Friends of Lesson 28, Volume 2, Volume 1, Grade 1 Chinese

The text "Little Friends" in the second volume of the first-grade Chinese language is full of childlike interest and aims to illustrate a truth: use practical actions to give others the help they need most. I have compiled the 28th lesson "Little Friends" in the second volume of the first-grade Chinese language here for your reference. I hope you will gain something from the reading process! The original text of the 28th lesson "Little Friends" in the second volume of the first-grade Chinese language

On the day of the spring outing, at noon, all the friends were having lunch, and only Martha stood aside.

Vega asked her: Why don’t you eat?

Martha said: I lost my backpack, which contained bread and mineral water

While Vega was eating the bread, he said: "How bad! It's still a long time before we get home!"

Anna said: "Where did you leave your backpack? How careless!"

Martha said softly: "I don't know either." ?Said, lowered his head.

Anna added: "You probably left it on the bus and forgot to take it." Please take good care of your own things in the future. ?

At this time, Anton walked up to Martha, without saying anything, broke the bread with butter in half, put the larger piece into Martha's hand, and said:? Eat it quickly. ? Teaching Notes for Lesson 28 "Little Friends" in Volume 2 of the First Grade Chinese Language

The article "Little Friends" talks about three little friends caring about Martha. Let students understand: be willing to help others, care more about the people around you, think more about others, and be a good child with others in your heart! Students are very interested in this text. During the teaching, the students understood the text content in a good independent learning situation and realized that their friends cared about Martha after losing her backpack from different aspects. Whose concern is what Martha needs most at this time? I asked a very simple question: Who do you like best?

?Anton!?

?I like it Anton!?

　?

Almost all the students raised their little hands high and said excitedly that they liked Anton. Yes, the students all recognized Anton's behavior of sharing most of his bread with Martha from the bottom of their hearts. Their young and innocent hearts were touched by this behavior.

? Why? I asked next. After this question, many students retracted their hands. Some looked at the classmates around them, some turned their eyes to the textbooks, and some looked at me with a smile. They wanted to say something, but they didn't have the courage to stand up. Only a few classmates still raised their hands high. This scene is pretty much what I expected when I was preparing for the lesson. Because at this time, through reading, the students only intuitively realized that Anton's helpful behavior was beautiful, but if they were asked to stand up and describe it in words, there were still certain difficulties. They need some time to organize the language. So I smiled and said: "Let's do this. Tell your classmates what you think first, and then tell everyone else later!" It was really lively now, and the students were all chirping. After a while, many students raised their hands one after another.

Could you please tell me first! I invite a student who usually doesn’t like to talk much but raised his hand today.

She stood up. ?I like Anton the most because he is willing to help others,? She thought for a while and then said: ?I think he does the best. ?

?I like Anton too!? A student stood up and said: ?Because he knew that Martha must be very hungry at this time, and what she needed most now was food, so he put his Break off half of the bread for Martha to eat!?

Look! Children are so good at analyzing! Seeing that there are many little hands raised high, I thought, wouldn’t it be superfluous for me to say anything else at this time? ? Let them express their opinions!

In view of the phenomenon that my classmates love to fight after class, it is best to provide ideological education to the students here. ?Students, have you ever helped others? The students all told their stories of helping others. Some people said that I borrowed someone else's pencil. Some said that I did the cleaning for others and so on.

?What kind of classmates do you like to be friends with? Students are very thoughtful. Some say they like to be friends with disciplined students. Some people say that I like to make friends with classmates who are good at studying. Some people say that I like to make friends with classmates who are helpful to others. Some people say that I like to make friends with honest classmates and so on. ?Who is your partner in our class? After the students finished speaking, I said: ?Please hold hands with your partner. ?The students all held hands with their partners. Only Wang Chen, a classmate in my class, has not found his good partner. I asked: "Students, why don't you make friends with Wang Chen?" The student said: "Because he usually likes to beat us." ?I said: ?Everyone gives you opinions, and you must accept them with an open mind. Can you do it? He said loudly: "Yes!" At this time, the classmates all made friends with him. He also smiled happily. Teaching design of Lesson 28 "Little Friends" in the second volume of the first-grade Chinese language

Teaching objectives

1. Recognize? meal, throw, mine, bad, rough, rough, ***, Steam, record, security, management, folder? 13 new words. Can write 6 words: "question, room, partner, companion, ***, automobile".

2. Read the text correctly, fluently and emotionally. Practice and learn to read in different roles.

3. Understand the different attitudes of friends towards Martha’s lost backpack, and understand that you need to have the desire and actions to help others to care about the friends who help you.

Teaching focus

1. Literacy and writing.

2. Have the desire to help others and know how to care for others with actions.

Teaching Difficulties

Have the desire to help others and know how to use actions to care for others.

Teaching aids, courseware

Vocabulary cards, courseware for this lesson

Teaching process

First lesson

Teaching Content

Read the text for the first time, recognize the new words in the text, and be able to write the four words "question, room, partner, partner".

1. Read the topic and meet your friends for the first time:

1. Read together!

2. Can you tell everyone about your friends?

　⑴Who is your little friend?

　⑵What do you often catch up with together?

　⑶Connect these two sentences and talk about it.

3. Yes! It’s so fun for friends to study and play together!

4. Today, Teacher Min brings four new friends to you, and they are foreign friends. . (Click on the courseware) Do you like them? Come on, call their names affectionately.

5. Say hello to them! (Be friendly and say hello?) (Be enthusiastic and say a word of welcome.)

2. First reading of the text:

1. Teacher: Read the text to yourself using Pinyin, pay attention to the correct pronunciation of the characters, read the sentences smoothly, circle the new words in the text, and read them several times together with the words they are connected in the text.

2. Word teaching.

⑴The teacher will teach you to read (with phonetic notation), and you can read whichever one you want.

⑵Read it by driving a train (with phonetic notation).

⑶Group reading (no phonetic notation).

3. Students read the text freely, number the natural paragraphs, and choose their favorite natural paragraphs to read to everyone.

4. Provide these words:? I lost my friend during the spring outing lunch backpack.

Can you use these words to tell a story between these four friends? Pass Training on connecting words to form sentences and understanding the main content of the text.

3. Review and consolidate new words:

1. Show the new word card and start reading.

2. The leader of the reading group checks the group members’ memorization of new words. (Take out the new words from the new word bag, lead the group members to read them, and then put the new words that can be read back into the bag.

If you encounter someone who doesn’t know how to do it or is not proficient in it, ask your classmates to help each other. )

4. Guide writing? Four words: question, room, partner, companion?

1. Show four words and guide students to analyze (What are the characteristics? What should be done when writing Notice what?) and try writing. (p> >

2. Focus on guiding the writing of questions and partners.

3. Students write. Can you write the two words "partner"? Guidance in writing the new word "partner". When students are interested in the word "partner", they learn how to write it in time, and the child's memory will be stronger.

When teaching, let students observe the position of new characters in the Tianzi grid, clarify the primary and secondary pens and the structure of the frame, and then ask students to try writing, supplemented by teacher guidance, and strive to enable students to meet writing standards and tidy.

Second lesson

Teaching content

Study the text in depth, further understand the different practices of the friends, and understand that Anton’s care and help are the most concrete and The most practical.

1. Show the new word and word cards to check your reading:

2. Study the text and get familiar with your friends:

1. Observe the illustrations carefully, and Based on the content of the text, tell us who the four friends are on the picture? Explain clearly how you can see them.

Showing the courseware (four friends), can you tell me, do you know these four friends? How did you recognize them? Ask students to recognize the children by reading the relevant paragraphs of the text. Who is the partner?

Guide students to think, analyze and judge based on the language of the text, and learn to use a variety of expressions to express. For example: Counting from left to right, the third person is Martha, because she has empty hands and her head lowered, as if she is sad. Counting from right to left, the second person is Martha, because Anton next to her is breaking half a piece of bread for her to eat. The one wearing blue suspenders and wearing two long braids is Martha. The little boy holding bread in one hand and mineral water in the other is Vega, and the little girl holding yogurt is Anna. The boy wearing a hat, walking quickly and handing half a piece of bread to Martha was Anton. ?

Here, students should not tell stories but recognize people. Not only did I become familiar with the text, but I also learned the ability to "take the correct position" through practice.

2. Among these cute friends, who do you want to get to know first?

(The first default: OK! As everyone wishes. Let Let’s approach Anton together! Which section of the text is about Anton?)

(Second assumption: We all want to get to know such a cute little friend. Let’s get to know him first. How about the handsome guy with the hat? His name is ─ Anton. Which section of the text is about Anton?)

⑴ Read this section freely ─ read by name ─ read together.

　⑵What Anton said is──(In such a long paragraph, Anton only said four words, four heart-warming words. Let us warm the hungry Martha together. !)

⑶ But he said that he had done many actions before. Please take out your pen, read this section again, and circle the actions that Anton did. (Click on the slide: Are the circles the same? Are the flaps formed? Can you do the movements?)

⑷ Name your whole life to perform on stage with the teacher. Read the prompts with other students. (The teacher is the hungry Martha. Which enthusiastic Anton is willing to give me a bigger piece of bread?)

⑸The boy plays Anton, the girl plays Martha, and the teacher reads the sentences.

⑹ Let us read this passage together and keep in mind this lovely boy──Anton!

3. Learn from what you just read and act. Method: Practice reading verses 2 to 7 freely.

4. Reading guidance

The first link: naming (combined with slides)

⑴? Why don’t you eat?: Vega who cares so much about people !Ask again with concern. Let us also care about Martha!)

⑵Martha, you lost your backpack, how do you feel? Then read it again sadly! Female classmates also learn to read!

⑶ Vega ate a lot of bread and talked. Who is willing to give it a try? Then let me tell you! The male students ate together and talked together!

⑷Why do you read like this? (Click on the courseware)

Second link: Divide into groups and read aloud by role

5. Divide into groups and read aloud the full text.

3. Expand the text and praise your friends:

1. Among Martha’s three friends, who do you most like to be?

⑴Ann Anton, you saw Masha lost her backpack and knew she had no lunch. What did you think?

(Anton, you are so thoughtful.) (Anton, you really thought of Masha. (Anton, the teacher thanked you for Martha!) (What a good friend!)

⑶We like him very much. Have you noticed? When the aunt who wrote the text wrote about Anton, she also wrote it differently from what Anna and Vega wrote. (Click on the courseware) Read it and compare, can you compare?

⑷ (Click on the courseware) Anna and Vega care about Martha with their words, while Anton uses his actions Came to help Martha. He used his practical actions to solve Martha's hunger and help Martha through the difficulties. In life, we all need help, especially among friends. You should help me, I should help you, and we should work together to overcome difficulties.

Do you know what a partner is? Give half of what you have to others, that is a "partner".

Using this method of memorizing fonts here not only allows students to remember the word "break", but also invisibly embodies an additional layer of goals-emotional goals.

⑸Please see:

Friends

Friends, let’s play together.

It’s fun to be in love with each other.

Don’t be afraid if you have difficulties.

Work together to defeat it.

You help me, I will help you,

We will always be good partners.

Teacher Min sincerely hopes that our little friends can be like what this children's song describes, you help me, I will help you, and spend every day happily.

6. The happy spring outing is over. Friends are going home. Let’s wave and say goodbye! (referring to friends saying goodbye one by one)

4. Consolidate new words and new words:

1. Show the new words and let students learn and memorize them independently , encourage personalized memorization methods.

2. Report and communicate to strengthen memory.

5. Writing guidance? ***, steam? two words: