People's Education Publishing House Primary School Spoken Chinese Textbook1;
"Wheat Whistle" describes the scene of harvest in the rural fields in midsummer and the scene of children playing in it. This is a beautiful text. First, the beauty of artistic conception: The article shows us a happy scene of children playing carefree in the countryside, which makes us feel the moving scenery and comfortable life in the countryside. Second, the beauty of language: rhetorical devices such as parallelism, personification and metaphor are used in this paper, and many sentences are worth students' taste and accumulation; Echo from beginning to end, the two paragraphs express similar meaning but use different wording. Students can feel the beauty of rural life on the basis of understanding the beauty of language and stimulate their feelings of yearning for nature. Therefore, this article is a good article to cultivate students' sentiment, cultivate their sense of language and enrich their language accumulation.
Say the learning situation:
As we all know, because of hearing impairment, deaf-mute students' language ability is relatively poor, and their reading comprehension ability is relatively far behind their peers. In addition, the simple, natural and cheerful rural life of rural children described in this article is far away for students now, and it is difficult to understand their interests. In teaching, we should make up for the defects and consider from the perspective of developing students' language.
State the goal:
"Chinese Curriculum Standard" clearly points out: "Chinese curriculum should be devoted to the formation and development of students' Chinese literacy. Chinese literacy focuses on synthesis, with Chinese ability as the core, which is the synthesis of Chinese ability and Chinese knowledge, language accumulation, aesthetic taste, ideological morality, ideological quality, learning methods and habits. "Therefore, I have set the following teaching objectives:
1, learn to know 8 new words. Read the text correctly, fluently and emotionally.
2. Experience the rich and vivid language of the author and the simple, natural, cheerful and fresh childhood life of rural children.
3. Accumulate the beautiful language in the text.
Say link:
Combined with the learning objectives and the actual situation of students, I designed the following teaching links:
1. Before class, let students collect pictures and written materials of field scenery in combination with the task of comprehensive study, so that students can further feel the characteristics of rural natural environment and the happiness of living in that environment.
The content of this article is simple, the scenery is fresh and the writer is naive and simple. In teaching, set questions directly from the topic to stimulate interest, and then let students read the full text and understand the content of the text by themselves by studying the first three articles, and get some insights on the basis of full reading, and then explore questions to drive reading, and finally taste the language and accumulate applications.
Topic introduction allows students to ask questions about the topic after reading the reading tips. For example, "What is the life of rural children today? How does the author reflect the life of rural children today through the wheat whistle? " Curiosity guides students, makes them full of fun and studies hard.
On the basis of full reading, discuss in groups, solve the problems arising from the topic, exchange experiences, guide students to feel the simplicity and loveliness of rural children, the beauty and kindness of rural scenery, how close the content of children's drama is to nature, how rich and diverse the forms are, how passionate the feelings are, just like a cheerful and gentle wheat whistle, you call me, rise and fall, and inherit for a long time, and guide emotional reading at the same time.
Finally, find out your favorite sentences, read them to everyone with feelings, and talk about the reasons for liking them, extract them and achieve the purpose of accumulation.
Reading more is the best way to taste language. When in doubt, read and read more. Read if you have feelings, read more and understand deeply; Read, read more and read aloud when you taste the language. The emotional tone of reading this article should be cheerful and soft.
4. Pay attention to the pronunciation of the following words when reading aloud: the initial of "like" is pronounced as tongue, the initial of "like" is pronounced as bāo, and the initial of "black and white" is pronounced as four tones.
5. Teachers can guide students to expand their reading and recommend them to read the corresponding articles in synchronous reading, thus broadening their reading horizons and enriching their language accumulation.
People's Education Publishing House's Lecture Notes on Primary Chinese II. Oral Teaching Materials
This text tells a short story in family life. Xiaoyun's mother gave her a cloth bear on her birthday. Because mother always forgets her birthday, Xiaoyun wants to borrow her birthday and give her a cloth bear. The language of the full text is simple, which reflects the true feelings of mother and daughter.
Second, talk about learning.
Nowadays, many students are only children, and most of them are little emperors at home. They are always "clothing to reach out, food to mouth", and they simply don't know how to care and understand others. Therefore, the teacher hopes that through the teaching of this class, students will be aroused, and they will learn to care about others and be considerate.
Third, talk about learning objectives.
As this lesson is the last unit of this textbook, it plays the role of "consolidating literacy, using the literacy methods learned to read independently" and "reading the text aloud, and being able to ask questions that are not understood in the text and discuss and solve them". The learning objectives of this lesson are as follows:
Knowledge and skills:
1, know 1 1 new words, and can write three words. Know two radical "insects and orders"
2. Read the text correctly and fluently and recite the text.
Methods and processes:
1, cultivate students' autonomous reading ability.
2. Cultivate students to ask questions they don't understand when reading the text, and learn to discuss and solve problems.
Emotions, attitudes and values: by studying the text. Let students realize that they should learn to care about all the people around them who love themselves and be a good boy who thinks about others.
Fourth, the teaching method of speaking.
The teaching arrangement of this class is divided into two classes, and the writing arrangement is in the second class. I mainly talk about the teaching methods used in the first class.
Chinese teaching under the guidance of new ideas should pay more attention to the overall improvement of students' Chinese literacy, highlighting both the "instrumental" characteristics of the text and the "humanistic" characteristics. In teaching, teachers should strive to change their roles, from the "master" of classroom teaching to the organizer, guide and participant of classroom activities. In teaching, I will try my best to put my position right and give students more room to display their talents.
1, experience and feel in reading.
Reading teaching should attach importance to reading aloud. Reading aloud depends on the word "Wu", reading "Wu" and reading "Wu". In the teaching of this article, I will pay great attention to students' reading of the text. However, in reading, we don't just tell them how to read aloud, but create scenes for students through our own model essay reading, so that they can connect with their real life and feel and appreciate the lively tone when reading the text with their hearts.
2, with music reading, reading comprehension.
From my usual contact, I know that singing is a child's favorite. I imagine that if applied in the classroom, the effect should be said to be good. In addition, from some open classes, students can often be seen reading texts accompanied by music, which makes reading more rewarding. Therefore, in this class, I also want to try to let children read in beautiful music, feel from music and feel from reading.
Verb (abbreviation for verb) talks about teaching procedure.
This lesson is planned to be completed in two classes. The task of the first class is to read, read and understand the text. The task of the second class is writing. I teach the first class, and the teaching procedure is as follows:
(1) Inspire the dialogue and reveal the topic (Play "Happy Birthday Song" before class)
(2) Read the text for the first time and learn new words.
(3) Learning the text
1, learning paragraphs 1 and 2. (Read paragraphs 1 and 2 and understand. )
2. Learn the third and fourth paragraphs. Read aloud to understand these two natural words. )
3. Read the full text by roles (the courseware plays Happy Birthday to you for teachers and students to read * * *).
4. Summary: Our mother is the greatest person in the world, caring for us, caring for us and loving us; Therefore, we should care more about and love our mother like Xiaoyun in the article.
(4) Expanding exercises.
(5) Writing exercises.
(6) Summarize the conversation.
People's Education Publishing House, Draft of Primary School Oral Chinese Course III Oral Chinese Teaching Materials
This lecture follows the educational thought of "Six Emancipations" advocated by Mr. Tao Xingzhi, with reading as the main line, from "initial reading" to "intensive reading" to "intensive reading", from shallow to deep, step by step, so that students can feel, learn and accumulate language in reading and expression. In teaching methods, we try to combine "helping" with "letting go", supplemented by multimedia courseware demonstration, so that students can read independently, encourage students to ask questions actively, and explore and solve problems independently. Let students always be in an active learning state in an open and dynamic classroom atmosphere. Through "seeking difference, innovation" and "extracurricular exercises", we collected pictures and words about bridges and held exhibitions, which cultivated students' innovative spirit and ability to obtain information.
Teaching objectives
1, from 5 to 10 Learn 5 new words in the natural paragraph and understand the words composed of new words.
2. Understand the content of the text and appreciate the lightness and simplicity of the plastic bridge.
3. Read the text fluently and emotionally.
4. Stimulate students' interest in science and cultivate their thinking ability.
Emphasis and difficulty in teaching
Focus: learn the new words and phrases in this lesson and understand the text.
Difficulties: Understand the two kinds of bridges introduced in this paper, and cultivate students' thinking ability and imagination.
teaching process
First, the introduction of new courses.
1. Students, what kind of bridge have you seen? Where have you seen it? Tell your classmates and teachers about the bridge you have seen. (Students are free to answer)
2. Courseware (showing pictures of different bridges) introduces students while playing: Bridges have played a huge role in people's lives since ancient times, and with the development of science and technology, bridges are constantly changing. Today, we learn an interesting text (blackboard writing topic). The bridge mentioned in the text will open our students' eyes. )
Second, learn the text initially and understand the content of the text.
1. Read the text in sections.
2. How many bridges did Lan Lan and Grandpa cross? What bridges are they?
(1) Where did you find this answer in the article?
(2) Encourage and guide: You study well. Please read the text further and see how Grandpa told Lan Lan.
3. Which paragraph of the text is about diving bridge? Who will read it?
4. Which paragraph in the text is about plastic bridge? Who wants to see it? Please read all the students who raise their hands.
5. Read the full text again and read the text correctly and fluently.
Third, write on the blackboard.
My blackboard writing is like this, listing the key words in the text is simple and clear, which can make students understand and remember the text more clearly.
Submerged Bridge: The glass brick built in the water is like a long house.
Plastic bridge: The plastic pipe on the river is as big as a raincoat.
People's Education Publishing House Primary School Chinese Lecture Notes 4 I. Oral Teaching Materials
Sour and Sweet is a reading text in the fourth part of the first volume of the second grade of People's Education Press, which is arranged in the form of a comic book. "If you can't eat grapes, it's sour", which is the comfort of the fox, but it confuses the little squirrel and the little rabbit. Only the little monkey dares to try it himself. This article tells us that we should experience and try things ourselves.
Second, the analysis of learning situation
Junior students like cute little animals very much. This lesson describes the story of a group of lively and lovely animals. This is undoubtedly the best motivation for students to learn. Moreover, the first four texts in this unit are all fables, and the children have also learned some knowledge about how to look at and think about problems. I have a certain ability to understand such fables. In addition, this article is accompanied by exquisite illustrations. Students can observe the movements of animals, guess their psychology, practice reading aloud with emotion and experience profound truth.
According to the above analysis of teaching material analysis and academic conditions, I will preset the following points:
Third, the teaching objectives
1, know 9 new words and can write 4 words, focusing on guiding the writing next to the dog.
2. Learn the natural paragraphs of the text 1-3 and experience the inner world of the characters in the story.
3. Initially cultivate children's interest in listening, reading and telling fairy tales.
Teaching difficulties
Read and write.
Four. Oral English teaching methods and learning methods
This text has a strong story. In teaching, I designed teaching methods, such as situation creation and role-playing, to train students' sense of language, publicize their individuality and cultivate their creativity.
As this article is a fable, the students like reading it very much. Therefore, in terms of learning methods, students should be guided to adopt the learning methods of self-reading, since the enlightenment and cooperative inquiry, imagine the scene, read out their feelings loudly, so that students can have a deeper understanding of the content and center of the text, and vividly reproduce the expressions and language of the characters through colorful reading.
Five, the teaching process theory:
Introduce a new course
Myrica rubra and sugarcane appeared in 1. courseware. Q: What will your expression look like after eating sour bayberry?
2. Know the word "acid": The left half of the word "acid" is more like a nervous frowning face. Write on the blackboard
Where have you seen the word "acid" in your daily life?
Stick out your tongue to lick the sugar cane, and your mouth feels sweet. The blackboard writing is very sweet and the topic is complete.
4, reading topic: put these two flavors together to think about reading topics.
5. Secret topic: The 74-page book contains interesting stories of ups and downs.
Curriculum standards point out that literacy should be combined with life practice, and students' interest in daily literacy should be emphasized and stimulated. Remind children to pay attention to things around them, and they will know more words. So let the students talk about where you have seen the word "acid" in your daily life. Guide students to read from life. )
Read the text for the first time and feel as a whole.
(A) to find the right sentence, a sporadic literacy.
1, teacher: (showing reading tips)
Read the text in the way you like. The leaves under unfamiliar words can help you. If you encounter difficult sentences, write them down.
What small animals are there in the story? What story did you tell with thinking?
This is a hint for students to learn the text by themselves. )
2. Show difficult sentences:
He looked at the bunch of purple grapes on the shelf and couldn't wait to climb up the grape rack. He picked a bunch and sent it to his mouth.
A, show "a bunch of grapes, can't wait". Name the little teacher and read it together.
Read the sentences by name.
B, focus on guiding students to break sentences.
He looked at the bunch of purple grapes on the shelf, couldn't wait to climb the grape rack and picked a bunch and sent it to his mouth.
C, "string" is a new word. What is this string like? The teacher writes.
By imagining and memorizing the word "string", students may say: like mutton, like tofu string, like sugar-coated gourd string. Through imagination, we can certainly deepen our memory, and also let our children feel the joy of remembering Chinese characters and the vivid image of China characters.
D, understand a string:
Courseware demonstrates that a bunch of grapes, another bunch of grapes, and many bunches of grapes are connected together, which is a bunch of grapes.
What else do you know? Pearls, necklaces, mutton kebabs, etc. )
Expand and extend other words that represent a large number of things.
(b) Overall view, decentralized literacy II
1. What small animals are there in the story? Feedback, the courseware shows the images of four animals. Call their names and say hello to them.
Although reading the words of animal names is a teaching to know new words, greeting is more interesting and more in line with the psychological characteristics of junior students. )
2, guide the positive tone fox, the latter words are soft.
3. Tell me about it. (Teacher's tip: Who says grapes are sour? Who says grapes are sweet? What was the result? Guide the students to tell the main meaning of the story simply.
4. Play a children's song:
Grapes, grapes, round and big,
Fox, fox, drooling,
Want to eat it,
But I didn't choose one,
Insist that grapes are sour.
The squirrel rabbit was taken in,
Only monkeys taste it themselves,
Taste it yourself.
By self-made nursery rhymes, the consolidation of new words, story plot and story implication are effectively unified, which avoids triviality, fragmentation and preaching and realizes the integration of "literature" and "Tao". )
Enjoy and read the article 1-3.
1, grasp the key sentences and read the first paragraph!
(1) Practice reading key sentences
There are only three sentences in the first paragraph. The second sentence describes that the fox wants to eat grapes, and the third sentence describes that the fox is sad and disappointed. It is vivid and concise, which is very suitable for students to read aloud.
"He wandered around for a while, jumped up and picked grapes for a while, but he didn't pick any." I'll show this sentence on the screen with courseware first. Then I used a series of questions: "Fox, Fox, what are you doing around?" "He wandered around, can he pick grapes?" "I turned around and thought, what's it like to jump up and pick grapes? Which little fox will show you? " Guide students to think step by step.
On the basis of repeated reading and performance, I further practiced reading by introducing reading aloud: "Look, children, there are many grapes under the grape trellis. How beautiful!" No wonder this fox keeps reading and reading. " "Fox wants to eat grapes very much and has done his best." Practice oral English on the basis of guiding students to read and understand.
Teacher: Fox is very busy here, wandering around for a while, jumping up and picking grapes for a while. Can you talk for a while? For a while?
Students practice oral English.
(2) Understand the fox's mood on the basis of fully practicing and reading key sentences.
Teacher: Fox, fox, you are full of hope, but you haven't picked any grapes. What does it feel like at this time?
Show the courseware on the basis of communication: this grape is sour and can't be eaten!
Guide the students to read their feelings of sadness and disappointment.
2. Highlight your ideas and enjoy the second and third paragraphs.
The structure of the second paragraph and the third paragraph is the same. I caught the key sentence in the two paragraphs: the little squirrel and the little rabbit read their thoughts intently.
Teacher: Grapes are sour. The little squirrel heard it, and so did the little rabbit. What are their ideas? Please read the text, find out the relevant sentences and mark them.
On the basis of communication, let the students blend in with the story characters.
(1) See what the squirrel thinks.
The courseware shows the second picture of the text with the words: the fox is very clever. He said the grapes were inedible. They must be very sour.
The teacher randomly asked the students: What do you think, little squirrel? Evaluate the students' answers in time: this little squirrel is a little skeptical; He read "must" loudly and believed it completely; This squirrel brother is completely convinced. Let's go back to the book and read it together.
(2) read the rabbit's mind.
Division; At this time, a little rabbit came and looked at this bunch of purple grapes on the shelf, wanting to have a good meal. The little squirrel told him what the fox said. What did he say? Who will voice the film? PPT8: The third picture of the text. And let the students try to dub.
Teacher: After listening to what the little squirrel said, what did the little rabbit think? Who will read it?
Text: Both foxes and squirrels say that grapes are sour and must not be eaten!
Evaluate students' reading aloud in time: did you hear it? What word did he emphasize just now? ; It seems that the little rabbit is completely convinced. Not only do you read well, but you also pay attention to punctuation marks (exclamation points). Let's pick up the Chinese book and read it together.
(3) Cooperative reading between teachers and students.
Create a lively classroom teaching environment, so that every child likes reading, takes the initiative to read, and reads happily. To this end, I use various methods, such as reading by name, reading in groups, reading by teachers, reading by teachers, reading by teachers and students in different roles, etc. Always regard "reading" as an important means for students to learn texts, so that children can always maintain their enthusiasm and desire for reading in the whole classroom. )
Reproduce new words to guide writing
1, play the nursery rhyme again and read it together.
There are some new words in the nursery rhymes we just read today-monkey, fox and beaver.
Guide the students to find the anti-dog side and the left and right structures.
3. The tip is written next to the dog. (Showing Oracle Bone Inscriptions's anti-dog), how like a dog squatting on the ground!
(Written by the teacher, the third pen can't be published)
4. What should I pay attention to when writing?
"Fox" has a left-right structure, narrow left and wide right. The three parts of "Monkey" should be written concisely. The right side of the monkey is different from the back.
5. Writing, communication and presentation.
Reading and writing is the most important part of Chinese teaching in grade two. Situational literacy, decentralized literacy and classified writing teaching. This is a highlight that I want to emphasize in the teaching of this class. Professor Cui Luan, a master of Chinese teaching, pointed out in the clear learning goal of "Literacy and Writing": Literacy teaching advocates literacy in situations, literacy in life, and literacy in children's existing experience and their own way)
Back to the subject, leave room.
Teacher: The silly rabbit and the silly squirrel easily believed the fox and were taken in. Who says grapes are sweet?
Teacher: How do monkeys know that grapes are sweet?
Teacher: It seems that trusting others is easy to be fooled. Only by trying it yourself can we know whether it is true or not. If you want to know whether the grapes brought by the teacher are sour or sweet, you have to come to the teacher to taste them yourself after class. Next class, let's go and see how the clever monkey pierces the cunning fox.
Although this link is short, it paves the way for the next class, and returns to the string of purple grapes at the beginning of the class in time, so that students can taste them themselves and naturally know.
Write on the blackboard.
17 sweet and sour
Listen and taste.
Trust test
Fox, squirrel, rabbit and monkey
(concise and clear, the image intuitively shows the different attitudes of the little squirrel, the little rabbit and the little monkey to the sentence "grapes are sour", and the profound truth contained in the text is also clearly displayed.