The original text, teaching plan and teaching reflection of the first grade Chinese "Squirrel and Pine Cone"

The original Chinese version of "Squirrel and Pine Cone" in the first grade of primary school

Squirrels are smart and lively, and learn to choose pinecones to eat. He walked happily into the big forest and picked one after another. Every pine cone is so fragrant and delicious. Suddenly, the squirrel blinked and remembered: If you just pick pine cones and don't plant pine trees, there will be no pine trees one day!

Without pine trees and forests, everything in the future will be bare. Squirrel, squirrel, squirrel ... What will they eat? Where do you live?

Yes, the squirrel has a good idea: every time he picks a pine cone, he eats one and then buries one in the soil.

In spring, after several rains in Mao Mao, a small pine tree grows tall and straight where the squirrel buried the pine cone.

In the future, it will be a more dense pine forest.

The second primary school first grade Chinese "squirrel and pine cone" teaching plan

Perspective before class This fairy tale mainly tells the story of two little squirrels planting trees and maintaining ecological balance. The language of the article is light, novel and vivid, and the plot is vivid and fascinating, which is deeply loved by children. Through reading, students realize that when we take from nature, we must not forget to give back. Only in this way can we have a beautiful home.

The first-year students are curious about new things and like small animals, so the content of the text strongly attracts them. In addition, students used to have a certain literacy and reading foundation, and teachers can guide students to transfer methods and cultivate students' ability to read and write independently.

Teaching objectives:

1, know new words such as 1 1 "Cong, Huo", and can write six words such as "Yi" and "Hou".

2. Feel the squirrel's environmental behavior when reading the text, practice reading the text correctly, fluently and emotionally, and retell fairy tales.

3. Willing to participate in tree planting activities or tree adoption activities.

Teaching focus:

Read liberal arts to understand Komatsu's "cleverness and liveliness", read the text and retell the story with emotion.

Information materials:

1, courseware or wall chart, new word card.

2. Students' painting tools and collected information about squirrels.

Class hours: two class hours.

first kind

Cut in and lift the couple.

1, riddle Guess what animal this is? (Performing riddle: shaped like a mouse, living like a monkey, crawling on a branch and busy picking fruit) Today we learn a fairy tale about a little squirrel.

2. stimulate dialogue. Do you like small animals? Who can tell me what kind of person he is? (Blackboard: Squirrel) What do you know about squirrels? (Blackboard: Pine Cone) What will happen between a squirrel and a pine cone?

Dialogue platform

Self-study (respecting students' individual needs and stimulating their desire to read actively)

1. Students are free to read and think: What should I do if I encounter unfamiliar words? Find a way to solve it yourself

2. Read the text by name, focusing on pronunciation; Then read the text in your favorite way and read the pronunciation correctly.

Literacy is the basis of students' independent reading. Teachers guide students to read with their favorite methods or appropriate methods, and gradually cultivate the ability of independent reading. )

Literacy (words cannot be separated from words, and words cannot be separated from sentences, so as to guide students to learn new words creatively)

1. Show me the new words: Tell me where you have seen them. How do you remember?

2. Read the words according to the sentences in the text, and the teacher guides them with the lens.

(1) Lively: Read the sentences in the text. Who among our classmates is such a child?

(2) If, always: Read the sentences in the text. Can you still use if to represent something?

Read aloud (read the text fully and feel the emotional changes of the little squirrel, so that students can be influenced by their emotions. )

1, focusing on guiding the 2-4 natural paragraph: where do you see that the little squirrel is smart and lively? Students think and read.

2. Students choose their favorite content to practice reading. Teachers read models, teachers and students read statements, and read what squirrels think.

3. Read the text emotionally in various ways.

Discussion (communicate in groups to feel the emotional beauty and behavioral beauty of squirrels and enhance students' awareness of protecting the environment)

Students discuss and communicate in groups: What is the relationship between squirrel pine cones and pine forests?

Writing (guiding students to master writing skills and cultivate good writing habits and writing ability)

1, recognize the words "Yi, Hou and Geng".

2. Ask the students to find out the most difficult words to write. The teacher writes instructions and the students practice writing.

Evaluation (mutual evaluation between teachers and students can not only cultivate students' ability to evaluate writing, but also improve aesthetic taste)

1, evaluation of teachers. Please evaluate the handwriting written by the old teacher.

2. Students evaluate each other. Students evaluate and grade each other, and if they are not satisfied, they can rewrite and grade again.

Second lesson

Dialogue platform

Retelling (adopting a method suitable for students to conduct a retelling contest to accumulate and develop students' language)

1. Read the text repeatedly and practice talking about the content of the text.

2. Repetition by name: Guide students to repeat in the order of "eating pinecones-thinking about pine trees-planting pinecones-long pine trees".

(1) Encourage students to exchange their own retelling methods. If retelling is really difficult, the teacher will guide the students to retell in the above order. )

Painting (expanding students' thinking space and cultivating students' imagination and creativity)

1. Imagine thinking: What will it be like here in the future? Discuss it in groups and talk about it.

2. With the theme of "drawing the future", let students draw a picture freely, which can be the imagined future pine forest or the imagined future of their own residence.

Practice (close combination inside and outside class to improve students' comprehensive Chinese ability)

1. Conditional students plant a small tree with their parents.

2. Besides squirrels, what other small animals do you know? Please check online or in extracurricular books.

Chinese course should be open, and the design of this link should pay attention to tapping extracurricular learning resources, which not only expands students' reading capacity, but also cultivates students' ability to participate in social practice and find and collect information.

Writing (guide students to appreciate the beauty of Chinese characters and stimulate their desire to write)

1, observe. Students observe Tian Zige's position of "subject, meaning and totality".

2. writing. The teacher focuses on guiding the writing of Heart, and the students practice writing.

3. Show: Show your words to others in the group.

Evaluation (multiple evaluations enable students to learn aesthetics and improve the quality of writing)

1, self-evaluation. Tell me what you are most satisfied with and what you are not satisfied with.

2. mutual evaluation. We should raise pertinent hopes.

Reflections on the Teaching of Chinese "Squirrel and Pine Cone" in Grade One of Grade Three Primary School.

Squirrel and Pine Cone This is a text and a fairy tale, which tells the story of two little squirrels with environmental awareness planting trees and maintaining ecological balance. Through the study of this text, we should let students know that while taking from nature, we must not forget to repay nature. Only in this way can we have a beautiful home forever. The teaching goal of this course is not only reading and writing, but also to guide students to read the text with emotion and feel the thoughts and feelings contained in the text. I am grasping the following points to teach:

First, stimulate interest, use illustrations to stimulate students' interest in learning. When teaching this lesson, I guided it like this: first, write the topic on the blackboard, let the students read the topic, and guide the students to get a general idea of what squirrels like to eat, then show the illustrations of the text and ask the students, "Who is the picture?" What are they doing? "Let the students look at the picture with this question and have a general understanding of the text before learning it.

Secondly, in the teaching of this class, I noticed that students should learn and feel independently. In teaching, I take the combination of pictures and texts as the main teaching means. First, I asked, "Who is the painting? What are they doing? " Look at the pictures, then study the text and understand the key words in the text. This graphic contrast stimulates students' desire to learn.

Third, in teaching, let students learn in reading and learn in reading. Design a variety of reading forms by reading instead of saying. First of all, teachers should demonstrate reading, then guide students to practice reading in the form of free reading, group reading and training reading, so that they can read the sentences of the text smoothly, and should also guide them to read their own feelings. I think reading teaching should focus on reading, and teachers should adopt different methods to guide students to enter the state and learn gradually and deeply according to the content of teaching materials. As long as we insist on such reading training, our students can read, experience and express their feelings with understanding.

Fourth, guide students to spread the wings of imagination. Finally, I designed a question: "What will the future look like?" Let the students imagine practicing oral English, and most of them can speak it wonderfully.