Teaching plan of "small and medium-sized painters in snow" in the first grade of the new curriculum standard

Introduction: The requirements of Chinese curriculum standards for reading are: like reading and feel the pleasure of reading. Read children's songs, nursery rhymes and ancient poems, expand your imagination, get a preliminary emotional experience and feel the beauty of language. The following is the teaching plan of "Small and Medium Painters in Snow" in the first grade of the new curriculum standard, for your reference.

Preparation before class:

1, new word cards, text songs, snow animations consistent with the content of the text, and text pictures (the "pattern" of The Little Painter is left blank, so that students can paste the footprints of small animals and multimedia courseware). (teacher)

2. Preview the text; Understand which animals also come to the snow to "paint" and which animals hibernate. (student)

Teaching process:

first kind

First, the introduction of conversation, stimulate interest into the topic

Teacher: Students, do you like snow? What do you like to play when it snows? Make a snowman, have a snowball fight and see your footprints in the snow. ) What kind of mood do you have? Happy, happy, happy, etc. ) There are four naughty little guys who run out to play as soon as they see the snow. Listen, do you know them? (texture: chicken, duckling, puppy, pony. )

Teacher: Ducklings also told me quietly that they are not ordinary animals, but small painters in the snow. What's going on here? Today we are going to learn lesson 12. (blackboard writing title. )

Design intention: Starting from students' real life, we should pay attention to children's experience world and respect students' subject by talking, so that students can have a strong interest and curiosity at the beginning of class.

Second, reading the text for the first time and knowing the words for the first time.

1, the teacher reads the text and the students listen.

2. Students can read the text freely, circle the new words while reading, and read it several times.

3. Students read the text in groups, help each other and read the pronunciation correctly.

Design intention: read the text to read. Let students read through various forms, master pronunciation, read the text fluently, perceive the content of the text as a whole, and prepare for literacy and understanding the content of the text.

Third, cooperation and communication, fun literacy

1, displaying new words in pinyin.

(1) Students can read new words freely.

(2) Teachers read new words by name.

(3) Teachers guide students to know the "horizontal hook" of strokes.

(4) Students read the new words together.

2. Show new words without pinyin.

Teacher: Students, can you recognize these new words when they take off their pinyin caps? I believe everyone must have many good ways to remember these new words. Then, please tell your good ideas to your group! See who remembers the most words!

Students can read and memorize words in groups and then test each other. )

3. The teacher checks the students' reading and writing ability.

(1) Who will tell you how to remember words? We should pay attention to cultivating students' quality of life. )

(2) The teacher calls the roll to read the word card.

(3) read the word card by train.

(4) Boys and girls read cards.

(5) "guessing words" game. (One person refers to the word, everyone does the mouth or action, and one person guesses the word. )

(6) "finding words" game. (One person reads the word, and everyone raises the corresponding word card. )

Design intention: To stimulate students' interest in literacy through various forms of literacy, so that students can master pronunciation and remember glyphs. The learning style of autonomy, cooperation and inquiry is embodied in the teaching process. Give full play to students' creativity, reflect the interaction and communication between students, and inspire and promote each other. Pay attention to the connection between literacy and life. In this way, students can not only remember glyphs, but also understand the meaning of words and increase their knowledge.

Fourth, reread the text and feel it as a whole.

1, read the article by name, everyone comments.

2. Listen and read at the same table.

3. Read the text together.

Design intention: Let students read the text fluently and prepare for understanding the content of the text.

Fifth, guide writing and form habits.

Show the words "bamboo", "tooth", "horse", "use" and "several" to be written.

1, the teacher's guidance is smooth, and the students' books are empty.

2. Students observe the position of each stroke of Tian Zige.

3. The teacher writes "bamboo", "horse" and "several" to guide the stroke order to "bend the hook horizontally".

4. Students paint red and practice writing new words.

Design intention: to enable students to master the basic strokes of Chinese characters, write according to the rules of stroke order, and pay attention to the frame structure. Develop correct writing posture and good writing habits, and write regularly, correctly and neatly.

Second lesson

First, listen to the song introduction, review and check.

1. Play the song "Little Painter in Snow".

Everyone will find it strange that The Little Painter in the Snow was originally composed into a beautiful song. Do you want to learn to sing this song? Today, everyone must listen carefully and speak actively. After we finish the task, we will learn to sing this song in the rest of the time, ok?

2. Show the courseware, check the new words in turn and read the words.

3. Read the text by name and read the text together.

Design intention: A teaching strategy to arouse students' interest in learning the text by listening to the text songs, and at the same time to encourage students to listen carefully and speak actively by learning to sing, so as to attract students' attention.

Second, learn sentence by sentence and understand the text.

Read the text together and find some sentences in the text.

(1) Learn the sentences 1 and 2.

1, showing multimedia courseware. Read the sentence 1 by yourself and learn how to pronounce the exclamation point. Guide students to read their feelings of joy and surprise. Read by name.

2. The second sentence focuses on understanding "a group" in connection with the text and the actual situation. (Are chickens "a flock"? Are the puppies "a group"? Chickens, puppies, ducklings and ponies are all here. Are they a group? )

(2) Learn the third sentence.

1, play the courseware: the snow is falling, accompanied by wonderful light music, chickens, puppies, ducklings and ponies leave clear "footprints" in the snow, and students can read the text after reading it.

2. Enlighten students: What have you read? (Students speak freely)

3. The teacher shows the pictures and asks the students to observe the shape of the footprints made by animals. It means that four students stick appropriate footprints on the prepared text pictures.

4. Guide students to read the third sentence of the text.

5. Why do they draw different footprints?

Students discuss in groups, report the results, and the teacher gives timely guidance. Their feet are different in shape, so their footprints are different. Chickens are claws, so footprints are like bamboo leaves; Dogs' paws have thick meat pads, so their footprints are like plum blossoms; Ducklings have flippers in the middle of their feet, so their footprints are like maple leaves; The footprints left by the pony's hooves are like crescent moons. )

6. Expand teaching: Do you know any other small animals that can draw bamboo leaves, maple leaves, plum blossoms and crescent moons? Please be a little poet to edit and write.

(3) Learn the fourth sentence.

1, children, if we want to draw, it will take a long time to draw with pens and pigments, right? Small animals don't need it. Now let's read the fourth sentence together and see how they draw quickly and well.

2. Where have you read that small animals draw very simply, quickly and well? Students are free to answer: no paint, no pen, a few steps, etc. )

3. Read this sentence aloud. What do you seem to see and feel?

4. Guide reading: Read the excitement of the "little painter" in a lively tone, and you can draw the pride of a painting in a few steps.

(Read by name, read together, read by comparison, read by performance)

(4) Learn the fifth sentence.

1, these little animals are really well painted, which makes people like them. But one little animal didn't come. Do you know who it is? (frog)

2. Show the multimedia courseware and learn to read the fifth sentence together.

3. The teacher guides the students to read the tone of the question.

(5) Learn the sixth sentence.

1. Why didn't the frog come? He went to visit? Still eating? He fell asleep in the cave. )

This frog is too lazy. Everyone is drawing, but he is sleeping. Let's wake him up, shall we? No, he is hibernating. )

3. The teacher answered by name and inspired in time: What is hibernation? What other animals need to hibernate? Snakes, hedgehogs and other animals also hibernate. Check the students' preview before class. )

Design intention: Reading aloud training is an indispensable basic language training in Chinese teaching. First-year students are in the primary stage of reading, so with the help of multimedia courseware, students are brought into the text situation, so that students can have curiosity and thirst for knowledge in a specific situation and read sentence by sentence in a state of longing. In the whole reading process, students always keep childlike innocence and interest, so as to have real emotional experience, read the text well and understand it.

Third, review the full text and memorize it.

1, read the text in chorus with emotion.

2, play courseware, students recite the text according to the situation.

3. Students write down their actions of reciting the text.

Design intention: Learning in activities and performances, students present texts with actions, express texts in their own language, and let multiple senses participate in learning, which can not only consolidate knowledge, but also develop language.

Fourth, summarize the full text and learn to sing.

1, say: Students talk about today's learning gains.

2. Draw a picture: hand-painted and feel the works of other "little painters" known to students in this class.

3. Writing: Find other hibernating animals and copy this poem according to the last two sentences of the text.

Step 4 think about it

(1) What new "little painters" will arrive in the snow, and what works will they draw?

(2) What other small animals didn't participate? Why?

5. Singing: Learn to sing the little painter in the snow.

Design intention: children are curious, competitive and active, and hands-on operation is the most popular teaching form for children. Therefore, on the basis of students' understanding of the difficulties in teaching, let students draw the works of "little painter" according to the content of the text and review the content of the text; Develop the ability of speaking and writing by expanding the imitation of children's songs; Inspire thinking and break through the difficulties of the text; Learn to sing, keep your promise before class and form good habits.

Teaching reflection:

1. The first success of this class is that teachers use courseware to appreciate the snow scene and guide students to talk about interesting games in the snow to stimulate students' interest in autonomous learning, so that students can enter an atmosphere of positive self-expression from the beginning, so that students can be in the best learning state in the whole class and experience the fun of learning Chinese in happiness. Second, teachers should rationally develop extracurricular learning resources. In the extracurricular extension, the question "What other animals hibernate like frogs?" Then let the students imitate the poems and change the last two sentences of the text to the names of these small animals. In question and answer, it not only improves students' Chinese ability, but also stimulates their interest.

2. Disadvantages: "No paint, no pen, a few steps to draw a picture." When reading aloud, I realized that this sentence gave the child insufficient experience time and was a little anxious.