Teaching Design of Little Monkey Down the Mountain, the second volume of Grade One Chinese.

As an excellent educator, it is inevitable to compile teaching design, which is a planned and decision-making activity to achieve teaching goals. So how should the instructional design be written properly? The following is the teaching design template of Little Monkey Down the Mountain, the second volume of the first grade Chinese I collected. Welcome to read the collection.

Teaching Design of Little Monkeys Going Down the Mountain, the second volume of Senior One Chinese 1 1, teaching material analysis

"Little Monkey Down the Mountain" is Lesson 4, Unit 7, Book 2, Senior One. The text is about a little monkey going down the mountain. First, he breaks off a corn. When he sees a peach, he throws away the corn to pick a peach. When he sees a watermelon, he throws away the peach to pick a watermelon. When he sees a rabbit, he throws a watermelon to chase the rabbit. Finally, the rabbit ran into the forest and disappeared. The little monkey found nothing. In addition to the educational significance of the story itself, the textbook also pays attention to the structure of this article, and puts the words "hand-written" together as the new words of this text to learn, so that the literacy rules can be followed.

Second, the teaching objectives

1. Read the text correctly and fluently.

2. Know the seven new words "monkey, knot, break, luck, fullness, throw and pick" and write the two Chinese characters "flying and long" correctly and beautifully.

3. Understand the story.

4. Understand and use the words that describe the little monkey's movements in this lesson to improve the accuracy of students' language use.

Third, the focus of teaching

Read and write to master the main content of the story.

Fourth, teaching difficulties.

Understand the words that describe the little monkey's movements in the text and strengthen the students' accurate use of verbs.

Five, teaching preparation

Preparation of teaching AIDS: teaching courseware, new word cards and stickers.

Sixth, the teaching process.

first kind

Class goal

1. Read the text correctly, fluently and emotionally.

2. Know the seven new words in this lesson and write "Fei, Chang" correctly.

3. Understand the main content of the story.

process

First of all, show riddles to stimulate interest in introduction.

1, the teacher gave a riddle: "A thing is like a man and a dog. Climbing poles and trees is an expert, good at imitating people's movements. There are no mountains at home. " Read and guess that the answer is monkey. The teacher shows the picture of the monkey and the word "monkey" card, and calls the students to read it. )

2. Say hello to the little monkey! (greetings from students)

3. What is this little monkey? (Cute, smart, naughty ...) Read the word "little monkey" cutely. Who will try?

(pronounce "little monkey" by name, cute and cute. ) "Zi" should be read softly. Who can read softly well?

4. Learn the word "monkey". (Show the card "monkey") Who has a good way to remember this word?

Default 1: "anti-dog prescription"+"Hou" (summary: the word "anti-dog prescription" is generally related to animals). Literacy method: one plus one.

Preset 2: pictophonetic characters.

5. The teacher is excited: this little monkey stays in the mountains every day and has no patience. On this day, it is ready to go down the mountain to play. What interesting story will happen? The story is hidden in the book. Open the book and find it quickly. The teacher writes on the blackboard and calls the students to read the topic. )

Second, read the story for the first time and understand the story content with the help of the story map.

1 and (1) students read the text independently and read the sentences correctly with the help of pinyin.

(2) Think about where the little monkey went down the mountain. Please draw it with "_ _ _ _ _".

2. After reading:

(1) cornfield

(2) Under the peach tree

(3) In Gua Tian.

(4) Walk back on the way home

3. Place the road map.

The story is still hidden in these pictures. Who can arrange the places where the little monkeys come in order? (Listen and read)

4. Teachers and students looked at the road map and arranged the story together: the little monkey went down the mountain, first to a cornfield, then to a peach tree, then to a Gua Tian, and finally when he came back, he saw a rabbit.

Third, intensive reading, learning 1, paragraph 2.

(A) learning the first natural paragraph

1, requirements: (1) read the first paragraph at the same table.

(2) Draw with "wavy lines". What does the little monkey see? What is it like?

2. Call the students to communicate clearly. The little monkey came to the cornfield and saw a lot of corn.

3. The teacher shows pictures of cornfields and corn cobs to guide students to understand the meaning of "big but many". Communications () and () and (). The teacher concluded that the front and the back are features that can coexist. (Open workbook P63, question 3)

4, pronunciation "knot", understand the meaning, remember new words.

5.( 1) Mark the mood of the little monkey with a "small triangle".

(2) Circle the action of the little monkey with "O".

6. Guide the students to grasp "very happy" to understand the mood of the little monkey and expand their imagination of what the little monkey will think when he sees this cornfield. In this process, teachers should fully respect and encourage students' personalized reading experience. .

7. Communicate "break" and "enter", show pictures, and understand the meaning of "break" and "enter" with action demonstrations. The teacher summed up the literacy method, bye = hand+points+hands (plus one plus one); Carry, Red and Jiang (for a change)

8. I will say. Re-recognize the first paragraph with the sentence "Little monkey walked to …… saw … did ……".

9. Read aloud.

(2) Learn the second paragraph.

1, (1) In the second paragraph, find the sentence pattern of "Little monkey will see and do".

(2) Talk to each other at the same table.

2. Call the students to communicate. The teacher summed it up appropriately: The little monkey came to a peach tree and saw a big, red peach, throwing corn to pick peaches.

3. The teacher shows the picture of "big and red peaches are covered with trees" to help students understand the meaning of "big and red" and guide students to imagine what the little monkey will think when he sees peaches.

4. The teacher shows "full", full of tables, trees and stars, and understands "full". (group words)

5. Show pictures and demonstrate the actions of "throwing" and "picking up". The teacher summed up the literacy methods, and "throwing" and "milk" are different (changed); "Pick", pick apples, peaches and flowers (group words)

6. Say the students' names again and read the second paragraph.

7. Comparing "breaking", "carrying", "picking" and "throwing" are all related to hands. Action. (Open workbook P63, question 4)

Fourth, guide the writing of "Fei" and "Chang"

1, students observe and guide writing.

"Fei": single word, two flagpoles, six flags, the distance is not big. The second perpendicular is longer than the first perpendicular. Note that the same strokes will change in the same word. Pay attention to equal spacing when writing horizontally.

Chang: With two wands, it is clear at a glance that the width of the "small prefix" is the same as that of the "towel prefix". The "bald treasure cover" should be stretched, with a small and flat mouth.

2, the book is empty, write and practice.

Verb (abbreviation of verb) course summary

Children, today we learned the scene where the little monkey came to the cornfield and under the peach tree. Next class, we will continue to learn the story of the little monkey going down the mountain.

Seven, blackboard design

Teaching design of the second volume of the first grade Chinese "Little Monkey Down the Mountain" II.

The little monkey went down the mountain.

Teaching objectives

1, review and consolidate unfamiliar words, and make students understand the verbs in this lesson by doing actions in teaching, so that students can understand and use the words in the form of () and () in the context and expand them.

2. Students can read the text correctly and fluently and understand the content of the text through individual reading, male-female competition reading and simultaneous reading.

3, through learning, let students know that no matter what they do, they must have clear goals, wholeheartedly, and finish what they started.

Teaching focus

1, review and consolidate unfamiliar words, and make students understand the verbs in this lesson by doing actions in teaching, so that students can understand and use the words in the form of () and () in the context and expand them.

2. Students can read the text correctly and fluently and understand the content of the text through individual reading, male-female competition reading and simultaneous reading.

Teaching difficulties

Through learning, let students know that no matter what they do, they must have a clear goal and complete what they started wholeheartedly.

Teaching preparation

Multimedia courseware, animal pictures, new word cards

teaching method

Teaching method, cooperative inquiry method and situational performance method.

teaching process

1, pre-class game interaction:

2. Import:

Look, (the teacher takes out the picture of the monkey prepared in advance) there is also a small animal in our class. It also wants to study with children. Are you welcome? (Health: Welcome) Today, we are going to learn how to go down the mountain with him.

The blackboard says: Little monkey goes down the mountain. (Note: "Monkey" is beside the left and right structure "Gou")

Synchronous reading theme

3. Review the words:

(1) This diligent little monkey also brought us many words, baby, let's have a look. Do you still know him?

(2) Read the text and say: Where did the little monkey go down the mountain?

Textures: cornfield, under peach trees, in Gua Tian, in the Woods.

(3) Wow ... Look, this cute little monkey has walked through so many places! Who can use the little monkey to go where first, then where, then where, and finally where.

Step 4 study the text

(1) Transition: The little monkey came to so many places all the way, so what did it see and do? Let's continue to learn the text "Little Monkey Down the Mountain".

(2) Learn the first paragraph.

Read the first paragraph by name and evaluate it. Read together after the evaluation.

Other students think about the problem:

Where did the little monkey come from? (Cross out with "-")

What do you see? (Cross out with "﹏")

How do you feel?

How did you do it? (Circle the words for action)

Refers to the students answer:

Understand that "big and abundant" is not just the size of corn, such big corn is everywhere, very much.

Dialogue: If you are a little monkey, how do you feel when you see the big and rich corn in the field? (Happy) Understand "very happy" (very happy). Can you read it with such special happiness?

Let the students talk about why the little monkey has such actions as "breaking off" and "carrying" to further understand the meaning of corn. Guide the students to read the first paragraph.

(3) Learn the second, third and fourth paragraphs.

Using the learning method of group cooperative inquiry, let students learn paragraphs 2, 3 and 4 in cooperation according to the following four questions.

Where did the little monkey come from? (Cross out with "-")

What do you see? (Cross out with "﹏")

How do you feel?

How did you do it? (Circle the words for action)

(4) Guide students to read aloud in various forms:

Guide the students to feel that the little monkey likes to eat peaches and throw corn. See watermelons and throw peaches; When I saw the rabbit, I threw away the watermelon. Combine the pictures and realize the mood of the little monkey at that time. (reading the mood of the little monkey)

(5) Accumulate words in the form of "you () and ()".

(6) Why did the little monkey finally go home empty-handed?

Grasp the word "have to" and guide the students to feel why the little monkey got nothing. (Practice oral communication in combination with students' real life)

(7) overall regression

Retell the text with illustrations (let the children experience the movements and demeanor of the little monkey wearing a hood)

5. Expand reading.

Children's song "Little Monkey Down the Mountain"

6. Class summary.

7. Homework or practical activities.

Read the story: "Little Monkey Down the Mountain for the Second Time"

Teaching design of "Little Monkeys Going Down the Mountain" in the third volume of Senior One Chinese 1. Teaching objectives:

1. With the help of reading aloud, 12 new words such as "monkey, knot" were recognized, and the pronunciation of the polyphonic word "knot, only, empty" was accurately read out through model reading and example comparison. Write seven new words such as "fast" and "long" by imitating and copying.

2. Read the text aloud, compare the pictures and texts, understand the same and different parts in the first four natural paragraphs, extract the main information that leads the little monkey to go home empty-handed, make a simple inference, and understand the meaning of verbs such as "goodbye, shoulder" through this process.

3. Imitate the form of the text, talk about what the little monkey will do if he goes down the mountain for the second time, and use the learned verbs appropriately.

Second, the teaching focus:

Read the text aloud, read and write in context.

Third, the teaching difficulties:

From the repeated structure, we can infer why the little monkey went home empty-handed.

Fourth, the teaching process:

(1) Show riddles and introduce new lessons.

1. Climbing a tree on a pole is a master. He likes bananas and peaches, but there are none on the mountain at home.

(1) blackboard book, read correctly.

(2) Before and after the tongue, you should read it correctly and know the monkey, the marquis and the time. What other words are there besides anti-dog? Pigs, dogs, cats, etc. Related to animals.

(2) Read the text aloud, read aloud.

(1) When reading the text, please listen to each sound carefully.

(2) Circle the new words and read them aloud with the help of pinyin. When students read the text aloud, be careful not to use too many words, too many words and too few bad words.

(3) Show the word card and paste it on the whiteboard.

① Read it in Pinyin for three times.

② Remove the pinyin and read it three times.

The "empty" in the first sentence comes from the lesson "It's going to rain". Read knɡ and guess. What is the pronunciation of "empty" in the second sentence?

(1) The corn festival (Ji) is large and numerous.

(2) The little monkey went down the mountain, and finally the fruit returned empty-handed.

The pronunciation of "knot" in these two sentences is different. Think about the meaning of "knot" in the text. Can you still say such a sentence?

(4) After class, carefully look at the illustrations of the third question, read the pronunciation correctly first, and then do the action.

(5) Know other new words and consolidate word formation. Boys and girls can read and drive a train to read.

(3) Read the text aloud and understand the content.

1, read the text with actions at the same table, understand the meaning of verbs and experience the emotional changes of the little monkey.

2. Combine pictures and texts, read the report aloud, and then combine the illustrations in question 3 after class to talk about which part of the body these actions are related to, and what actions have been taken during these times.

3. Compare the sentence with the last illustration in the text and think about why the little monkey has to go home empty-handed.

4. What do you want to say to the little monkey?

(d) Situation creation, information integration and simple reasoning.

Little monkeys change when they know their mistakes. What will happen in the future?

(5) Write new words.

Focus on guiding the central symmetry of the word "empty" and the word "constant".

(6) Work design.

1, recite the text.

2. Situation extension: The next day, the little monkey went down the mountain again. What will he do and think? Draw a picture and write it down. It would be better if you could express your actions in a few words you just learned.

Fifth, reflection after teaching.

1, read aloud and interpret words.

Learning to read aloud means learning words, understanding content and learning pragmatics through reading aloud. Therefore, the teaching task of this class is mainly accomplished by reading aloud. Students begin to read aloud, circle the new words and read the correct pronunciation in pinyin. Teachers' model essay reading not only requires students to listen correctly, but also requires students to initially perceive the content and repetitive structure. Read aloud to understand the content and realize the structural characteristics. Reach the level of correct and fluent reading. Through expressions and actions, students can independently understand the emotions of characters and the meanings of verbs. It is through reading many times that students can feel similar practices and feelings many times in reading. It is also in the process of reading aloud many times that new words "reappear" many times, establishing the connection between sound, form and meaning. The study of polyphonic words distinguishes sounds according to their meaning in context, which organically combines the study of reading aloud with the study of words and reading comprehension.

2, adjust the perspective, so that the inference can be traced.

Echoing the elements of unit language, this lesson should synthesize information and make simple inferences. On the premise that the result of the little monkey returning from the mountain empty-handed is clear, the inference must be traced back to the cause. So the second question after class is adjusted to: The little monkey should go home empty-handed and think about what he has done. What will he think of?

3. With the help of illustrations, the situation is extended, and thinking and language promote each other.

Language learning and thinking development should be carried out in language practice, and attention should be paid to the combination of learning and application. Considering that the first-year students have a certain ability to look at pictures and say pictures, they are full of interest in every illustration in the text, so at the beginning of class, let the students look at the pictures and tell the contents of the pictures roughly according to the sentence pattern of "What did the little monkey see, what did he do and what happened in the end"; Combined with the unit text, try to use "if ……………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………… Fill in the blanks with the key words and action words in the table; The situation extended to the next day when the little monkey went down the mountain again. What will he do and think? The design of these links is based on the reality of students and the characteristics of teaching materials, so that learning and practice can be combined, and language and thinking can promote and enhance each other.

Because this course is to undertake the training of "information integration and simple inference", teachers are more guided in reading the text and understanding the content. In actual teaching, faced with different learning situations, we can adopt different strategies, reduce the components of teaching and increase the weight of learning, thus making teaching more effective.