Five Chinese speaking lesson notes for the second volume of the first grade of primary school

#一级# Introduction Philology is a general term for the disciplines that focus on the study of language and characters from a documentary perspective, generally including philology, exegesis, phonology, collation, etc. The following is the relevant information compiled by "Five Chinese Speaking Lessons for the Second Volume of the First Grade of Primary Schools". I hope it will help you.

1. Chinese Speaking Course Manuscript for the Second Volume of the First Grade of Primary School - Chapter 11, Speaking Teaching Materials

1. Talking Teaching Content (Click on the Courseware)

"The Function of the Tail" "" is a text in the seventh unit of the second volume of the new standard experimental textbook for compulsory education. It is a children's poem that introduces the functions of the tails of four animals: cows, kangaroos, African crocodiles, and rattlesnakes through the dialogue between "I" and animals. The whole poem has 6 sections, each section has four sentences, and the sentence structure is relatively neat. It reads catchy, humorous, and full of childishness.

2. Teaching objectives

Based on the requirements of the curriculum standards and my understanding of the psychological characteristics and cognitive levels of lower grade primary school students, I designed the following teaching objectives: (click on the courseware) < /p>

(1) Knowledge objectives: recognize 14 new words; understand the text content and know the functions of the four animal tails.

(2) Ability goals: be able to read and recite texts by role; cultivate students’ sense of cooperation, spirit of cooperation, and the ability to choose freely and explore independently.

(3) Emotional goals: inspire students to love animals, love science, have the courage to explore the mysteries of nature, and arouse students' interest in poetry.

3. Key points of the lecture: (click on the courseware)

Know the functions of the four animal tails; read the text aloud by role.

4. Preparation for teaching: Make courseware, group, new word cards, headwear, and students collect information on various animal tails.

2. Preaching method (click on the courseware)

In order to create a harmonious, equal and pleasant teaching atmosphere for students, establish a close and friendly new teacher-student relationship, and cultivate students' autonomy, To achieve confident learning quality, I use the following teaching methods:

1. Multimedia intuitive method: teachers use courseware to create a variety of situations to take students into the wonderful animal world and fully mobilize students' enthusiasm for learning. and initiative.

2. Autonomy, cooperation, inquiry method: As early as half a century ago, Mr. Tao Xingzhi profoundly pointed out: The whole secret of educating children lies in trusting children and liberating children. In teaching, I guide students to read and understand on their own, cooperate in literacy, read and perform in roles, collaborate in writing poems, and independently explore the mysteries of the animal world.

3. Role-based reading and performance method: "Chinese Curriculum Standards" attaches great importance to personalized reading. I asked students to play their favorite characters and deepen their understanding of the text and words in the lesson and experience the functions of various animal tails during reading and performance.

4. Imitation method: According to the sentence structure of poetry, students are encouraged to boldly write poetry to achieve the purpose of language accumulation and ability transfer.

3. Lecture method (click on the courseware)

Chinese language learning should not only help students learn and master knowledge, but more importantly, let students learn to learn, learn learning methods, and become " I learn" as "I can learn", and truly realize the purpose of "teaching for the sake of not teaching". From this, I set up a learning method of "creating situations - reading aloud to perceive - independent inquiry - experiential learning - self-enlightenment and self-satisfaction" Guide and promote teaching at all levels.

IV. Narrative teaching program (click on the courseware)

1. Story introduction, passion and interest

It is the nature of children to like to listen to stories. During class, I played the fairy tale "The Little Gecko Borrows Its Tail" to the students. (Please look at the big screen)

Reveal the text we are going to study today - "The Function of the Tail".

2. Read the text for the first time and gain an overall understanding.

I have arranged three readings here. Each reading has clear requirements, which reflects the level of reading: deepening layer by layer and improving layer by layer.

(1) "Read the pronunciation of the characters correctly, without losing or adding words."

(2) "The new-word babies return to the text, do you still recognize them? Read again Text, read the sentences coherently."

(3) "For those children who can read the text correctly and smoothly, please stand up and read.

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After reading the text freely, I handed out the new word cards and asked the group leader to lead their group of students to learn the new words together in their own way.

3. Read the text intensively , Understand the content.

Through the first reading of the text, students already know that the text talks about (click on the courseware) the functions of the tails of four animals: cows, kangaroos, African crocodiles, and rattlesnakes. I let them choose the section they like. Read in your own favorite way.

Then, I played the videos of these four animals. (Click on the courseware) The presentation of the multimedia courseware gave students a visual perception, making the teaching more vivid and intuitive. Then, I asked the students to describe the functions of the tails of these four animals in their own words. This "speaking" link not only consolidated the students' understanding of the functions of the tails of the four animals, but also provided language training.

< p> What do you want to say when you see the tail of an animal? The children immediately started to imagine, and they all talked with joy. So I asked the students to read five or six chapters to themselves and talk about their feelings. The deepest sentence. I seized the opportunity of teaching and used courseware to show many high-tech products made by scientists. (Click on the courseware)

4. Read aloud in different roles.

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The text is a dialogue between humans and animals. According to the characteristics of the text, I processed the teaching materials and divided the text into five characters: human, cow, kangaroo, African crocodile, and rattlesnake. On the basis of reading the text fluently and emotionally, I asked the five students in the group to read and perform in roles: (click on the courseware) I asked a group of students to come on stage and put on their own character headgear to perform. , I designed an explanation before the performance (click on the courseware to show the picture of the performance)

The teacher handled the text boldly and creatively, and the students' rich imagination and vivid performances pushed the class forward. Toward the climax. Then, I guided the students to evaluate the performance in terms of expression, movement, language, coordination, etc. “Who do you think performed well and why? Who else would you like to give some advice to? "Thus using comments to promote performance and strive for excellence.

On the basis of sufficient reading aloud, reciting the text is a matter of course. I asked students to use the previous recitation methods, which can be recited while reading aloud; they can be divided into sections Memorize, and then memorize together; you can also memorize with each other at the same table, compete in memorizing, etc. Through reading aloud, students can develop their sense of language and accumulate language. 5. Share resources and expand.

In addition to knowing the functions of the four animal tails in the text, what other functions do you know about the tails of animals? This question provides a stage for students to show themselves. The children have collected some of the things they have collected through various channels. The information about animal tails is introduced to everyone. This link not only cultivates students' ability to find information and collect information, but also realizes the sharing and regeneration of classroom teaching resources.

In order to further deepen the understanding of animal tails. To understand the function, I showed some of the information I collected to the students (click on the courseware) and read the original poem of this text I found online. Finally, I asked the students to become poets. The sentence structure of the text and the collaborative writing of poems. This imitation link is not only a flexible use of the function of animal tails, but also a concentrated expression of the spirit of cooperation, and it is also the beginning of students' journey to the palace of literature.

2 .Chinese Speaking Lesson Manuscript for the First Grade of Primary School Volume 2 Today, the content of my lecture is a text from the second volume of the Chinese version of the standard experimental textbook - "Pippi and Woof"

This is a text. The fairy tale tells the story of the little monkey Pipi and the puppy Wangwang who encountered difficulties when picking coconuts. Later, they cooperated and used their own advantages to finally pick coconuts. This story tells us that we should learn to cooperate with others. I arranged two classes for the text. In the first class, I learned new words and words along with the text, so that the words were not separated from the words and the words were not separated from the sentences, so as to help students develop a good habit of accumulating words independently and develop a preliminary understanding of the text content. Students' cooperative spirit. Guide students to understand the first, second, and third natural passages, read out the perceived tone, and cultivate students' reading ability in the second lesson. They will learn to read and write along with the text. 8 words, focusing on the left and right structures. To further understand how to work with others, what I want to talk about now is the first lesson.

According to the characteristics of lower grade children who like to listen to stories, I create teaching situations to allow children to integrate into the situations described in fairy tales, so that children can give full play to their rich imagination in the world of fairy tales. Thereby leading them to burst out the spark of wisdom.

Next, I designed interesting activities, created vivid situations, stimulated students' interest in learning and enthusiasm for learning, and guided students with correct learning methods, so that students can learn in lively situations and activities. study.

For example: When teaching the first natural section, I created a vivid situation, "Today, the teacher brought you two good friends, one is Pippi (show the picture)...", and Show teaching aids, small rivers, small islands, coconut trees, big and round coconuts. Let students read the first natural paragraph independently, and through games, students can use their brains, hands, and mouths in a cheerful atmosphere, stimulate thinking with fun, and develop a variety of abilities. After students figure out the location of the coconut trees, let them read the text with questions. Starting from questions can stimulate students' interest in learning and create a strong desire to read on their own.

Then, let the students read aloud again and again to make it clear that they must cooperate with each other and learn from each other's strengths to make up for their weaknesses, in order to succeed. And ask students to talk about what they usually do? Finally, I arranged a performance-oriented game, requiring students to cooperate with each other, work together, cooperate closely, and complete the game together, and cultivate students' cooperative spirit in the game.

In the literacy teaching of this class, I used the method of following literary characters and words to guide students to understand new characters and words in a specific language environment. The method for students to memorize and consolidate new words is to reproduce them. In the last step, I asked the students to use their own methods to memorize words, and they collaborated with their deskmates to memorize words. Then the teacher led the reading, removed the pinyin, practiced reading, drove the train to read, and then sent the new word baby back to the words in the text to read. These activities mobilize students' multiple senses of eyes, ears, mouth, and brain, making full use of their unconscious attention and effectively developing their intentional attention. Students unknowingly learned new words and accumulated vocabulary in enjoyable activities.

That’s it for my lecture. In my teaching career, I still need the guidance of all my colleagues and friends here. Only in this way will I gradually grow up. I hope you all can provide valuable opinions, thank you.

3. The third textbook of the first-grade Chinese speaking lesson in the second volume of primary school:

The topic of my lecture today is "The Little Gecko Borrows Its Tail". "The Little Gecko Borrows its Tail" is a nine-year compulsory A reading text in the seventh group of the second volume of Chinese language for six-year-old primary schools is a popular science fairy tale. The text uses the technique of visualization and personification to tell the story of a little gecko borrowing its tail from a small fish, an ox, and a swallow. The characteristics of the tails of fish, cows, swallows, and geckos reveal the truth that all animal tails are useful. The article is vivid and interesting, and vividly expresses the beautiful image of polite small animals and sincere treatment between them, which is in line with the needs of second grade children. Age Characteristics is a good teaching material for students to carry out popular science education and develop students' observation ability, aesthetic ability and reading ability. According to the characteristics of this course and the position in the teaching material, and based on the actual situation of the students, the following teaching objectives are specially formulated. :

Knowledge objectives: Combining pictures and texts to understand small fish, oxen, swallows, geckos, the uses of tails and the characteristics of gecko tail regeneration

Ability objectives: Develop students’ observation ability and aesthetic ability Ability, reading ability,

Moral education goal: educate students to be polite to others

Among them, let students understand the use of fish, cows, swallows and geckos in the process of learning how to borrow their tails from little geckos, Accepting polite education is the focus of this lesson. By looking at pictures, it is the difficulty of this lesson to let students understand the purpose and characteristics of the little gecko's tail.

Teaching method, learning method:

According to the characteristics of this course and the language characteristics, in the overall concept of teaching method, situational teaching method, printmaking multimedia, etc. can be used Teaching methods stimulate students' interest in learning, highlight key points and break through difficulties. Teachers use language descriptions and questions to inspire and enlighten, and they use reading to teach and reading to ask questions.

In addition to continuing to use the already learned learning methods of "looking at pictures in an orderly manner, prioritizing them, reading texts without pictures, and comparing pictures and texts", this lesson also teaches students how to use pictures and texts. Combination, a learning method that combines learning Chinese with understanding things, and combining language training with logical thinking training.

Teaching procedures:

Focusing on the teaching objectives, the [outline] and teaching materials are included, embodying the "three main" teaching ideas and reading-oriented, promoting reading with lectures, and Looking at the teaching ideas of listening, speaking, reading and writing, and promoting reading, my teaching procedures are arranged as follows:

1. Create situations and stimulate interest.

In this process, I start from the tail directly. Start by using multimedia courseware to bring students into nature and personally experience the different uses of the tails of various animals. Then take advantage of the situation and ask the teacher that there is a special animal here with a special tail. Do you want to know him? This design greatly stimulates students' interest in learning the text, enables students to devote themselves to conscious and independent learning, and guides students to transfer specific emotions into the atmosphere set by the teacher.

2. Overall perception and clarifying ideas

In this process, I made full use of modern means to truly display the story of the little gecko borrowing its tail in front of the students, so that the students could understand the whole story. The text has a deep impression, and three questions are carefully designed:

1. Who is the master of the whole story? What is he doing?

2. Who do little geckos borrow their tails from? Have you borrowed it?

3. Why not lend it? By answering questions, students can initially perceive the pictures and text content, which cultivates students' ability to capture information quickly.

3. In-depth text insertion difficulties

Through the pictures, students can truly see that the little gecko has grown a new tail. This is his special function - regeneration, so this kind of What benefits does the function bring to the little gecko? On this issue, I used a self-study method to discuss in groups and replayed the teaching courseware again, so that the students could conclude that the gecko's tail has a self-protective effect and thus break through the difficulty.

4. Four lectures in the second volume of the first-grade Chinese textbook:

"Thoughts on a Quiet Night" is a work by Li Bai, a poet of the Tang Dynasty. His poems are rich in imagination and elegant in style. . "Silent Night Thoughts" writes about the wanderer's homesickness on a moonlit night. As a wanderer, the author travels thousands of miles, from "doubt" to "raising his head", from "raising his head" to "lowering his head", vividly showing the poet's psychological activity process, and a vivid picture of homesickness on a moonlit night is vividly presented in In front of us, the strong homesickness of the wanderers was expressed. This poem has concise language, sincere feelings and profound artistic conception, which can easily arouse the excitement of readers.

Preaching and Learning:

This poem is easy to understand and is well-known to every household. Some students have memorized it before entering school. However, most students lack practice in reading the charm of ancient poems. Therefore, when teaching this poem, we should focus on reciting it, guiding students to read the pronunciation and rhythm, stimulating their interest in learning ancient poems, and guiding students to understand the lingering homesickness in the poem while reading, and to appreciate the charm and beautiful artistic conception of the poem.

Talking about the teaching process:

Based on the characteristics and teaching requirements of this course, this course has designed four major links, the first is scene introduction to stimulate interest, the second is self-reading and self-study, and the third is reading to gain insights. , four summary sublimation.

1. Through the dialogue between teachers and students, do students like to memorize ancient poems? Which ancient poem can you recite? Can you recite it to everyone? Stimulate students' interest in learning ancient poetry. Starting from the students' actual situation, targeting students' expressive characteristics, arousing students' strong interest in ancient poetry, and enabling students to learn literacy in a specific language environment, so that students can experience the joy of success.

2. Provide courseware to create situations, introduce topics, improve students’ interest in learning Chinese, and cultivate their abilities of observation, imagination, and language expression. The process of collecting and displaying information cultivates students' ability to collect and process information.

3. Teacher Fandu sets the text to music, and students appreciate it while looking at the pictures. Perceive the text as a whole and appreciate the charm and beautiful artistic conception of ancient poetry. In the teacher's emotional reading, students' aesthetic taste is improved while they appreciate the beautiful pictures and beautiful music.

4. Read and study by yourself. Please open the text and read it in your favorite way or memorize it! Allow students to freely choose their learning and memorizing methods according to their specific circumstances. Observe carefully, how many characters in the poem do you recognize? How did we meet? Draw the unknown words with your favorite symbols and read them several times with the help of pinyin. Explore students' existing experiences, pay attention to individual differences among students, seize opportunities, make the best of situations, and effectively regulate teaching. Let students exchange literacy experiences and learn literacy in specific language environments.

Students are the masters of learning. Fully trust students and give them opportunities to express themselves so that students can enjoy the joy of success in active literacy. During the activities of exchanging literacy methods and being "little teachers", students are encouraged to memorize glyphs in their own way. Cultivate students' innovative ability

5. Reading aloud focuses on the evaluation of reading aloud and improves reading ability. Teachers must take into account the development needs of different students and strive to make different students feel the joy of success. They should pay attention to the guidance of reading aloud, guide students to read the charm of ancient poems, experience the fun of reading poems, and feel the strong homesickness. Affection. Improve students' reading ability. To make "readers love reading and listeners focus", teachers and students discuss together how to read ancient poems, listen to and evaluate each other, and make progress together, which greatly mobilizes students' enthusiasm for reading.

6. Explore and respect students’ unique experiences through summarizing, thereby generating emotional resonance and further experiencing the deep homesickness. Let students deepen their understanding and experience through proactive thinking and emotional activities, gain insights and reflections, and be emotionally influenced.

5. The second volume of the first-grade primary school Chinese textbook, Part 5, The textbook.

The content of my lecture today is the second volume of the Chinese textbook for primary school students, "Charades". These are two word-guessing riddles. Lively and interesting, the language is beautiful, and it is catchy to read. Riddle guessing combines knowledge, anecdotes and philosophy, allowing students to actively participate and actively use their brains. Combining the characteristics of this course and unit, as well as the requirements of the "New Curriculum Standards" on the three dimensions of knowledge and ability, process and method, emotional attitude and value, the following three learning objectives were formulated:

　1 , recognize 12 new words such as "phase, encounter". Can write 7 characters including "Zi, Zuo".

2. Read the riddle aloud, think about it while reading, and summarize a good way to guess the riddle.

3. Cultivate students’ interest in collecting riddles and making up their own riddles.

Preaching and learning methods

Based on the analysis of teaching objectives and teaching materials, and combined with the relevant concepts of the new curriculum standards, I adopted self-reading, independent exploration, cooperation and exchange, and practice Innovate and other learning methods, strive to build an open and dynamic new Chinese language classroom, and always put students in the position of learning masters, while teachers are students’ peers and partners in learning.

According to the characteristics of first-year students who have strong image thinking, strong desire for knowledge, and deep feelings about things that can arouse their interest, I use situational teaching, problem inquiry, intuitive teaching and other methods to carry out teaching. .

Talk about the teaching process

1. Stimulate interest and introduce new lessons

Today, the teacher is playing a riddle game with the students. Everyone is confident in guessing. Come up with these riddles?

Tell students, "Today's class is about playing a riddle game." It is intended to eliminate students' sense of burden and fatigue in learning and class, and create a relaxed and lively atmosphere for this class. Asking students whether they are confident is more conducive to stimulating students' enthusiasm. First-year students are particularly expressive and their enthusiasm for learning can rise immediately.

Then the students were reminded to listen carefully. The teacher used oral expressions to throw out 3 riddles to catch the students' thinking in time. The students guessed them one by one, and bonus points were given to the group of students who guessed correctly. .

The two riddles are not difficult and give students enough confidence to arouse their interest. The introduction of group competition also applies formative assessment to actual classrooms.

There are so many riddles that are not difficult for everyone. In order to reward the students, Teacher Liu specially brought a tip for guessing riddles: "To guess riddles, use your brain, read carefully, be able to observe, think outside the riddle, and the answer will be hidden in the words" (students read along). With these tips, I believe that students will be able to learn today's knowledge well.

This text is very simple, and the teacher’s characteristic when teaching this text is to create simplicity among the simplicity, and try to give the children some regular questions in the happy riddle guessing activity. things so that they can use them in their later lives and studies.

2. Comprehend the text as a whole and learn new words

1. Read the text to yourself and ask: What should you pay attention to when reading the text to yourself?

Don’t limit students’ thinking, guide children to pay attention to reading skills independently, and provide timely guidance and guidance.

2. Learn new words.

A. Question: There are some friends with new words in the text, let’s say hello to them! (The courseware shows the new words)

B. Ask students to read difficult and difficult-to-recognize words several times. ——Invite individual students to be teachers, select difficult-to-read and difficult-to-remember words, and teach the whole class to read and memorize them

The "Chinese Curriculum Standards" point out: Chinese teaching should "focus on cultivating Students' awareness and habits of autonomous learning create a good autonomous learning situation for students. "In this link, I will create an autonomous space for students to independently identify difficult and difficult situations based on their own circumstances. Read the words and return the initiative in learning to your children. As long as it is reasonable or original, give full affirmation. If it is not reasonable, the teacher will give timely guidance.

C. Hide the pinyin and show the new word cards in the way of driving a train to test students' recognition of pronunciation and glyphs.

3. Learn two riddles

The two riddles are arranged in order from easy to difficult. When I teach, I do not seek to impart all knowledge to students in a rigid manner, but seek change within change. By using three different teaching methods with different focuses, I can bring students different spiritual insights.

1. Learn the first riddle - "Reading" comes first.

This riddle is very simple. Through various forms of reading such as free reading, male and female reading, and performance reading with movements, you can successfully guess the riddles. With so many levels and various reading methods, students will not feel bored when learning.

After learning the riddles, we summarized the rules for guessing riddles - read carefully, use your imagination, guess the riddles, and learn new words.

As the saying goes: It is better to teach someone to fish than to teach him to fish. Teaching children a good method will be more conducive to their continued development in the future.

2. Learn the second riddle - use "ask" to promote reading and solve the puzzle with animation.

Let students learn to read the text with questions, understand the meaning of the text through questions and repeated reading, and get the answer to the mystery.

This riddle is more difficult than the previous one. There is a lot of complicated information, and students don’t know where to start. Therefore, the teacher needs a little guidance to point out a direction of thinking. After asking some students to do a sample reading, the teacher reminded the students not to rush to answer the answer, but to read the text again and again with the three questions raised by the teacher: "What is the radical of this word? When will there be a lot of wind..."? The answer to the mystery is easily derived.

IV. Writing guidance

1. Show "left, right" and read it.

2. Let students observe the glyphs and their positions in the field grid, and talk about their findings.

3. Teacher writing, explaining the glyphs while writing.

4. Students draw red and write. Teachers inspect and provide individual guidance.

5. The group will evaluate each other’s handwriting to see who has the most beautiful handwriting. Show good homework, let students taste the joy of success, and encourage students who have not done well to try to do well.

Children in lower grades have a strong sense of honor and hope to be noticed and praised. Showing students' good homework can make students taste the joy of success. This sense of accomplishment will promote students' continuous progress.

5. Expansion - Let students make up word puzzles now and compete in word guessing competition

The teaching material of this lesson is to let students learn to read when guessing puzzles. In order to unleash students' creative potential, students are encouraged to collect Riddles, self-made riddles. This not only consolidates the new characters, but also stimulates students' interest in learning new characters and exploring the mysteries of the new characters in the future.