The original text, lesson plans and teaching reflections of the first-grade primary school Chinese language "Pippi and Woof"

The original text of the first-grade primary school Chinese language "Pippi and Wangwang" There is a tall coconut tree growing on the small island in the center of the river, and the tree is full of big and round coconuts.

The puppy Wangwang swam to the island several times, looking at so many big coconuts, and his mouth watered with greed. It circled around the coconut tree, but it couldn't get up.

The little monkey Pipi cannot swim and cannot reach the island. It looked at the coconut trees on the shore and scratched its head and ears anxiously. What to do? Pipi and Wangwang discussed going to the island to pick coconuts to eat.

Wang Wang let Pippi ride on his back and swam towards the island. After a while, they landed on the island and came under the coconut tree. Pippi quickly climbed up the tree and shouted to Wang Wang: "Get ready! Catch!" Wang Wang raised his head and replied loudly: "I know! Throw it away."

Article 2 Chinese Language for the First Grade of Primary School " The teaching objectives of the lesson plan "Pippi and Woof":

1. Learn new characters and words along with the text, and help students develop a good habit of accumulating words independently;

2. Read the first natural paragraph , clarify the directions of rivers, islands, and coconut trees;

3. Cultivate students' cooperative spirit in the learning process.

4. During the reading, you can understand the truth that cooperation and learning from each other’s strengths can lead to success.

Teaching focus:

1. Learn new characters and words along with the text to help students develop a good habit of accumulating words independently;

2. Reading comes first naturally Section, clarify the location of rivers, islands, and coconut trees

Teaching difficulties: Cultivate students' cooperative spirit in the learning process.

Teaching and learning methods:

1. Conversation method.

2. Discussion method.

3. Demonstration method.

4. Game stimulation method.

Teaching preparation: pictures, light films.

Teaching process:

First lesson

1. Stimulate interest and clarify direction.

1. Today, the teacher brought you two good friends, one is Pippi (show the picture) and the other is Wangwang (show the picture). Please listen to their stories below. One day, they came to the small river and saw a tall coconut tree growing on the small island in the center of the river. The tree was full of big and round coconuts. Classmates, what will they think at this time? Let's go to the river to have a look. (The teacher posted a small river on the blackboard, then showed a coconut tree, a big coconut, and a small island, and asked the students to read the first natural paragraph and arrange them in a certain direction).

2. Show the words and students will answer the pictures and follow the literary words.

3. Guide reading.

2. Learn the second and third natural paragraphs.

Transition: Facing so many big and round coconuts, how do Pippi and Wangwang feel?

1. Students read the text with the help of Chinese Pinyin. They are required to read the pronunciation of the characters correctly, draw the new characters, read them several times, and try to understand their mood.

2. Use "?" to mark the parts that you don't understand, and solve simple questions immediately.

3. Question: What difficulties does the puppy Wangwang encounter? (Read by name)

The teacher shows the light slide (second natural paragraph)

Question: How will the puppy Wangwang feel when he cannot climb the coconut tree?

Students read the text freely and feel Wang Wang’s mood.

Reading by name, competition between groups.

The teacher guides appropriately: Grasp the key words to understand, such as several times, looking at it, drooling, turning around...

4. Learn the third natural paragraph.

Transition: Let’s take a look at what difficulties the little monkey Pipi encountered?

Students read the article freely, find out the difficulties encountered by the monkey, and answer them by name.

Question: What will be the mood of the little monkey? (Show the light slide)

Group cooperative learning, use small dots to mark the key words to understand, try to read, and see which group reads the most emotionally? Don't emphasize students' consistent reading, pay attention to students' individual reading and give full affirmation.

Transition: The little monkey Pipi looked at the coconut tree and scratched his ears and cheeks anxiously. What should he do? What would you do if you were them? The tablemates talk to each other.

Answer by name, and the teacher writes on the blackboard: Discuss.

Teacher: What do you think of them? Guide students to understand the principle of cooperation and learning from each other's strengths to achieve success.

3. Expand your understanding and perform collaboratively.

Transition: Pipi and Wangwang discuss going to the island to pick coconuts to eat. What will they do? Ask students to use their full imagination and learn from Pipi and Wangwang. Students in small groups can cooperate with each other, learn from each other's strengths and weaknesses, and perform how they are made.

Students in groups collaborate with each other to perform.

The group reports on the performance.

Fourth, learn to read independently and pay attention to methods.

1. The teacher’s lantern shows: island, coconut, surround, turn, shang, measure, and pick. (with pinyin)

2. Students memorize words independently and use their own methods to remember words, such as literacy in living environment, literacy in making up rhymes, literacy in making up stories... (cooperation with others can be reflected in the literacy process , will succeed)

3. The teacher removes the pinyin on the light sheet, and the students practice reading freely and read "Drive the Train".

4. Return the new word babies to the words in the text and guide students to read the words.

5. Assignment design.

Collaborate with parents to perform textbook plays.

Second Lesson

1. Review and Consolidation

1. The teacher shows the new word cards and does a quick reading exercise in the form of driving a train. Compare one Which group can remember faster?

2. Read the first, second and third paragraphs of the text in groups.

2. Combine the text with reading and understanding.

1. Through students learning the good method discussed by Pipi and Wangwang, they will be guided to read the fourth and fifth paragraphs to understand the advantages of cooperation. -

2. Teachers use multi-body courseware to guide students to use their imagination. Arrange and perform your own fairy tale drama to stimulate thinking through fun.

3. Learn the other 8 words along with the article.

Show the slides and practice to consolidate.

Fill it in

And () and () turn () turn ()

Scratch () scratch the cheek

Small island Scarves, they smell, fireworks, lights

4. Students read the text again.

3. Writing guidance.

1. Guide students to learn new words independently and carefully observe and discover patterns.

2. To guide writing, pay attention to the left-right structure of the characters, which are narrow on the left and wide on the right: the "口" of the character "WEI" should be written in the middle and upper position of "WEI"; the "" in the character "岛" "Mountain" does not exceed the vertical folding hook.

3. Accumulate words and practice speaking.

IV. Summary of this lesson.

Through the study of this article, students will know that no matter what difficulties they encounter, as long as everyone cooperates and uses their own advantages, they will definitely overcome the difficulties.

When faced with difficulties, the two cooperated and took advantage of each other's strengths to finally pick coconuts. Tell us that we should learn to cooperate with others.

According to the characteristics of lower grade children who like to listen to stories, I create teaching situations to allow children to integrate into the situations described in fairy tales, so that children can give full play to their rich imagination in the world of fairy tales. Thereby leading them to burst out the spark of wisdom.

Then, I designed interesting activities, created vivid situations, stimulated students' interest in learning and enthusiasm for learning, guided students in correct learning methods, and allowed students to learn to learn in lively situations and activities. For example: When teaching the first natural section, I created a vivid situation, "Today, the teacher brought you two good friends, one is Pippi (show the picture)..." and showed the teaching aids, the river and the island. , coconut trees, big and round coconuts. Let students read the first natural paragraph independently, and through games, students can use their brains, hands, and mouths in a cheerful atmosphere, stimulate thinking with fun, and develop a variety of abilities. After students figure out the location of the coconut trees, let them read the text with questions. Starting with questions can stimulate students' interest in learning and create a strong desire to read on their own. Then, let students read aloud again and again to make it clear that they must cooperate with each other and learn from each other's strengths to offset their weaknesses, in order to succeed. And ask students to talk about what they usually do? However, classroom teaching is a sorry art. After class, I carefully reviewed the entire teaching process and felt that there were still several shortcomings in the class:

1. A good article requires three readings: first reading, thorough reading, careful reading and understanding, and tasting and reading. We should let students read independently, and let students actively integrate into the reading situation, feel the charm of language, enjoy the beauty, and be influenced by emotion. Unfortunately, I did not guide the students well in reading, and it was a bit rough and rushed.

2. Emotion. Chinese language teaching in the new century pursues emotion. In Chinese classes, children should not learn Chinese passively or as bystanders. Children should feel that the process of Chinese learning is the process of life, the process of life growth, and the process of emotional experience. That is to say , allowing children to truly take a trip into the emotional world of Chinese and using emotions to drive Chinese knowledge is a prerequisite for learning Chinese well.