Queshan County Jingyu Primary School Grade One Chinese Volume II Teaching Plan

Theme: Teaching Design of "Crow Drinking Water"

Teaching philosophy: reading is the basis of Chinese learning, which guides students to read fully, and perceives the content of the article as a whole, and has some feelings in reading, and cultivates students' sense of language in reading, and realizes the intelligence and ability of crows. Inspired by it.

Teaching objectives:

1. Knowledge goal: Know 9 new words such as "Wu, crow" and write 6 words such as "Ke, Shi". Can speak with the word "gradually".

2, ability goal, read the text correctly and fluently, recite the text, and cultivate students' reading ability.

3. Emotional goals guide students to know the intelligence and ability of crows, and understand that when encountering problems, they should carefully observe and seriously think. Gradually develop a good character of positive thinking.

Key and difficult points: On the basis of full reading, I realized that crows are smart and capable, and I was deeply inspired by them.

Teaching aid preparation:

1, enlarge text intention or slide.

2. New word cards, small water bottles, pebbles and other related materials.

3. headdresses of some small animals. Such as elephants, cranes, kangaroos, woodpeckers and so on.

Self-preparation: Read the text aloud.

Training idea: What kind of story is the text telling?

Teaching process:

Case part

First, literacy training.

Through correct and fluent reading and inquiry-based learning, we can understand the first paragraph of the text and recite it, know how to help others enthusiastically when they are in trouble, and understand that we should observe and think carefully when encountering difficulties.

Second, cooperative exploration.

Situational performance: Who wants to perform what you just saw? First, four people are divided into groups, one is reading aloud, the other is performing, and the other two are giving ideas. Ask one or two groups to read aloud and perform in class. Everyone is both an audience and a small director, supplemented by evaluation.

Divide into four groups and cooperate to complete the small experiment. Discussion: What did you find?

Third, expand and extend.

1. Reading: Read a story about crows and hold a reading briefing.

2. Try it: Can crows drink water like this when the water in the bottle is very shallow?

1, dialogue:

Show me the crow map. Students, do you know crows? Do you know some stories about it? Today, we will meet a clever and capable crow. Would you like to? (blackboard writing topic)

2. Activities:

Show the picture of crow drinking water, and guide the students to say the meaning of this picture in short sentences. Compare who said it most succinctly and accurately. (blackboard writing topic)

Dialogue platform

First, lead in (perceive the content of the text, remember new words, and cultivate reading habits. )

1, organize students to read freely, sketch new words and solve pronunciation problems.

2. Thinking: What kind of story is the text telling?

Thinking: Students are the masters of Chinese learning, guide students to participate in Chinese practice and improve their reading ability in practice. Teachers should consciously let students learn to read from the lower grades. Among them, the most important thing is to adhere to and highlight the purpose and sexual guidance of each reading activity, so that students can really gain something from reading and gain something from reading.

Second, report (multi-form reading, feedback the effect of self-reading, and promote reading comprehension. )

1, use word cards, read new words with reference to each other, form appropriate words, and evaluate and correct each other among students.

2. Multi-form reading. (such as reading at the same table, reading for boys and girls, reading in sections, reading in groups, etc.). ).)

Focus on the pronunciation of difficult words. For example, "how to do it, find it, etc." Teachers guide students to understand their feelings from reading, and at the same time guide students to evaluate.

3. Use enlarged illustrations or slides to guide students to say the meaning of each picture according to their own understanding.

4. Let the students tell the content of the text in their own words.

Thinking: The focus of reading teaching is to cultivate students' ability to feel, understand, appreciate and evaluate. The combination of multi-form reading and reading evaluation is beneficial to the improvement of students' reading ability. At the same time, it also tests and consolidates students' reading achievements and puts reading activities into practice.

Third, writing (consolidate literacy and improve writing level. )

1. Guide students to know the new words in "I can write" and exchange literacy and memory methods. Such as: riddle method, comparison method, making up jingles, etc.

2. Write with the new words you choose. Teachers patrol and guide students to write. Students write presentations and organize mutual evaluation.

3. Guide the writing of keywords. Such as: find, stone, etc.

Fourth, after-class reflection

It is not necessarily a bad thing for students to make mistakes, because the process of students making mistakes is a process of trial and innovation. Isn't the invention of electric light based on Edison's hundreds of wrong attempts? In this sense, "mistake" is also a kind of beauty, and "mistake" is also a kind of success. "Can the pony cross the river?" I tried to know myself, but the pony can still try. Why can't students have a chance to try? Perhaps, our students will use some absurd attempts to prove their different ideas and practices. At this time, if students make mistakes, it is normal. Edison himself didn't think about incubating chickens? This idea seems absurd, but it is countless absurd ideas like this that "cast" the great Edison. Therefore, our teachers should face up to students' mistakes, don't make a fuss about students' mistakes, and don't give students a chance to try and practice because they are afraid of mistakes.