Teaching objectives
1. Carefully observe each picture, understand the content of the picture, and guide the children to use a comparative method to tell the different attitudes of the calf and the little monkey about planting melons.
2. Develop children’s ability to tell stories and distinguish right from wrong, and learn to do things seriously and not to be careless and playful.
3. Recognize and read new Chinese characters, and be able to form words and sentences.
Teaching preparation:
1. 4 wall charts, one picture of monkey and one picture of calf.
2. A children’s book and a handwritten book of new words
3. A picture of watermelon with the word melon
4. Words: hard work, sloppy, Hard-working, big, round, and playful
Teaching focus:
Learn to observe pictures and tell stories, master the basic stroke order and word combinations of the melon character
Teaching difficulties :
Be able to imagine boldly and make a more complete and smooth narrative.
5. Teach students the stroke order of the word melon and the pinyin word combinations
After listening to this story, do you want to eat watermelon? The teacher shows a picture of a watermelon and asks the children to cut it together. Cut and cut, elicit the word melon behind the picture.
1. Teach the pinyin of Gua Gua, focusing on the three pinyin syllables g-u-ā-guā. Children follow the reading. The teacher uses methods such as going up and down stairs, comparing loud and small sounds to arouse interest in pinyin.
2. Write melon correctly in the Tian character grid and write its stroke order. The child's book is empty once.
3. Ask the children what needs attention and reminder when writing. Then ask the children to take out the exercise book and write a line. Ask individual children to write on the blackboard at the same time.
4. Use the word melon to form a word, raise your hands freely to answer, and then use one of the words to make a sentence.
5. Children read the word combination and sentences of melon aloud, and record the word combination of melon in the language book as a memory for future review.
6. Teacher’s summary: Today we learned to tell stories about melons by showing pictures, and also learned the stroke order of melons, forming words and making sentences. You learned really well. Let’s play together next. Just a game.
6. Listen to music and make rhythm "Zhu Bajie Eats Watermelon"
Talk about the uses and advantages of watermelon.
Summary: Watermelon is delicious, but you shouldn’t eat too much. The event is over.
Teaching process:
1. Introduce the topic by asking questions.
Introduction:
1. Teacher: Children, today I brought you two new friends. Do you want to get to know them? I heard that there is also a story between a calf and a little monkey. What about some interesting stories?
Young: Think
2. Show the pictures of the monkey and the calf to elicit the story of the topic "Planting Melons".
2. Guide children to observe independently and initially perceive the content of the story.
(1) Teacher: What season is it in the picture? What are the calf and the monkey doing? What are they thinking in their hearts? Tell me what you observed?
(2) Children can speak freely and teachers will provide corresponding guidance.
(3) You just mentioned a very good word "sloppy" and I wrote it down. Do you still remember it? Let's get to know each other. The teacher pulled out the word "sloppy" from the picture and recognized it. After reading it, paste it in place of the monkey picture.
(4) The teacher shows the picture and guides the children to read the picture and perceive and understand the content of the story. After reading and talking about the second, third and fourth pictures, elicit the words "hard-working, diligent, playful, big and round" in turn. After reading, paste it on the picture of the monkey or calf, and make a mistake once to deepen it. Children’s impressions
(5) After the children have finished speaking freely, the teacher is retelling and asking questions for the children to answer collectively.
(6) By analogy, after the four pictures have been told.
Third, the teacher uses one or two contrasting sentences as a summary and as a foreshadowing of the story content.
For example:
(1) Mavericks and Little Niu. The monkeys chose the best land by the river to plant watermelons, the calf sown the seeds neatly, and the little monkey scattered the seeds directly on the grass.
(2) Little. The cow watered and fertilized the watermelon field every day, but the playful little monkey never paid attention to its watermelon seedlings.
(3) The calf worked hard. Weeding in the watermelon field. The little monkey was sleeping in the tree.
(4) The calf harvested a cart of big and round watermelons.
IV. The teacher tells the story completely.
1. Teacher: After listening to you talk so much, if I connect these pictures together, it will be a complete story. Please listen to the story "Seed". "Melon" teacher tells the story with emotion. First, he tells the basic plot of the story (sowing, fertilizing, weeding, harvesting), focusing on describing the mood, language, and practices of the characters at that time. Slow down the speed and other methods to guide children to follow.
2. The teacher organized a discussion: How did the calf and the monkey grow melons? What is the difference in their harvest?
Teacher summary: This story tells us: do things with ease If you work hard and conscientiously like a calf and are not afraid of hard work, you will definitely gain something.
Don't be playful and sloppy like a little monkey, you will accomplish nothing in the end. Do you understand?