Chinese Version and Teaching Design of "Glug" Textbook 2 of Grade One Chinese in Primary School

The papaya is ripe. A papaya fell into the lake from a big tree. Bang! The rabbit got a fright and ran away. The little monkey saw it and asked him why he was running. As the rabbit ran, it cried, "Oh, no,' Glug' is terrible!"

Hearing this, the little monkey ran away with him. As he ran, he shouted, "Oh, no, here comes' Glug'. Let's run! "

This is hilarious. Fox, goat and deer. Wow, one chases the other. As they ran, everyone was shouting, "Run for your life, here comes' whoops'!"

The elephant saw it and ran away with it. The bison stopped him and asked, "Where is Glug? Did you see it? " The elephant said, "I didn't see it." Everyone said that' 嗮嗮' is coming. " Bison stopped everyone to ask, and everyone said they didn't see it. Finally, I asked the rabbit, and the rabbit said, "I heard it, and it's in the lake over there."

The rabbit took everyone to the lake. Another papaya fell into the lake from a big tree. Bang!

Guys, look at me. I look at you. Everyone laughs.

Instructional design 1

Requirements for teaching purposes: 1. Be able to read the text with the help of Chinese Pinyin and illustrations.

2. Understand the text and know that when something happens, you should find out the truth, ask why first, and don't blindly follow others.

3. Be able to read the text correctly, fluently and emotionally, and tell the story to others in your own words.

Emphasis and difficulty in teaching:

The focus of this lesson is to find out what "thump" is, why rabbits start running when they hear the sound of "thump" and many animals follow. Finally, how can bison solve the problem for everyone?

The difficulty lies in understanding the truth revealed by the story: don't blindly follow others, but ask why and find out the truth.

Teaching aid preparation:

Text illustration, music recording, card, small blackboard.

Teaching philosophy:

First, read the text with the help of Chinese Pinyin, and initially perceive the content of the text; Then guide the students to read the text paragraph by paragraph with questions to further understand the content of the text and the truth revealed by the story; Finally, use the methods of "helping" and "letting go" to guide students to learn to read the text "Legs Stand Up" by themselves.

Teaching time:

Three classes.

Teaching process:

first kind

First of all, inspire the dialogue and reveal the topic.

1. Before the new lesson, the teacher came up with a question to test everyone: a wooden bucket is full of water. If you throw a stone into the water, what sound will it make? (Knock, knock. (On the blackboard: Knock, Knock) It is the sound that once scared away several animals! Do you want to know what is going on? Well, today the teacher will learn a new text with you. The title of this text is "Glug".

This is a reading text. What exactly is this text about? Please listen to the tape.

Second, listen to the reading and recording of the full text, and initially perceive the content of the text.

Requirements: Listen carefully and think carefully. What is the "splash" in the story? What kinds of animals are told in the story? (Glug is the sound of ripe papaya falling into the lake. The story tells about rabbits, deer, monkeys, foxes, goats, elephants and bison.

Third, with the help of hanyu pinyin, read the text again and get a preliminary understanding of the content of the text.

1. Mark the serial number of the natural section.

2. Draw words and phrases that you don't understand.

3. Read the text by name and give guidance.

4. Show the small blackboard and think about the answer.

The full text * * * has _ _ _ natural paragraphs and _ _ _ pictures. I told _ _ that I heard the sound of "thump" and couldn't understand it. I started running, and then _ _ _ _ _ _ _ _ _ _ _ _ _ something to help you find out the truth.

Fourth, guide the picture and explain the meaning of the picture.

Show one, two, three and four wall charts in the text, and ask the students to talk about the meaning of each picture in the order of "who, what and why".

Graphical reference:

1. The rabbit heard the "plop" sound of papaya falling into the lake after cooking, got a fright and ran away.

Hearing the rabbit's cry, the little monkey, deer, fox and goat came running.

The elephant runs after it. Besin stopped everyone and asked where "Glug" was. Who saw it?

The rabbit took everyone to the lake and found out what "plop" was. Everyone laughed.

Fifth, summarize the transition.

Just now, the teacher and everyone listened to the tape, read the text and looked at the illustrations. The students have a preliminary understanding of the story told in the text "Glug". In this text, why did the rabbit run away when it heard a plop? Why did other animals run after it? Why did the bison stop them? What was the result of the story? Do you want to know these questions? The teacher will continue to study with you next class.

Second lesson

First, review and introduce new lessons.

1. Do you know what "plop" is through last class?

2. What does this article say and what does it tell us? Let's continue to study the text.

Read the first and second paragraphs of the text.

1. (Showing the wall chart 1) What does this picture show? The rabbit heard the "plop" sound of papaya falling into the lake, got a fright and ran away. )

2. Why did the rabbit run? It thinks the splash is terrible. )

3. Has it been carefully read? (no)

Papaya fell into the lake from a tall tree and made a plop. It's too loud. What will happen to the timid rabbit when he hears this sound? (afraid)

5. Where can I tell? (Startled, started running, screaming while running) (Random understanding: started running)

6. It barks as it runs. Who does it bark at? What's your name? (Shouting at the little monkey: "Oh, no,' Glug' is terrible." Understand: "Glug" here refers to the name of a thing)

7. Instruct reading aloud: "Oh, no, it's terrible!" (Pay attention to pause, stress, tone)

Read the third and fourth paragraphs of the text.

1. (Showing wall chart 2) What does this picture show? Hearing the rabbit's cry, the little monkey, deer, fox and goat ran. )

2. Why did the little monkey follow? Where did you see it? (The little monkey heard the rabbit's cry and thought "Glug" was chasing them. The little monkey ran and shouted, "No, no, here comes' Glug', let's run!" As can be seen)

What will happen when the little monkey goes after them? (Very scared)

4. Instruct reading aloud: "No, no,' Glug' is coming, everyone | Run!" Pay attention to tone, pause and stress. The second sounds of "bad" and "run wow" in the sentence should be pronounced heavier and played longer)

The terrible cry of the little monkey shook the whole forest. This is a vibrant forest. Listen! (Play the recording of the fourth piece of music reading aloud)

6. What animals are mentioned in this paragraph? What happened to them? Who is "everyone"? There are foxes, goats and deer. They followed, shouting, "Run for your life, coming!" " ""Everyone "refers to foxes, goats and deer)

7. Why is it called "running for your life"? They think "glug" is a terrible thing, and they want to eat them.

8. Compare what "Rabbit", "Little Monkey" and "Everyone" said. Are they saying the same thing? What is the difference? (Little Rabbit just said "Glug" is terrible; The little monkey thinks "Glug" is chasing them; The other animals thought they were coming. They spread the word "bang" more and more.

9. Read the words "rabbit", "little monkey" and "everyone" in different roles.

10. In this way, a very common "plop" sound became a very strange animal due to misunderstanding and misinformation about animals, which frightened many animals in the forest. They started running one after another, even elephants? (Run with it)

Read the fifth paragraph of the text.

1. (Showing wall chart 3) What does this picture show? (Bassin stops everyone and asks where "Glug" is. Who saw it? )

2. Why don't bison run? How is it made? (Bison wants to know what a splash is. It stopped everyone)

3. (Show the word "stop") Can you do the action of "stop"? How were bison stopped? (Let students understand through demonstration)

4. What did the bison ask after stopping the elephant and everyone? (Instruct students to answer with the sentence pattern of "ask first _ _ _ _, then _ _ _ _, _ _ _ _, _ _ _ _, and finally _ _ _ _". )

5. Look at the question of "Bison" and the answers of "Elephant" and "Rabbit" in different roles.

Read paragraphs 6 and 7 of the text.

1. (Showing wall chart 4) What does this picture show? (Everyone laughed after knowing the truth of "Glug")

2. How do people know the truth? (Show the sixth and first paragraphs of the text) Guide students to think after reading aloud;

(1) Why did papaya fall by itself? (Papaya is ripe)

(2) Why does papaya make a loud noise when it falls into the lake? (falling from a tall tree and falling into the water)

(3) What exactly is "plop"? "Glug" is the sound made by ripe papaya falling from the tree into the lake.

3. After knowing the truth of "Glug", what about them? Everybody, look at me, I look at you, and they all laugh.

4. Who is "everyone" here? Why is everyone laughing? ("Everyone" refers to rabbits, monkeys, deer, foxes, goats and elephants. They knew that "thump" was the sound made by papaya falling into the lake. When they found out the truth, they thought their behavior was ridiculous, so they laughed. )

5. What will they think at this time? (Induce students to imagine reasonably. For example, the little monkey thinks: I will learn from bison in the future, not blindly follow others, ask why, and find out the truth)

Sixth, summarize the full text.

1. This passage is mainly written that the rabbit heard the sound of "bang" and didn't understand it. It's terrible to shout "plop" while running. The little monkey listened to the rabbit and ran with it, and told everyone to run, too. When foxes, goats and deer heard this, they told everyone to run for their lives. The elephant saw it and ran away with it. Bison is not like this. He called someone to the residence and asked where "Glug" was and who saw it. Finally, the rabbit took everyone to the lake and found the truth.

2. Who do you like in this story? Who doesn't like it? Why? In this story, I like bison because it doesn't panic when it meets anything. It can ask why first and not blindly follow others. I don't like rabbits, monkeys, goats, foxes, deer and elephants, because they don't ask why first, and they will follow others. What others do, follow others)

What should our classmates do if they encounter anything in the future? Ask the reason in advance and find out the truth.

The third category

First, retell the story.

1. The students try to tell stories in groups.

2. The group elected representatives to tell stories on the platform.

Second, act out the story.

Eight students in a group put on headdresses of seven kinds of animals, such as "papaya" and "rabbit", and performed in music.

Third, help students learn to read the textbook lesson 19 "The calf stands up".

1. Read the text with the help of Pinyin to get a preliminary understanding of the content of the text.

(1) Read the name aloud and the teacher corrects the pronunciation.

(2) After reading this text, think about what the text tells us. The calf didn't listen to the tortoise's advice and was not afraid of wrestling. Finally, he learned to stand up. )

2. Compare the illustrations and find out the natural paragraphs corresponding to the pictures.

(1) What does each picture say?

Reference picture:

The calf learned to stand up and wrestle several times. The tortoise advised him not to learn, but the calf wouldn't listen.

The calf who is not afraid of wrestling not only stands up, but also practices walking!

(2) Find the corresponding natural segment according to the picture. (1-4 natural section; 5-7 natural section)

3. Read the questions by name after class, think and answer:

How did the calf stand up? The calf is not afraid of wrestling, does not blindly believe what others say, and finally stands up through repeated practice. )

(2) What does this story tell us? Tell us not to be afraid when we encounter difficulties, not to lose heart when we fail, and not to blindly believe what others say. As long as we work hard, we can overcome difficulties and achieve success. )

Instructional design II

Teaching objective: 1. Know 12 the new words "goo, thump, tong, leg, beat, panic, yin, quarrel, chase and turn"; He can write seven Chinese characters: "look, look, rabbit, help, disperse, play and follow". Learn two new radicals "beside the feet" of "sheep prefix"

2. Read the text correctly, fluently and emotionally.

3. Understanding the content of the text can be roughly understood as "think about everything you hear, or see it in person to understand the truth."

Design concept:

Create scenarios to stimulate students' reading expectations, then enter text learning, guide students to question after they have a preliminary perception of the text, and then take "doubt" as a clue, based on reading, and guide students to understand the content and story of the text through multi-form, multi-level and personalized reading guidance. Because the first-grade text carries pinyin regardless of new words and familiar words, the teaching of new words can put "sound" in the first class. Through repeated reading, students can naturally remember some "meanings" and understand them in specific language environment. "Form" and writing guidance can be completed in the second class.

first kind

First, stimulate interest and expose topics

Stimulate expectations

1. The teacher imitates the sound of animals and asks the students to guess what it is.

2. The teacher makes a mysterious "plop" sound again, and then lets the students guess, thus introducing text learning.

Reading expectation is a desire to explore the unknown, the basis of cultivating students' interest in reading and the basis of effective teaching. The purpose of starting a class is to set suspense, that is, to create a reading expectation. )

Second, reading the text for the first time

Overall perception

Students can read the text freely. How many animals are there in the text when reading? What exactly is "plop"?

Cultivate students' good habits of not using pen and ink and not reading.

Third, question and ask difficult questions.

Teaching research

Instruct students to question the animals found. If the students don't understand, the teacher can give an example. For example, what did the little white rabbit do when he heard the sound of "bang"?

Organizing the teaching process with students' self-questioning embodies the concept of "learning with learning".

Fourth, reading orientation.

Learning guidance

(1) What did the rabbit do when it heard the "pop" sound?

1. Let the students observe the first illustration and talk about the movements and manners of the white rabbit. Then let the students feel the heart of the white rabbit.

2. Demonstrate "running" and practice speaking with this word.

3. Guide reading aloud. The key to the reading instruction of this sentence is to let the students read the extreme panic of the rabbit at that time. However, different students have different experiences and different expressions.

(2) What are the reactions of foxes, monkeys, deer and Songhua Su-xin to the frightened cries of rabbits?

1. Understand "panic" and "noise" in combination with real life.

(1) Guide students to understand the meaning of "panic" based on their own experiences.

(2) Show two pictures of queue training and market shopping, so that students can have a perceptual understanding of the word "noisy" through comparison, and then make it clear in their own words.

Understand words with life experience. Let students understand independently and meet the requirements of the course. )

Instruct reading aloud

(3) What did the lion say and do when he was awakened?

1. Read the text freely, draw what the lion said with wavy lines and what other animals said with horizontal lines.

2. Grasp the key words and guide reading aloud.

(1) He ran after him and asked curiously, "What are you running for?"

When guiding students to read this sentence aloud, we should grasp the word "curious", understand that "curious" means "strange" by changing words, and then read the experience and the tone of the question.

2 "Hey? The lion paused and asked, "What is a heavy blow? "

When instructing students to read this sentence aloud, we should grasp the word "cold" and understand the meaning of "cold" through expression. When reading the word "plop", the pronunciation of the word "plop" should rise and be pronounced in a questioning tone.

(3) "Let's go back and have a look!"

First, guide the students to look at the pictures. The lion in the picture is frowning and embracing his hands. Get to the bottom of a picture and find out what it really looks like. Imagine the lion's heart by looking at the picture and speaking, so as to read a firm tone. When reading, make sure that your spoken language matches your body language.

(4) The little monkey said, "No, it's coming, run!" "I don't know." "What is a thump?"

This little monkey has a lively personality. When reading this sentence, you can say it faster.

(5) "I don't know, it's that rabbit." The fox replied.

The fox was a parrot from the beginning. When reading this sentence, guide the students to read the ignorance of the fox.

(6) "I ... I didn't see it clearly." The rabbit touched his ear and stammered.

The rabbit stammered when he said this. When guiding students to read, we should lengthen the sound of the word "I". When "I didn't see it clearly", we should firmly grasp the word "stutter" and read it. How to embody it concretely, different students have different expressions, so they don't have to stick to one model. In addition, the rabbit is quite embarrassed when he says this sentence. He can guide the students to read aloud with corresponding expressions.

(In the above-mentioned links of guiding reading, the mutual evaluation mechanism between teachers and students and the mutual evaluation mechanism between students are specially introduced to promote reading through evaluation. )

(4) Role performance

Comparative performance of verbs (abbreviation of verb)

Understand the truth.

1. Group discussion, what is the difference between the performance of lions and other animals?

2. What do you think lions are worth learning?

Second lesson

First, literacy teaching

1. Strengthen pronunciation

(1) Read new words by train. Let everyone pass.

(2) the game-find friends

2. Identify glyphs

(1) Group cooperation and independent exchange of memory glyphs.

(2) Check the feedback

(3) Compare glyphs and guide the distinction.

Second, read the full text.

Third, read the text in different roles.

Fourth, guide writing.

Fifth, rehearse the textbook drama.