There is a long path in front of Mr. Duck's cabin, with colorful pebbles and colorful flowers on the roadside. Rabbit girl walked gently across the path and said, "Oh, what a beautiful path!" " "
Mr. Lu walked slowly across the path and said, "Oh, what a beautiful path!" " "
Friends all like to walk and chat on the beautiful path. But after a while, a lot of rubbish piled up on the path, flies buzzed around the path and the beautiful path disappeared.
Rabbit girl walked through the path again, frowning and saying, "Ah, why is the beautiful path gone?"
Mr. Lu walked through the path again, covering his nose and saying, "Hey, where is that beautiful path?"
Mr. Duck also cried, "My God! Where is my beautiful road? "
He looked at it and suddenly patted his head and said, "I see! This is all my fault! I must get the beautiful path back! "
Mr. Duck brought a car and a broom and carefully cleaned the garbage on the path. Rabbit girl and Mr. Lu saw it and came to help. They brought watering pots, watered the flowers and bathed the paths. Soon, a clean path appeared again
Rabbit girl said, "The beautiful path smells good!"
Mr. Lu said: "The beautiful road is so bright!"
2. The "beautiful path" teaching plan for the first grade of primary school.
The first lesson (1) stimulates interest and introduces new lessons.
1, show the courseware (a long path with colorful pebbles and flowers and green trees on both sides)
Students, look, what kind of path is this?
Do you want to know what happened on this beautiful, clean and beautiful path? Let's open lesson 1 1 and read the text in pinyin. Write on the blackboard.
(2) Reading the text for the first time and knowing new words.
1. After reading the text, please mark the words you know in the text and practice reading by yourself.
2. Feedback pronunciation.
(1) Show the word card and ask the students to read it correctly. The key points are "brain, car, net, product, deer".
(2) In groups, study by train, which group drives faster.
3. Analyze and memorize new words.
(1) four-person communication memory method.
(2) According to different literacy methods, show the achievements of memorizing Chinese characters.
4. If you are not satisfied with reading the words, read the text to consolidate your pronunciation.
(1) Show the word card and let the students read it aloud.
Mr. Duck, Mr. Deer slowly pushes a clean cart with his head.
(2) Read the text and correct the pronunciation.
(C) to guide the writing of Chinese characters
1, good reading and writing.
2, first observe the words next to the words, how can we write beautifully? The student said that the teacher was writing a model when he was writing a book.
3. Draw red, and folk write the word "Qi".
4. Fan wrote the word "net".
5. Write in red.
6. Ask the students to find their good friends and write the remaining three Chinese characters, and exchange corrections.
7. Finish the rest of the writing exercises independently.
(D) Classroom assignment design
1 Please write it in front of the blackboard.
2. Draw "×" after the pronunciation is wrong [You are browsing the article provided by Lao Xiaobai online]
Second lesson
(a) Review old lessons and introduce new knowledge.
1. Show the new words and ask the students to read them by name.
After reading the text for the first time, who will tell you which small animal lives next to this beautiful path? (insert Mr. Duck's home)
(2) Continue to study literature and understand the meaning of the text.
Students, if you walk on this beautiful path and see colorful pebbles, colorful flowers and beautiful houses, what will you say?
2. Play the courseware 3. Let's read the second and third paragraphs and see what Miss Rabbit and Mr. Deer will say when they walk on the road.
3. Think of yourself as rabbit girl and Mr. Deer to praise this beautiful path.
4. Play the courseware 4. Students, but not for long. What do you think of this road? If you pass by now, what will you say?
Read the fifth to eighth paragraphs by yourself and see what the small animals will say.
6. Play different roles. After the performance, please comment. Whoever reads well plays well.
7. After watching their performance, what are you thinking at this moment?
8. Watch the ninth paragraph together and then play the courseware 1. Students, what do you want to say now?
9. Play Courseware 5. What do you think Miss Rabbit, Mr Deer and Mr Duck are talking about? Who wants to come to the front and tell everyone?
(3) After-class extension and personal practice.
Students, after reading this text, have you thought about it? Where did the garbage come from in front of Mr. Duck?
2. Where we live, is there such a phenomenon around us? Tell me, what should we do? Write on the blackboard: protect, love, and start from yourself.
(D) Classroom assignment design
1. Read sentences and experience different tones.
The beautiful path is gone.
Why is the beautiful path missing?
I must find a beautiful way home!
3. Reflections on the teaching of "Beautiful Paths" in Grade One Chinese.
Beautiful Path is the longest text in Unit 3, Book 2, Grade 1, but it is very attractive to students because it is a fairy tale. In addition, the interesting language and vivid story are very suitable for students to read aloud. I teach the first lesson, focusing on the new words in the text 14 and the natural paragraphs in the text 1-7. The first is to change roles and create a fairy-tale beautiful situation.
Fairy tales are the favorite and most interesting of junior students. This text is just a beautiful fairy tale. How to close the distance between the text and the students, I think the way is to use the lovely animal images in the text to create situations. Therefore, in the teaching of this class, I try my best to bring students into the text situation and effectively change their roles in order to better understand and sublimate the text.
Before class, I carefully made a photo of Mr. Duck, saying that I invited a guest to the children and asked the students to say hello to Mr. Duck. The creation of the situation mobilized students' emotional participation, and their attention was immediately attracted. Then I went on to create a situation and said, "Little friend, Mr. Duck thinks we are so cute and polite and wants to take us to his house." Students must be happy and curious. With the help of multimedia courseware, a beautiful path is presented to students. "Wow!" The wonder of the students directly tells us that the children have entered the situation, and they express their beautiful feelings one by one: "I see the path in front of Mr. Duck's house is so beautiful!" "The pebbles on the road are colorful." "There are all kinds of beautiful flowers on the roadside." "There are many bees collecting honey!" "The path in front of Mr. Duck's house is very long." It seems that some students have been there, seen colorful flowers, smelled flowers, heard crisp birds singing, and even stepped on a path. Immediately after entering the first natural paragraph, it is easier for students to grasp several key words in the paragraph: length, color and color, and experience the beauty of the path. This kind of emotional reading effect is better.
When learning the natural paragraph of the text 1-7, I first quickly changed my role. I took the picture of Mr. Duck posted on the blackboard and put it on my chest. I happily asked the students, "Look, who am I?" The student union was very interested, and some students greeted me loudly: "Hello, Teacher Duck!" " "I was glad that the students changed my role immediately, so I said," You are walking on the path in front of my house. Do you want to say something to me? "The students' enthusiasm for participation rose immediately, and they told me their true feelings. "Mr. Duck, the path in front of your house is really beautiful!" "Mr. Duck, I like this path very much. I hope my family lives there! "... the children are very happy to praise the beauty of this path. Then let the students act as cute little animals and ask them how they feel about this path. In the process of changing roles, children become lovely bunny and teacher Lu, and they find it very interesting. During the performance, the children will also evaluate the sentences and tell how to perform better, such as: the rabbit is walking and jumping; Bunny should jump gently, for fear of waking up the flowers and plants on the roadside; Mr. Lu walked slowly while enjoying the beautiful scenery; Mr. Lu has a heavy tone of voice because he is a gentleman ... In the role transformation, students refine the performance on the basis of understanding the sentences, and at the same time deeply understand the text in the process of refining the performance; In the role transformation, stimulate students' experience, let students participate in the emotion of the text, produce * * * songs, and gradually sublimate them into their own emotions. The effect is naturally much better than simple repeated reading.
Second, enrich teaching methods and attract students' attention.
Junior students are active, unable to concentrate for a long time, and have poor self-control ability. Therefore, in the usual teaching, we often spend a lot of time to manage classroom discipline, and we are often troubled by it. How to attract students' attention and improve classroom teaching efficiency can be said to be a problem that teachers are thinking about every day. When preparing lessons, of course, I also thought about this issue, especially literacy teaching. I changed the original single literacy method (teachers show cards one by one, students try to memorize them word by word, which takes time and makes students feel uninterested). Before class, I prepared a paper bag for each deskmate, which contained 14 new words in the text. When students see paper bags, they must be curious. I said mysteriously, "This is a gift from the teacher. You can't open it until everyone is the best. " My classmates were attracted by me, and they all performed well. When you open the paper bag and find that it is a new word, the students will still be curious. What is it used for? Then I told them about cooperative learning, what words I learned and what methods I used. The students at the same table exchanged enthusiastically, and every student participated in the literacy process, and the effect was good. In the usual literacy teaching, I will always change my teaching methods to attract students' attention.
However, the classroom is generated, and there are often many improper handling and regrets in actual teaching. For example, when preparing lessons, I repeatedly preset the teaching process and considered the reasonable arrangement of time, but the result was very regrettable. Because the teaching content was not flexibly adjusted, the whole class dragged on for a few minutes and still failed to complete the teaching goal (writing teaching was not implemented). I was very anxious for the next few minutes. But think again, teaching is an art, and there are inevitably regrets. What I should do is to reflect on the reasons for success and failure in teaching and try to improve it in the future.