest, which letter is lighter and which letter reads faster? After listening, the teacher asked, which letter is the loudest? Health: It's the loudest. Teacher: Which letter is lightly pronounced? Student: the first letter J. Teacher: Which letter can be read quickly? Health: I am a fast reader.

Teacher: That's right. You can read Sanyinjie well by introducing vowels softly and reading three sounds smoothly continuously. Children can try like him and see who can read correctly.

Students practice reading, roll call reading, teacher reading and train reading.

The teacher didn't directly tell the students how to read Sanyinjiao Festival, but asked them to listen, ponder and understand how to read it, so as to initially cultivate students' learning ability of independent inquiry. 〕

3. Teacher: This is a great book. We also learn the following two syllables by reading softly and quickly. (blackboard writing)

Practice reading, name reading, and be a little teacher to lead everyone to read.

The key to learning methods is to learn to use them and cultivate students' initial self-study ability. 〕

Teacher: Let's practice reading these three syllables again. This time, we will study in groups. Students who can read can't teach students, so let's make progress together, okay? After a while, let's compare which group of students can read, and the teacher will give them flowers for cooperative study.

Read in groups, and send cooperative learning flowers to those who can read.

Through mutual learning and face-to-face communication, students' sense of cooperation is initially cultivated. The cooperative learning flower award makes students feel the joy of cooperation. 〕

Teacher: Little friend, you can not only study, but also help students who can't. It's really good. Now let's adjust it. Can you still read? (Show the small blackboard) Read it by yourself and call the roll.

6. Teacher: Little friend, have you ever encountered such a syllable in your daily life? Tell everyone what you like.

Health: My mother took me to see the sunset glow. At sunset.

Health: We have a clip at home, and that is the sound of the clip.

Teacher: These children are really concerned. If you pay more attention, you will learn a lot from life.

In the past pinyin teaching, it was difficult for students to form words with syllables. In short, students are afraid of difficulties. However, by connecting students with real life and consolidating unfamiliar syllables with familiar languages, teachers have fully developed the potential information of their mother tongue. This is because the words learned in the language environment are alive and the things remembered with emotion are firm, so you get twice the result with half the effort. 〕

7. Teacher: Let's invite the children to watch a sketch. Today vowels are going to visit three initials, J, Q and X. I am very polite. Let's take a closer look and see how initials are made. Read the pronunciation of h correctly. "Design teaching for learning", reconstruct teaching, and make every student's emotional impact, wisdom and vision bright.