The first volume of the first grade of the People's Education Outline Edition Chinese teaching plan: Cats grow fish

Teaching objective

1. Know three new radicals: Tuibian, Shuangren and Xizi.

2. Learn 7 new words and words composed of new words. Will use a lot, to practice speaking.

3. Continue to learn the method of observing pictures, understand the meaning of pictures, and learn the reasons why kittens can't catch fish by reading pictures, so as to educate students to use their brains when learning from others, and not to mechanically copy others' practices.

4. Be able to read and recite the text correctly and fluently.

teaching emphases and difficulties

1. Continue to learn the method of observing pictures and understand their meaning.

2. combine pictures and texts to understand the content of the text and understand the truth.

3. read and write.

4. Recite the text.

preparation of teaching AIDS: pictures, Tian Zige blackboard, small blackboard, syllable cards, new words and phrases cards.

teaching time: three classes

teaching design

the first class

I. teaching objectives

(1) continue to learn the method of looking at pictures, understand the meaning of each picture, and connect several pictures to understand the meaning.

(2) the combination of pictures and texts can correctly read the text.

second, the key points and difficulties in teaching

learn how to look at several related pictures and understand their meanings.

Third, the teaching process

(1) Writing on the blackboard, introducing new lessons.

8 kittens grow fish

Read the questions and solve the problems. This is an essay on reading pictures. Who is it about from the topic? What did you say about the kitten? Cats grow fish, can they grow fish? We look at pictures and learn texts with this question.

(2) Guide to see Figure 1 and Figure 2, and read the text for the first time.

1. How many pictures are there in this lesson book? Which two pictures are about the same person? (The first picture and the second picture are about the same person, and the third picture and the fourth picture are about the same person)

2. Show me Figure 1. Who is this picture? What is she doing? (Aunt is planting corn)

(1) Where do you see that you are planting corn? (1) the land is newly turned loose; (2) aunt holding a small pot to sow seeds in the ground; (3) See the mature corn from the second picture)

(2) When do you sow seeds? (sowing seeds in spring)

(3) Tell the meaning of this picture in one sentence. (In spring, my aunt scatters corn seeds in the ground)

3. Show me Figure 2. Who is this picture? What is she doing? (Aunt puts corn in the basket)

(1) When is the corn ripe? (The corn is ripe in autumn, so harvest it)

(2) How does the corn planted by Auntie grow? Did you get much corn? Aunt's corn grows very strong and harvests a lot of corn.

(3) Can you say the meaning of this picture in one sentence? The corn my aunt planted grew very strong, and in autumn, she harvested a lot of corn. )

4. Now, what is the relationship between the first picture and the second picture? (The first picture shows that my aunt scatters corn seeds in the field in spring, and the second picture shows that the corn that my aunt grows is very strong, and a lot of corn is harvested in autumn)

(1) Who is this aunt? (farmer)

(2) Practice linking the meanings of the two pictures. (Students practice by themselves and talk to each other at the same table)

(The farmer's aunt sowed corn seeds in the spring, and the corn grew very strong. In autumn, the farmer's aunt harvested a lot of corn)

5. Students read the text and see which paragraph is about these two pictures. (paragraph 1)

(1) Students read the text by themselves. It is required to read the pronunciation correctly and connect sentences.

(2) Read by name, and read all at once.

(3) Guide to see Figure 3 and Figure 4, and read the text for the first time.

1. Show Figure 3 and ask, who is the picture? What is he doing? (Uncle Farmer is planting peanuts)

2. Where do you see that Uncle Farmer is planting peanuts? (1) the farmer's uncle used a hoe to dig the pit; (2) there are seeds in a small basin on the ground; From the second picture, my uncle collected a basket of peanuts, which shows that my uncle grows peanuts.

3. What season does he grow peanuts? When is the peanut ripe? (Peanuts are planted in spring, but they are ripe in autumn)

4. How do the peanuts planted by farmers' uncles grow, and do they harvest much? (It grows luxuriantly and collects a lot)

5. Connect the meanings of the two pictures.

6. which paragraph in the text is about these two pictures? Practice reading by yourself.

(1) Students practice reading by themselves, pronounce the pronunciation correctly and form sentences.

(2) Read by name, and read all at once.

(4) Guide to look at Figure 5 and read the text for the first time.

1. Show me Figure 5. Who is it and what is it doing? (Kittens grow fish)

2. What is the kitten doing now? Think about what? (The kitten puts the fish into the pit and sits by the pit thinking that he will receive a big basket of fish in autumn)

3. Read the third paragraph of the text.

(1) Students practice by themselves and practice reading with each other at the same table.

(2) The teacher reads by name.

(5) read the full text and read it in a low voice. Think about what you don't understand.

second class

1. teaching objectives

(1) combining pictures and texts, learning the content of the text and understanding the meaning.

(2) Know that the kitten's mistake is: watch what others do, do what they do, and do things badly without thinking.

(3) be able to read the text correctly and fluently and practice reciting the text. Second, the key points and difficulties of teaching

(1) combine pictures and texts to understand the content of the text and understand why the kitten did something wrong.

(2) practice reciting the text.

Third, the teaching process

(1) Review and check.

read the word card: there are many peanuts in the corn field.

(2) combine pictures and texts to understand the content of the text and the meaning of the word.

1. Teachers model the text. Students learn the text and see how the text expresses the meaning of the picture.

2. Learn the first paragraph.

(1) What are the words in this paragraph? Who did you talk about?

(2) Read which part describes the first picture? (Read by name) Tell the students that this is the first half of the sentence.

(3) who is the first half of the sentence? Where did (farmers) plant something? Teacher: The first half of the sentence tells us who planted what and where.

① what does it mean to plant here? Look at the picture and say it. (Digging, digging, sowing and covering) Writing on the blackboard: Planting

② What did the farmers plant in the field? (corn)

③ Is the corn planted and harvested the same thing? (I planted corn kernels and harvested corn cobs) Write on the blackboard: corn

④ Read the first half of the sentence.

(4) Read the second half of the sentence and think about who it is about. What's going on (Farmers harvest a lot of corn in autumn)

① Is there the word farmer in the second half of the text? (This is a half sentence, and when combined with the first half sentence, it is a sentence. Whoever (farmer) is in the first half sentence, and the second half sentence is followed by him <; Farmers > )

the second half of the sentence is about what season and who received what. Write on the blackboard: Collect a lot of corn

③ What does a lot mean? Look at the picture and talk about it. (Many baskets painted on the picture are full of corn, and there are many stalks of corn in the field that have not been broken off.)

Teacher's statement: Sow seeds in spring, and you can receive a lot of corn in autumn. How do farmers feel?

(5) Read the first paragraph to read the farmers' happy mood.

(6) Practice reciting

① Practice reciting according to the questions.

There are a few words in this natural passage, about who planted what in the field, when and what? This form of recitation is the same as that in the blank, but it is more difficult than that in the blank.

③ practice reciting according to the blackboard.

Farmers plant corn and harvest corn

This recitation form is more difficult than the above two.

3. Learn the second paragraph.

(1) Read the text by name and read the text by yourself.

(2) Look at the pictures, read the text and answer the questions.

① which two pictures does the second paragraph correspond to?

② What words are different from the first paragraph in this passage? (peanuts and corn)

③ Who is the first half of the sentence about? What are you doing? When do you plant peanuts?

blackboard writing: farmers grow peanuts

④ how do farmers grow peanuts? (further understanding: planting words)

⑤ Who is the latter part of the sentence? What time is it? What did you receive?

blackboard writing: harvest peanuts in autumn

⑤ how do farmers harvest peanuts? (Look at the picture and talk about it)

⑦ Read the whole sentence and ask: What do the two peanuts in the sentence mean? (The peanuts planted by farmers are peanuts, and the peanuts harvested are peanuts.) The seeds are planted and the fruits are harvested.

⑧ Farmers harvest a lot of peanuts. Look at the pictures and tell us how much. (The basket around the farmer's uncle is full of peanuts, and there are still many in the field that have not been dug out.)

9 Read the text and read out the farmers' joy at receiving many peanuts.

4. practice reciting the text.

(1) The first paragraph can be memorized. What is the word peanut for this paragraph?

(2) recite it by yourself and name it.

5. Summarize the two paragraphs, read the text and answer the questions.

(1) When, what do farmers plant in the fields, and when, what can they receive?

(2) Why do farmers receive a lot of corn and peanuts? (Spring planting and autumn harvest)

6. Learn the third paragraph.

(1) Read the text and think about how many sentences are there in this paragraph? Who is it about? what's up Which picture corresponds to this passage?

(2) Read the first sentence and answer the questions.

① What does the kitten see? (Seeing that farmers plant seeds in spring, they can receive a lot of fruits in autumn)

② So what did the kitten do? (plant small fish in the ground)

③ Why does the kitten plant small fish in the ground? (Because he saw that farmers planted seeds in spring and harvested a lot of fruits in autumn, he also wanted to plant small fish and receive a lot of small fish in autumn) Read the first sentence carefully.

(3) Read the second sentence, which tells what the kitten thinks. What does he think? Why do you have such an idea?

(4) What does it mean in the sentence? What does it mean in the sentence? Read the second sentence, which means that the kitten is sure that her idea will come true.

(5) Q: Can kittens receive many small fish? Why?

① where are peanuts and corn planted?

② where do the small fish live? Can you live in the land?

③ how do small fish breed?

teacher's statement: corn and peanuts are plants, which can germinate, grow, blossom and bear fruit in the ground. A small fish is an animal. It lives in the water, and it needs to breed and survive in the water. So kittens don't receive many small fish in autumn.

(6) Look at the picture and read the whole text. What's wrong with the kitten? When the kitten saw that the farmer planted seeds in spring and received a lot of fruits in autumn, he learned to plant small fish, but he didn't think that small fish can't live in the land, let alone grow many small fish.

Teacher said: It is good for the kitten to learn from others, but it is wrong to apply others' methods mechanically to himself without thinking.

7. practice reciting.

(1) fill in the blanks and practice reciting.

kitten () () (), put the small fish () () (). He thought that in autumn, () () () received () () ().

(2) Practice reciting according to the questions.

① What did the kitten do?

② What does the kitten think?

(3) consolidate exercises.

Fill in the blank:

Farmer seed (), received (). Farmer seed (), received (). Kitten breed (), can't get ().

In the third class

I. Teaching objectives

I. Understanding three new radicals. (next to the earth), (next to the couple), and (next to the word).

(2) Learn seven new words: species, jade, earth, hen, duo, Hua and Ta, pronounce the words correctly and memorize the glyphs.

(3) Being able to write new words correctly according to Tian Zige's copybook.

(4) Practice speaking a lot.

(5) Read the text aloud. Recite the text.

second, the focus and difficulty of teaching

(a) literacy and writing.

(2) Practice speaking with a lot of words.

Third, the teaching process

(1) Check and review.

1. read the word card.

Growing corn and peanuts have gone to other places

2. Read the text aloud. (read by name, 1 ~ 2 people)

(2) Know three new radicals.

1. Next to the soil. Why is it called Titubian? (the word "earth" is used as the radical, and the third stroke is changed to "lift")

2. Yan, next to the double. Distinguish it from the single side.

3. Next to the word Xi, Xi (x9). The stroke order is an oblique stroke, (), two horizontal strokes () and three dots (evening).

(3) Learn 7 new words.

1. plant, zh^ng, spell syllables, read words: plant corn.

(1) memorize glyphs. (Inspire students to learn by themselves, remember by themselves and answer questions by name) How do you remember the words? (add familiar characters by radicals or memorize glyphs by components, with the grass on the left and the Chinese characters on the right)

(2) Oral group words.

2. yu, Yu, pronounce the sound correctly and read the word: corn.

(1) memorize glyphs. (Enlighten students to talk about methods after self-study)

① Remember glyphs by removing radicals from familiar words. (Chinese characters have big mouth boxes removed, ***5 strokes)

② Number of strokes to remember the font: one horizontal stroke, two horizontal strokes, three vertical strokes, four horizontal strokes and five dots. A ***5 pen.

(2) Oral words.

corn, jade and treasure jade

3. Land, d@, spell syllables, read words: land.

(1) memorize glyphs. (Remember the method after self-study)

Remember the font with the method of component combination, with the soil on the left and the words on the left.

(2) Oral words. <