Draft text of rooster and duckling

As an unknown and selfless educator, we often need to write a speech, which can help us improve the teaching effect. What formats should I pay attention to when writing a speech? The following is a sample essay on the speech of Chicken and Duck compiled by me for your reference, hoping to help friends in need.

First, according to the concept of curriculum standards

How to attend the reading class in senior one? Teacher Cui Luan once said: "The most important task of the first-grade reading class is to guide students to read the text correctly and smoothly, and it is best to read their own feelings. Secondly, we should learn to read and learn words and accumulate language. In addition, we must cultivate good reading habits, obtain preliminary reading methods, and reflect the guidance of correct values. " According to the above ideas, the teaching design ideas of this course are: passion, entertaining and entertaining.

Second, according to the concept of teaching materials

This lesson is selected from Unit 3, Lesson 1, Volume 1, Grade 1, New Edition of People's Education Press. This lesson is a fairy tale. The text tells the different habits of cockerel and duckling, and their virtues of unity, friendship and mutual assistance. The language of this fairy tale is concise and easy to understand. Students can understand the general content by looking at the pictures several times. In teaching, we should guide students into the situation described in the text, respect students' dominant position, focus on reading, understand the content of the text, know that ducklings can swim with a flat mouth and cocks can't swim with a pointed mouth, and educate them to be United, friendly and help each other.

Third, according to the concept of teaching objectives and teaching difficulties.

According to the requirements of "Chinese New Curriculum Standard" for reading teaching in lower grades, the three-dimensional teaching objectives of this course are as follows:

1 is a way to know the new words 12 and accumulate literacy in the process of learning new words.

2. Read the text correctly, fluently and emotionally, and cultivate students' preliminary reading ability, language learning ability and autonomous learning ability.

3. Consolidate the method of literacy and experience the method of reading aloud.

4. Get the education of unity, friendship and mutual assistance from the text.

Fourth, talk about students.

First-year students are naive and lively, curious, easy to imitate the psychological characteristics of infection, easy to be attracted by intuitive images and fresh activities, and can gain experience in situations created by teachers, thus achieving emotional soundness. Therefore, in teaching, I design situations and games according to students' physical and mental characteristics, decompose reading requirements, and disperse literacy difficulties, so that students can always study easily and happily in a class.

Fifth, talk about teaching strategies and methods.

1, create situational method. Create a story situation, and let students put themselves into the situation.

2. Interesting literacy methods. Consolidate literacy by reading and arranging trains.

3. Reading promotes enlightenment. Instruct reading aloud and experience while reading.

Sixth, talk about teaching preparation.

1、

(1) chick and duckling headdress

(2) Knowledge about chickens and ducklings.

(3) Teaching assistant courseware. (teacher)

2、

(1) Understanding chickens and ducks

(2) Preview the text (students)

Seven, talk about the teaching process.

(A) the introduction of pictures to stimulate interest

Introduction: Children, there are two cute little animals in our class today. Do you know them? (Showing the headdresses of chickens and ducklings) Call their names and say hello to them!

Blackboard writing: rooster and duck

Combine the pictures and talk about how to identify them. They look different. Mouth: the cock has a sharp mouth and the duckling has a flat mouth. Feet: The cock's toes are separated, and the ducklings are connected by webbed toes. )

Continue to write "He" on the blackboard to reveal the topic.

Look at the topic together. What does "He" mean in the title?

("He" refers to what happened between the rooster and the duckling. So, how does the rooster treat the duckling? How does the duckling treat the cockerel? )

Design intention: At the beginning of the class, introduce new friends to reveal the topic. Students can tell the difference between a cockerel and a duckling with pictures. This fully mobilized the enthusiasm of students and created a relaxed and happy learning atmosphere for students.

(2) Recite new words and read the text for the first time.

1, read the text for free.

(1) Read the text with the help of Pinyin, and read the unfamiliar calligraphy and painting several times. Students can read the text freely, and teachers can patrol. )

(2) Read the correct pronunciation and understand the sentence.

(3) Thinking: What happened between the cockerel and the duckling? Show the blank.

The cock and the duckling go out to play together. The rooster is on the grass _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _. The rooster catches bugs for the ducklings. The duckling fell into the river, and the water in the river was _ _ _ _ _ _ _ _ _.

Design intention: In the first stage of primary school reading teaching, special attention should be paid to cultivating students' good reading habits. Training students to listen to the text with questions can not only perceive the whole text, but also enable students to learn to think and improve their thinking ability.

2. Check the new words. Teacher: The rooster and the duckling brought some new friends. Can you read them correctly?

Show me the new words: I couldn't catch them together, so I cried and drowned, and suddenly I was secretly beside them.

(1) Guide reading, and pay attention to the correct pronunciation of "together"; Read softly in "Secretly"; The "body" around you reads nasal sounds.

(2) Name a little teacher and lead the students to read.

(3) Read aloud by train.

(4) read together.

Design intention: In the first reading teaching, literacy is a key and difficult point. In order to stimulate students' interest and autonomy in literacy, we adopt various ways such as "circle, contrast and arrangement" to know and be familiar with new words. This can make students like learning Chinese characters and have the desire to read and write actively.

(3) Read the text again and read it carefully.

1. The rooster helps the duckling (read the text and think)

(1) Rooster He caught a lot of bugs. What's his mood? I am very happy. )

(2) Instruct reading aloud, reading aloud the sentence "The rooster found many bugs and ate happily". I am in a good mood.

(3) Why can't ducklings catch bugs? The duckling has a flat mouth and webbed feet, so it is not easy to catch bugs. )

(4) Imagine: How would the duckling feel if he couldn't catch the bug?

(5) Instruct to read aloud the sentence "The duckling can't catch the worm, so he cries". Read the anxious tone.

(6) Imaginary dialogue: The rooster catches worms for the duckling to eat. What will the duckling say?

(7) Read the second paragraph with emotion.

(8) Fill in the blanks: This is a cockerel of ().

2. The duckling helps the rooster

(1) Group communication question: Where did the rooster and duckling come from? What did the duckling do for the cockerel?

(2) Guide reading. How will the duckling persuade the rooster? Read the tone of persuasion.

(3) Why can't the cock catch fish? The cock's claws are thin and sharp, and he can't pull out the water. The cock can't swim, so it can't catch fish. )

(4) Show sentences:

Sentence 1: Little cock doesn't believe it. He followed the duckling into the water.

The second sentence: the little cock doesn't believe it. He followed the duckling secretly and got into the water.

Read it. What did you find?

(2) added "secretly", what do you seem to see? What did you read from it? The duckling doesn't know that the rooster is in the water. )

③ Pay attention to guiding students to read the second sentence with emotion. Reading too loudly will make the duckling hear.

(5) The cockerel went into the water without listening to the duckling's advice. What was the result? Why is this happening?

(6) How did the duckling do it? From which words can you see that the duckling is struggling to save the rooster? (Suddenly, hear, fly)

(7) Contrast sentences. Read and compare.

The duckling swims to the rooster.

The second sentence: The duckling swims to the rooster quickly.

Do you feel the same way after reading these two sentences? What did you read from adding words?

The duckling swims fast and fiercely. He is in a hurry. )

(2) Read aloud the sentences with added words with emotion.

The duckling catches fish for the cock. When the cock was in danger, the duckling quickly saved it.

Fill in the blanks: Do you think this is a duckling?

3. Observe the illustrations and imagine the dialogue.

What will the rooster think after being saved by the duckling? What will he say to the duckling? What will the duckling say to the rooster?

Fill in the blank: Little Rooster _ _ _ _ whispered to the duckling, "Brother Duck, thank you." The duckling _ _ _ _ _ _ says, "_ _ _ _ _ _"

4. Act out the story in groups.

Design intention: Chinese curriculum standard points out that students in the first phase should be guided to yearn for a beautiful situation and care about nature and life through reading. In this link, imagine the picture through graphic comparison; Contrast words and experience emotions; Experience the role and feel the connotation. So that students can attend classes.

(4) Summarize the full text.

Children, what do you know after reading this story?

① Different habits of cockerel and duckling;

We should help each other like them.

Design intention: You should gain something after reading it, so in this link, it is mainly to guide students to get inspiration from the story and get a preliminary emotional experience.

(5) Transfer

1, give a performance. Act out the story with your classmates.

2. Tell me about it. Go home and tell this story to mom and dad.

Design intention: Through acting and talking, students can consolidate their knowledge again and internalize it.