Textbook analysis:
1. This lesson is a children's poem, which expresses the happiness of being alone and getting along with others and playing games through short sentences and similar paragraph construction. of happiness.
2. Literacy and writing are the basis of reading and writing, and are the focus of teaching in the first stage of school (required by curriculum standards). At the same time, the first-grade texts are literacy texts, so attention should be paid to reasonable allocation Teaching time and energy should be focused on the teaching focus of "literacy and writing".
3. In the second semester of the first grade, the learning of writing has entered a stage of learning that focuses on writing combined characters. Memorizing and recognizing glyphs, especially the details of glyphs, and the differences between similar characters are the guarantee Mastering the key to being able to write, therefore, in the writing guidance session, we should design learning steps that focus on the difference between key strokes and similar characters. Through the use of students' memorization methods, combined with the pronunciation, shape and meaning, they can recognize and memorize the characters they can write.
4. The textbook adopts dual clue structural units of knowledge ability points and subject content. Therefore, when teaching this text, attention should be paid to the clues of the subject content and the overall concept of the unit should be established, which is conducive to students' understanding of the subject content of the text.
Academic Analysis:
Although classroom routines and classroom disciplines have been initially formed after more than one semester of study, due to the age characteristics of first-year students, they must maintain long-term attention. There are still certain difficulties in learning and learning, so it is still necessary to incorporate certain incentives and interesting activities into the learning process, such as "thumbs up" (for completing a learning task, a "thumbs up" will be awarded, and statistics will be given after the classroom teaching. Reward for the winner)? Break through the level? Climb the peak? (Complete a learning task, you will pass a level or reach the top level, complete all the learning, you will succeed or reach the top)? Group competition? (Learn cooperatively in groups) , after completing the learning task, the best group will be judged) and other activities to educate and entertain to arouse attention and maintain learning interest.
Teaching objectives:
1. With the help of Chinese Pinyin, read the pauses and exclamations between words well, and be able to read the text correctly.
2. Combining pictures and texts to connect with the reality of life, understand the meaning of sentences, understand the content of the text, and realize the happiness of being alone and the happiness of getting along with others and playing games.
3. Able to correctly read and pronounce 11 new words such as "How" and so on, distinguish the different pronunciations of polyphonetic characters "How" and so on, read and memorize 9 words such as "How" and so on, and classify and accumulate verb and object such as "skipping rope" and so on. Similar words, try to say words like this.
4. Able to correctly read and write 7 characters such as "play", etc., pay attention to the position of components and strokes in the grid, and strive to write Chinese characters with the correct pen-holding posture and writing posture according to the writing requirements.
Teaching focus:
1. Be able to read the pauses between phrases and read the text correctly.
2. Can correctly read and read 13 new words such as "how" and "wait", and correctly read and write 7 words such as "play" and "wait".
Teaching difficulties:
Combining pictures and texts to connect with the reality of life, understand the content of the text, and experience the joy of being alone and the joy of getting along with others and playing games.
Teaching preparation:
Teacher: How? Wait for 12 word cards that can read and play, and play with 7 word cards that can write; text pictures PPT .
Students: One set for each person? How? Wait for 13 people who can read and read the word cards (without phonetic notation).
Teaching hours:
Two class hours.
Teaching process:
(1) Review, introduce excitement, and clarify the main learning objectives.
1. Review new words in the form of reading questions.
(1) Introduction: Before learning a new text, let us first do a "practice" exercise. Connect the radicals of the first line with the words of the second line to form a new word.
(2) Student feedback: Xu, Wan, Very, Yin, Shuo, Yuan, Taozi, Lan, Lu, Gu. Read together.
(3) Summary: The words in the first box are words that we can already read and are required to write in this lesson. The words in the second box are the same as this one. The words you are required to recognize in class are very similar.
2. Review the exciting introduction and clarify the main learning objectives.
(1) Introduction: Students, we studied "The Little Rooster and the Little Duck" and "The Tree and the Magpie" a few days ago. What did you learn from these two texts?
(2) Student feedback: From the lesson "Little Rooster and Little Duck", I learned that friends should help each other; from the lesson "Tree and Magpie", I felt that I am no longer lonely when I am with my friends, and I am very happy. .
(3) Today we will continue to study an article about "partners". The teacher’s appropriate blackboard topic: 6 makes you happy no matter what. (?How? Pinyin)
(4) Present the task: Read the question accurately with the help of pinyin.
(5) Feedback guidance: Name the spelling? How? Then read the question; after correcting the pronunciation, the whole class reads the question.
Transition language: Students, this text is a children's poem. What does the word "how" in the title refer to? What does this children's poem tell us about "partner"? We After learning the new words in this lesson and reading the text accurately and fluently, you will know it.
(2) Learn to read the text aloud and learn to recognize the words.
1. Try to read the text aloud and learn the words you can recognize.
(1) Present tasks:
① Ask students to read the text aloud softly. When they encounter a word they cannot read, spell out the syllables on the word and try to read the text aloud.
② After reading the text, circle the words that need to be read in this lesson, and then use pinyin to read these words accurately.
(2) Feedback guidance:
①Correct the circles of the words that can be recognized.
② Show recognized character cards (phonetic notation), name spelling (2 to 3 students with medium learning speed), and provide camera guidance.
③ Free spelling and spelling for the whole class.
④ Name the spellings (1-2 students who are slower learners) and provide camera guidance again.
2. Read the text aloud and continue to learn how to read words.
(1) Introduction: We have read all the words that the baby can read accurately. Now let the word baby return to the text. Can you read the text well?
(2) Present the task: Ask the students to read the text aloud again.
(3) Feedback guidance:
① Read aloud by name in sections, remind other students to pay attention and listen carefully, and put dots under the words that students have read incorrectly.
② After the designated reading, students will comment and correct the words they read incorrectly. After summarizing, they will read the section freely again.
3. Learn to recognize and read the pronunciation of difficult words, and be able to read the text accurately.
(1) Introduction: (After summarizing the activity of reading the text correctly) Ask your classmates to check whether they can really read the text correctly. Students who read should pay attention to the pronunciation of the words they can read correctly. The students who are listening should pay attention and listen carefully. Make a mark under the word that the classmate at the table has read incorrectly. After the classmate has finished reading, help him or her to correct it.
(2) Present the task: read the text to each other, paying attention to the words that you can read correctly; if your classmate makes a mistake in reading, help him to correct it after he finishes reading.
(3) Feedback guidance:
①Ask: Which word did you help your deskmate correct the pronunciation of? Or: Which word did your deskmate help you correct the pronunciation of?
②Default: front nasal finals: basket, lian, yun; back nasal finals: sheng, yao; flat tongue sound: hen; raised tongue sound: sheng.
③After the correct pronunciation, the single character is checked and consolidated (direct call).
(4) Free practice to read the text accurately, then read it aloud by name, and give feedback and guidance, focusing on the pronunciation of the words.
4. Understand the polyphonic character ?德?
(1) Introduction: ?德? is a polyphonic character.
(2) Presentation task: Find the sentence in the text where "de" is located, read it, and then think about another pronunciation of "de".
(3) Feedback guidance:
①Show the sentence: To tell a story, someone must listen.
②Ask students to read the sentences and pay attention to the pronunciation of ?děi?.
③ Show the other pronunciation of ?de?.
(4) Through practice, identify the two pronunciations of ?de?.
① Let’s talk about another pronunciation of ?de?: ?de?.
②Exercise: Read the sentences and choose the correct pronunciation for the polyphonic words.
de děi
a. It’s almost late, I have to ( ) hurry up.
b. At the sports meeting, Xiao Ming ran ( ) really fast.
5. Read the text fluently and continue to learn the words that you can read.
(1) Introduction: Just now we have read the pronunciation of words that can be read correctly and learned new radicals. Next, we will learn to read the text smoothly and continue to learn the words that can be read.
(2) Presentation tasks: On the basis of reading the correct pronunciation, read the text aloud without adding words, missing words, or reading back. After reading, find friends who can read the words and use horizontal lines. Mark it out. (Tip: Under normal circumstances, the words read together are their good friends. Some words in the text are monosyllabic words. There is no need to force them to find friends. You can leave it to the oral composition of words to find friends.)
(3) Feedback guidance:
① Feedback and correction of word drawings, camera emphasizing that "good friends are those who read together".
②PPT shows the text words: ?How? Alone? Jumping rope? Telling stories? Badminton? Games? Volleyball? Basketball? Sports meeting?. (The phonetic notation of the characters that can be recognized and read should be read directly by reading the characters, such as:? How, how, how, what's what?.) Read together and read freely.
(4) Orally form words for how, solo, jump, rope, speak, get, badminton, ball, play, platoon, basket, connect, and exercise (? get? connect) in the text If it is a monosyllabic word, you can understand the meaning of the monosyllabic word and the meaning of the word by forming a disyllabic or polysyllabic word; if it is a polysyllabic word, you can further understand the different pronunciations by combining the two pronunciations of dděi? )
① (After posting the word cards that can read the words) Present the task: Ask the students to think about which word these words will form with in life. What? Talk to your deskmate.
②Feedback guidance:
Give feedback one by one. If the student composes the word correctly, write the word on the blackboard with the word card as the center; if the student uses homophones to compose the word, write this word Words are written on the blackboard in the secondary blackboard position to show distinctions and corrections.
If the words in the student group are common words, the camera can be used to ask students to say a sentence orally using the words. (Be careful to control the number of words you speak, and don’t overwhelm the others.)
Read the words from the student group once or twice.
③ Summary: The students are really attentive and can accumulate so many words in life. In fact, life is a big classroom. We can know many words and know many words through life.
(5) Learn to read fluent texts.
①Introduction: Through the words in the text and the words in our group, we understand the meaning of knowing how to read words. On this basis, are we confident that we can read the text well? When we read the text, don’t Be able to recognize and read the words "Baby's best friends". Pay attention to the pauses between words.
② Present the task: Ask the students to read the text aloud, without adding words, omitting words, or reading back, and pay attention to the pauses between words.
③Feedback guidance:
By reading and checking individually by name in sections, pay attention to the pauses between words when reading.
④ Read aloud freely and read the full text together.
(5) Summary: Through hard work, we read the entire text smoothly and correctly, which is really good.
6. Preliminary evaluation of word recognition for those who can read and read words.
(1) The same tablemates mess up the order of word cards, check each other and correct them.
(2) Word recognition game (note: the words shown have no syllables).
(3) Combine pictures and texts to understand the content of the text, read the sentences, and understand the theme of the text.
Introduction: We have learned to recognize and read the words, and can read the text correctly and fluently. Next, we will study the text based on the pictures in the text and see how the children in the text play.
1. Combine pictures and texts to understand the content of the text.
(1) Look at the pictures and speak.
① PPT shows pictures of the text and presents the task: observe the four pictures in the text and think about it, how many children in the pictures are playing what games?
②Feedback guidance: Preliminary guidance Assume: In the first picture, a child is building blocks, in the second picture, two children are playing chess, in the third picture, three children are skipping rope, and in the fourth picture, many children are playing eagle and catching chickens.
(2) Combine pictures and texts to understand the content of the text.
① Present task 1: Read the text aloud and number the sections of the poem; then according to the content of the text, mark the serial number of the corresponding section next to each picture; how do you know, in the text Underline relevant sentences.
②Feedback guidance: (Use the method of reporting a picture and reading a section aloud.)
Show the text picture in PPT, and name students to read aloud the section corresponding to the picture. Teachers and students *** reviewed together.
Default: The first picture corresponds to section 1, the second picture corresponds to section 2, the third picture corresponds to section 3, and the fourth picture corresponds to section 4.
Related sentences: 1. Build blocks; play chess; 2. Two people throw a rope, you jump, I jump, take turns; 3. With more people, you can play any game, tug of war, eagle catching little ones Chicken?
③After feedback and correction, present task 2: If you are asked to draw four illustrations for the four sections of the text, how else can you draw it?
④Feedback guidance: (Adopt Report a picture and read a section aloud)
Default: First natural section: draw a child or fold paper, or play shuttlecock, or jump rope?; Second natural section: draw two children. Or tell stories, or play badminton, or sit on the seesaw; the third natural section: draw three children, one tells a story, and two listen to the story; the fourth natural section: draw many children playing tug of war, volleyball, or basketball.
⑤Summary transition: The text talks about games that can be played in four situations: one person, two people, three people, and many people. So, why is the title of the poem "How to Be Happy"? Let's read the title again.
2. Read the sentences and understand the theme.
(1) Question: After reading the text, do you know that in the topic? How? refers to those situations in the text? (Default: one person plays the game; two people play the game; three people play Games; many people play games together)
(2) Question: What does the child who wrote this poem think about playing games in these four situations? (Default: all happy)
(3) The students are really good at reading! So what is the title of this poem? (Students read the title together)
(4) So, which sentences in the poem tell the story of writing poetry? What is this view of the child who wrote the poem?
Present the task: Ask the students to read the text aloud and think about which sentences in the poem express this view of the child who wrote the poem. Use wavy lines to underline it. come out.
Feedback guidance. (Guide emotional reading while reporting.)
Default: 1. Playing alone, very good! 2. Playing with two people, very good! 3. Playing with three people, very good! 4. Four people playing Playing is great! Playing with five people is great! Playing with many people is even better!
(5) Summary: Whether playing by one person, two people, three people, or many people, we We can all have a good time, let us read this poem together with a happy mood.
4. Read the full text aloud
(4) Understand the expression effect of words with verb-object structure.
1. Present the task: Read the after-school question "Read it aloud and say the verb and object words in it".
Skip rope, play football, tell stories, listen to music, play volleyball and play games
2. After reading the words, present the task: What did you find in these words?
3 .Feedback guidance: Default: The first word is a word indicating an action, followed by a word indicating the name of a thing.
4. Summary: Such words are used to express doing something or doing a certain activity. Are there any more in the text?
Default: horse folding, shuttlecock kicking , building blocks, reading, playing chess, playing badminton, making a seesaw, playing basketball, holding a sports meeting? (writing on the blackboard)
5. Can you still say such words?
Default: Feed the chickens, play the erhu, make a model airplane, practice calligraphy, play the piano, sing Beijing opera, raise goldfish, plant flowers and plants? (blackboard writing)
Accumulate words with verb-object structures through reading aloud.
(5) Re-evaluation of word recognition for those who can read and read words.
1. The deskmate messes up the order of the word cards and checks and corrects each other.
2. Play word recognition games (Note: The words shown are out of syllables, pay attention to students who are slow learners.).
3. Recognize words in a different context
(1) Presentation task: The new words are in another sentence. Do you still recognize them?
PPT Show the sentence:
After class, the students went to the playground to play games. A few students here were jumping long ropes, a few students there were playing basketball, and a few students were playing badminton. , everyone had a great time.
Today, I am alone at home, what should I do? I will tell the kitten a story first, and then ask the kitten to play volleyball with me. The forest games have begun, and even the turtles are here to participate!
(2) Feedback guidance:
Read freely, read by name, and read together.
(6) Writing guidance.
1. Font teaching.
①Read sentences that contain writing skills.
PPT presentation:
Can you tell me a story?
Of course we all have fun together.
Many students like to listen to music.
② Show the new words to be written, and the classmates will talk to each other about how they remember these words, and then the class will communicate.
③Category these writing skills according to their structure. The upper and lower structure: Dang, Yin; the left and right structure: Wan, very, speak, Xing, Xu.
2. Guide writing.
(1) Guide the writing of local music.
①Observe and talk about the placement of each component and the strokes to pay attention to when writing.
② When writing the pronunciation ?, please note: The top and bottom of the ? The upper half of the grid and the lower half of the grid should be written in a relaxed way.
③Students write one description in the textbook, give feedback and correct the mistakes, and then write another one.
(2) The writing guidance is very effective.
① Observe and talk about the similarities between many lines, the placement of each component, and the strokes and stroke order that you should pay attention to when writing.
② The model is written by two people. Tips: The two strokes should start on a straight line, and the second stroke should be slightly longer than the first stroke.
③The model is written as "Very good", prompt: "Very good" and "Very good" are both narrow on the left and wide on the right. The short side is long; the horizontal side of the line is modest on the left and stretched on the right.
④ Students write one description in the textbook, give feedback and correct the mistakes, and then write another one.
(3) Give guidance on writing and talk a lot.
① Observe and talk about the many similarities, the placement of each component, and the strokes and stroke order that you should pay attention to when writing.
② When writing the model, please note: the left side and the right side should be narrow and the right side should be narrow, and the second horizontal line on the right should be modest on the left and open on the right.
③Students describe one in the textbook, give feedback, correct the mistakes, and write another.
(4) Guide to writing and playing
① Observe and talk about the placement of each component and the strokes and stroke order that should be paid attention to when writing.
②Writing "Wan" in the model, tips: "Wan" is narrow on the left and wide on the right. The last stroke of "?" next to the character "王" on the left must be modest, and the "left" of the first element on the right must be modest. ?Vertical curved hook? should be stretched.
③Students write one description in the textbook, give feedback and correct the mistakes, and then write another one.
(7) Summary: The students studied very seriously today. Not only did they know how to read and write, but they also read the text well and realized that it can be very easy to play alone or with many people. hapiness.
Assignment design:
Read the text aloud.
Blackboard design: