Ding Yixiao, a first-grade Chinese student in primary school, explained the original text.
Ding Yi writes small, but he can't write well. "By the way, my paper is not good!"
He writes with his sister's paper. He writes with his sister's paper, which is not good.
"By the way, this is my pen!"
He writes with his sister's pen. He writes with his sister's paper and pen, but he can't write well.
"By the way, my seat is not good!"
He sat in his sister's seat and wrote. He used his sister's paper and pen to write on her seat, but it was not good to write.
"What's wrong with me?"
My sister picked up Ding's lost paper, picked up Ding's lost pen, sat in Ding's seat, motionless, and wrote earnestly.
Look, how good her handwriting is!
Ming Ding went white: "It's not my paper, it's not my pen, it's not my seat, it's my fault."
Like his sister, he does not move, and writes carefully.
Teaching plan of "Ding Shoes" in the first grade of the second primary school.
The teaching goal is to recognize 15, write three words: Ding and Huan, and learn a new stroke: transverse folding and apostrophe.
Read the text correctly and fluently.
Learn the natural paragraph of the text 1-3, understand the words "write and write", and tell the students that it is impossible to write well only by looking for external reasons.
Teaching focus
I can recognize 15, write four words: Ding and Huan, and learn a new stroke: cross folding and apostrophe.
Learn the paragraph in the text 1-3 and tell the students that it is not good to write only by looking for external reasons.
Preparation before class
Multimedia courseware for new words and word cards
teaching process
Please introduce yourself and tell me your name before class. What's your favorite thing to do?
I. Learning and reading themes
1。 The teacher shows the word card: write. Read by name, all at once. Each of our children likes to write, and a classmate named Ding likes to write, too. The teacher wrote the title on the blackboard and taught to write the word "D". Today we will learn lesson 12. Spell the questions by yourself. Look at the topic together.
Teacher: How is Ding's writing? Open the book 106 and read the text by yourself. Read the pronunciation of each word correctly, spell more unknown words, and read the new words circled by us in yesterday's preview several times.
Second, read the text for the first time and learn new words.
1, students read the text by themselves, and teachers patrol the classroom for video evaluation: read carefully, read aloud, and know the new words several times after reading the text.
2. The teacher checks the new words:
The teacher showed the word of the club: read by name, read by the whole class. Tell the difficulties in pronunciation in evaluation. Then drive the train to read the new words.
The teacher shows the recognizable words: please read them by the little teacher and repeat them three times in the class.
Hand in hand, these new friends formed the word: Ding 111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111
Everything has to be written, written, written.
Read the words freely, name the words, and then read along.
Connect these words to form a long sentence. Learn to read long sentences:
He can't write well with his sister's paper and pen.
Demonstration reading, free reading and group reading.
Teacher: We can read these words and sentences correctly and send them back to the text, so that we can read the story written by Ding more fluently.
This article consists of several natural paragraphs. Note that some paragraphs have illustrations next to them, so don't mistake them for natural paragraphs. Tell me (6) by gesture, and mark the serial number with two spaces at the beginning of each paragraph. Let's read the text in a competition! Name six people to read the paragraph 1-6, and the other students listen to their pronunciation. (Teachers and students * * * with evaluation)
Teacher: It's amazing that students can read so accurately. Then let's go and see how Ding writes!
Third, read the 1-3 paragraph.
Look at the courseware: Ding Yi's writing style. Teacher: What do you see?
1, learn "Ding Yi writes a little, and it is not good to write." in a word
1 show: "It's written" Ding wrote it again and again, read it by name and read it together.
Teacher: We usually can't write well many times. Think about how we feel at this time. (I'm anxious, I want to write my words well)
(2) At this time, Ding showed that "if you can't write well, you can't write well". He was as anxious as you and wanted to write well. Guide reading
(3) It seems that Ding Yi has difficulty in writing. Read the whole sentence: Ding Yi writes less, but he can't write well.
Look at Ding Yi's fine print. Read the name of the first sentence.
We know that Ding's favorite thing to do is writing. He must write as well as his sister. Look, he is trying to find out why!
Read a paragraph or two by yourself and see why Ding found them. Feedback blackboard writing
(1) Show these two sentences: "Yes, my thesis is not good!" "
"By the way, this is my pen!" Read by name
Ding found such a positive reason. What does he think? Let's listen. Listen to courseware
② Who can read Ding's thoughts? Read by name:
(3) module reading, we all read to sit with Ding and then read by roll call.
Competition reading between boys and girls
Imagine Ding holding her sister's pen and paper or writing like just now. Can he write well? Courseware: Ding Yi lowercase words
Show me this sentence:
He writes with his sister's paper, which is not good. Read together
He writes with his sister's paper and pen, but he can't write well. Read together
4. Hey, Ding found many reasons to write his own handwriting well, but it seems that there are none, or his handwriting is not good. It's not good to show three sentences in writing. Let's read these sentences together.
This is so weird. Ding is worried at this time!
5. Show me: "What's wrong with me?"
Who will read Ding's thoughts? When the roll call was read, a big question mark appeared in Ding Yi's little head (the question mark turned red).
Let's help Ding Yi think together. (Free reading) Read by name, evaluate and enlarge the question mark.
(3) Let's help Ding Yi think, read in groups and read together.
6. Teacher: How cute Ding is! He wanted to write his own words well, but he couldn't find a reason. He has been thinking. Students, can you help him with his usual writing experience?
Easy to write small print, okay? How is it written? We will continue to study the text next class.
My sister thought what everyone said was really good and sent a nursery rhyme. Listen to children's songs and rhythmic activities.
Let's write carefully according to what my sister said!
Fourth, remember new words and learn to write.
1, read the new words that you can write.
2. Learn new strokes. The teacher writes new strokes and the book is empty.
Tell me which word has this stroke. The teacher wrote "Go away" and the book was empty.
4. Remember "return" and write "return". Draw and write by yourself.
Reflections on the composition teaching of Grade One in Grade Three Primary School.
Ding's writing is a text for students to learn Chinese in Unit 5 this semester. The sentences in this paper are concise and easy to understand, which can help students develop good reading and writing habits and benefit endlessly. How to make students apply what they have learned and how to apply the writing method of "sitting up straight and writing carefully" to actual study and life is the focus of this lesson. After looking for many reasons, I decided to carry out teaching activities closely around the change of Ding's correcting mistakes and writing good words. Starting with three "less and more", we strive to make students feel in reading and experience sublimation in words and deeds. First, be less rigid and more flexible-increase childlike interest.
The content of this lesson is very close to students' life, but it always feels less vivid and wonderful than the fairy tales in the previous texts. How to design this seemingly dull but highly educational text to be lively and interesting and attract students? I used several small games in teaching, hoping to stimulate students' interest in learning. When reviewing words and phrases in class, I designed to find friends for the word "serious" and expanded it to "write carefully and stroke by stroke" in turn. This interesting game activity suddenly mobilized students' enthusiasm for learning, which not only solved the difficulty of reading words, but also laid a good foundation for the following text understanding. For another example, when I saw my sister's work, my classmates' eyes were full of surprise and envy. At this time, I used a "telescopic exclamation point", which was compared to a thumbs-up compliment to my sister, so that students could read sentences with thumbs-up and praise my sister. At this time, the children's emotional reading voice showed their praise for my sister and their determination to learn from her. After learning the text, ask the students to express their views on Ding Yi's novels. Children can speak freely and share their gains with Ding, which narrows the distance between students and the text, as if Ding, the protagonist, is around us.
Second, less intensive irrigation and more understanding-the enlightenment from the picture.
The sentences in this lesson are full of children's language, which is easy for students to understand, but it is particularly important to read and understand several key words in the text. Understanding these two words and phrases in the fourth paragraph of the text is not only the key vocabulary of this paragraph, but also the teaching difficulty of this lesson. When designing, I first ask students to look for words or phrases that express their sister's writing posture and how to write, so as to cultivate their basic ability of Chinese learning. Then I took out the word card and practiced reading aloud repeatedly in various forms to further deepen students' understanding of word representation. Then I showed my sister's writing posture intuitively with courseware, so that students could say her correct writing posture while observing, and gradually sublimate from literal understanding to internal understanding. Teachers timely refined and summarized that "sitting like this means sitting up straight" and asked students to learn to sit up straight like their sisters. At this time, the children can correctly imitate their sister's writing posture, one by one, full of energy, sitting as straight as a small tree, and finally the whole class sat up straight, reading sentences in unison and hearing the children's loud and beautiful reading sound. I believe they have fully understood the true meaning of these two keywords, and they also understand that reading and writing should be correct.
When helping Ding find the mistakes, the students opened their eyes, carefully observed and compared the pictures, looked for the difference in writing posture between their sister and Ding, and found many mistakes. In fact, many students have the same problem. At this time, it seems that the students are helping Ding find mistakes. In fact, it is also a process of self-reflection, reminding themselves that they can't make the same mistakes again in future writing, and good writing habits are also formed imperceptibly.
Third, talk less and read more-understand while reading.
As the eternal theme of Chinese teaching, reading aloud has extraordinary charm. In teaching, I always insist on "reading" and put forward different reading requirements in different periods. In different reading requirements, different reading levels are reflected: giving students enough free reading time, further reading correct pronunciation and sentences, and cultivating the ability to identify and judge the right and wrong of language; Understand reading, let students observe and express with intuitive pictures, and let children speak freely and respect their unique experience; Performance reading is very popular with children. In the pleasant experience of reading aloud while performing, standardized language is stored in students' minds as a whole, and accumulation naturally comes.