Small class language "Smart Little Bai" lecture notes
As a people's teacher, I often have to prepare lecture notes, which help students understand and master systematic knowledge . How should we write lesson notes? The following is the small class language course "Smart Little White" that I carefully compiled. I hope it can help everyone.
Small class language "Smart Little White Rabbit" speaking lesson script 1
Speaking teaching materials:
"Smart Little White Rabbit (2)" is the compulsory education curriculum standard Experimental textbook, the fourth text of unit 7 of the first grade volume of the Chinese S version. The texts in the seventh unit are centered on the theme of "use your brain and find a solution when encountering problems". Each text has a strong story-telling, with twists and turns of the plot, distinctive characters, and vivid language. This article is a fairy tale. This fairy tale tells how Brother Rabbit used the protective color of his body to safely escape the attack of an eagle. It praises the qualities of the little white rabbit's wit, calmness and caring for others.
Talk about the teaching objectives:
Knowledge and skills
Recognize twelve new characters such as "和, winter, and early", and be able to write "fly, bird, come" , you, early, old" six words.
Process and method
Allow students to develop rich imagination and cultivate their ability to associate.
Emotional attitudes and values ??
Learn from Little White Rabbit’s qualities of calmness, wit, and concern for others, and know how to use your brain to find a solution when encountering difficulties.
Teaching key points:
Know twelve new characters and be able to pronounce them correctly. Reading the text correctly, fluently and emotionally is the focus of this lesson.
Talk about teaching difficulties:
Understanding why Brother Rabbit can escape the attack of the eagle is the difficulty of teaching in this lesson.
Preaching method:
1. Start from students’ interests, give students intuitive image experience, lead students into the colorful fairy tale world, use their own imagination, mind drawing, characters Through methods such as reading aloud and performing, students can understand the text in the role and fully demonstrate their understanding and experience of the role.
2. Taking students as the main body, constantly create scenes of teacher-student interaction and student-student interaction in teaching, so that students can fully participate in learning through dialogue, communication, reading, and performance, and become fully active. , so that you can feel and think.
Talking about the teaching process:
In order to complete the teaching objectives of this lesson, solve the teaching key points and break through the teaching difficulties, I designed the following four links for the second lesson of this lesson.
Session 1: Review old knowledge and introduce new lessons
First of all, I will say: Children, in the last lesson, we learned the lesson "Smart Little White Rabbit (1)", and The little white rabbit met. Now, the little white rabbit is going to test everyone. Then I will lead the students to use the courseware to review the new words learned in the previous class in the form of reading together and driving trains, and let the students choose the words of their own choice to speak. Introduction: After studying the last class, who can tell you what the text talks about? Default student answer: Brother Rabbit transports pumpkins. At this time I am writing on the blackboard.
Session 2: Read the text aloud and gain insights while reading
1. Introduction of excitement
1. Students, the teacher brought you three small animals , who are they? Please look at the blackboard. (Show the pictures of white rabbit, gray rabbit and eagle.)
2. Reveal the topic. The teacher said while writing the topic on the blackboard: Let’s read the stories between them today. Please guess what happened between them.
2. Read the text for the first time and read the pronunciation correctly
1. Read the text aloud freely, draw new words while reading, and read the unfamiliar words several times to read them accurately. Then read on. If you find it difficult to read, please mark it and ask the classmates around you to help.
2. Read to each other at the same table and be a little teacher to help your partner correct their pronunciation.
3. Read the new words by name and check the pronunciation.
4. Read the text freely. It is required to read the pronunciation of the characters correctly, without adding or missing words, and to read the text thoroughly and smoothly.
3. Read the text again and perceive the content
1. Listen to the tape (or model reading) and mark how many natural paragraphs there are in the text while listening.
2. Read the text in turns (each person reads a paragraph) to see who reads well.
3. Read the text quietly and think while reading: What is the main thing about the text?
4. Create situations and read carefully
1. Play the text tape, let students close their eyes, and bring them into the story of the text.
Teacher: What did you see? Any ideas?
2. Learn the first natural paragraph.
(1) Read by name, other students listen and think: What do you know from this paragraph?
(2) Instruct you to read the words shouted by the birds and read out the anxious and nervous tone.
3. Learn 2-5 natural paragraphs.
(1) Freely read paragraphs 2-5, and think while reading: How did Brother Rabbit behave after meeting the eagle? Read the relevant sentences several times.
(2) Read paragraphs 2-5 silently. While reading, use horizontal lines to draw the words of the little white rabbit, and use wavy lines to draw the words of the little gray rabbit.
(3) How should their dialogue be read? Please think about it and read it each in a different tone. Name the book and read it in different roles - teachers and students read it together - act it out in different roles.
4. Study the 6th natural paragraph.
Read freely and think about it while reading: What is the result? Why didn't the Eagle see Brother Rabbit?
5. Summarize the full text and stimulate imagination
1. After studying the text, what do you think? How do you feel?
2. What do you want to say to the little white rabbit or the little gray rabbit?
3. Do you know any other animals that use body color to protect themselves? (Frogs, zebras, chameleons, etc.)
The design here takes into account allowing students to explore and learn independently, improve their ability to understand language and characters, and at the same time develop students' personalities and allow students to read according to their own feelings. There is no insistence on consistency, you can read freely, and then you will be asked to read, and teachers and students will read together.
Session 3: Summary of the text and divergent thinking
In this section I will say that the little white rabbit is so smart, let’s praise it! I will also preset the question: If you were Brother Rabbit, what would you do? I will first let the students think independently, and then communicate in groups to see which group comes up with more and reasonable solutions. When students report, they affirm the various methods they have come up with, which not only trains students' divergent thinking, but also encourages students' innovative spirit. If there is time in class, you can also lead students to perform textbook plays.
Session 4: Guidance in writing
The new characters to be taught in this lesson are: fly, bird
In this session, I will show you how to recognize and write the new characters. First, let students observe carefully, pay attention to the placement of each character, and understand the characteristics of strokes, so that students can learn to observe before writing, which has the effect of "sharpening the knife and chopping firewood by mistake". Then I will ask the students to raise their hands and write with me. Special reminder: pay attention to the angle and position of the "flying" word, and the width at the top and narrow at the bottom. When students practice writing, I will patrol the desks and remind students to pay attention to the three ones, provide individual guidance at any time, show good calligraphy, and encourage students to self-evaluate and peer-evaluate.
A good blackboard is a pocket version of an article and the most essential expression of the text. In this class, I designed this blackboard based on the text content, trying to highlight the key points and achieve a concise summary so that students can gain a more vivid impression and relevant knowledge. Small Class Language "Smart Little White Rabbit" Speaking Lesson 2
Speaking Preparation
Courseware "Smart Little White Rabbit"
Teaching Method
< p> I use intuitive teaching methods and question-and-talk methods to teach. Through the intuitive teaching method combined with audio-visual appreciation, children can better understand the content of the story. Through the conversation method, children can be helped to express boldly and develop their oral language skills.Talking learning method
According to the teaching principle of "step by step, in-depth at every level", I use the learning method of "combination of audio and video, segmented understanding" and "active thinking and bold expression" , allowing children to acquire knowledge in a relaxed and pleasant atmosphere and achieve the purpose of teaching.
Talking about teaching materials
"Smart Little White Rabbit" is a teaching content full of childlike interest. The story chooses the little white rabbit that children love as the protagonist, and uses the various uses of watermelon as clues to show the children the wit of the little white rabbit. It can well stimulate children's interest in learning, attract children to actively use their brains, express boldly, and have fun. It is beneficial to the development of children's thinking ability and speaking ability.
Talking about learning
Children in small classes are younger, think mainly in concrete images, have weak language expression ability and small vocabulary, and can only express themselves in simple short sentences. Therefore, during the activities, teachers should actively create opportunities for children to imagine, dare to say, and like to say, and attract children to speak boldly and express actively.
Talk about the goal
Be able to boldly imagine and describe the storyline based on pictures, and feel the wit of the little white rabbit.
I like to listen to the story "The Smart Little White Rabbit", understand the content of the story, and learn how to protect yourself when going out.
Talking process
1. Teacher-child conversation, introduction to activities
1. Teacher: Have the children eaten watermelon? (Young answer: I have eaten it.) What else can you do with watermelon besides eating it? (Children’s answers include: making watermelon hats and watermelon lanterns.)
2. Teacher: Today the teacher brought some pictures. In the pictures, the little white rabbit solved many problems with watermelon. Let’s do it together. See how it solves the problem with watermelon.
2. The teacher presents the courseware one by one to inspire children to boldly imagine and express the storyline
1. Present the courseware
(1) Questions:
What do you see in the picture? (Children’s answer: There is a big sun, a little white rabbit, a watermelon patch, etc.)
What is the little white rabbit doing? (Young answer: The little white rabbit is sweating profusely because of the heat. It is eating watermelon.
)
Ask the children to guess why the little white rabbit eats watermelon? (Children’s answer: Thirsty)
Teacher’s summary: It turns out that the little white rabbit was thirsty, so the little white rabbit ate watermelon to quench its thirst.
2. Show the courseware
(2) Question:
After eating the watermelon, what did the little white rabbit do?
How does the little white rabbit feel after putting on the watermelon hat?
Teacher’s summary: This is really a smart little white rabbit. It’s really much cooler wearing a watermelon hat. She continued to walk forward. Hey, why did the little white rabbit stop? (Young answer: There is a small river) It turns out that the little white rabbit saw a small river and wanted to cross it.
Teacher: The little white rabbit can’t swim, what should I do?
3. Show the courseware
(3) Question:
Teacher: What did the little white rabbit think of? (Children’s answer: The little white rabbit used the watermelon rind as a boat to cross the river)
Teacher summary: The little white rabbit used the watermelon rind as a boat to cross the river.
4. Show the courseware
(4) Question:
Teacher: Who did the little white rabbit meet after crossing the river? (Fox)
Teacher: What is the fox going to do? Where did you see it?
Teacher: How can you help the little white rabbit?
5. Show the courseware
(5) Question:
Teacher: Was the little white rabbit eaten by the fox? What method did it think of to defeat the fox?
Teacher summary: It turns out that the little white rabbit defeated the little fox with a watermelon rind. The little fox stepped on the watermelon rind and fell to the ground, and the little white rabbit took the opportunity to slip away.
3. Ask the children to observe the courseware completely and feel the wit of the little white rabbit.
Teacher: What difficulties did the little white rabbit solve with the watermelon rind? Let's take a look.
Teacher’s summary: Use the watermelon rind to quench your thirst, use the watermelon rind as a hat to protect yourself from the sun, use the watermelon rind as a boat to cross the river, and use the watermelon rind to defeat the fox.
IV. The teacher plays the courseware and tells the story completely
Teacher: Do you like this little white rabbit? Why?
5. Ending the activity
The children are awesome. They have learned the intelligence of the little white rabbit. Now we will bring this good method to the class to share with other children.
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