Chubby little hand knowledge points in the first grade of primary school
Words: paint, wall, paste, replace, wet, scratch, itchy words: handkerchief, kitchen.
Key sentences:
1, Dad just got back from work, picked up the painting, looked at it over and over again and posted it on the wall. Light light blue didn't understand and asked, "I just drew my own little hand!" I have so many pictures, why only post this one? "
2. When my mother came back from work, she saw this painting and said with a smile, "This chubby little hand washed my handkerchief!"
Grandma came out of the kitchen and saw the rosy little hand on the painting at a glance and said, "This chubby little hand tickles me!" "
Light light blue understands why the whole family likes this painting. She said happily, "When I grow up, my little hand will become a big hand, and it will help you do more things!" " "
Main contents:
My parents' hands can work, my grandmother's hands can cook, and light light blue also has a pair of hands. She can draw, write, take slippers for my father, wash my mother's handkerchief, tickle my grandmother, and of course do many other things that respect her elders and show consideration to her parents. That's why the whole family likes blue chubby hands.
The chubby little hand teaching plan of the first grade Chinese in the second elementary school.
Teaching objective: 1. I will learn new words in reading in my own way.
2, can go deep into the role to read articles, understand and read emotions.
3. Cultivate literacy and interest in literacy, and infiltrate literacy methods such as "changing radicals and changing jingles".
4. Cultivate students' good moral character of diligence and housekeeping.
training/teaching aid
A new word card, a picture (blue hand) and a sentence card (the first paragraph of the text).
teaching process
First, the game introduction, language training
1, the teacher said the body part, and the students quickly pointed it out.
2. The teacher writes "little hands" on the blackboard, and the students hold out their little hands and tell me what kind of little hands they have.
(Random blackboard writing: ruddy and chubby) Explain "ruddy and moist"-What else can you say about ruddy and moist?
3. Teachers and students write "Fat" on the blackboard together, and remember "Fat" with the rhymes they have learned before.
4. The teacher writes a blackboard book solely to guide everyone to understand its cuteness.
Start with games, talk and read according to children's real life, and stimulate children's imagination and desire to speak.
Second, reading the text focuses on literacy.
1, teacher: light light blue also has a pair of chubby little hands, and he also paints them as pictures. Do you like it?
(Teacher on the blackboard: I like it) means "hi". What are you reading? Get together (like) and do a favorite action?
(Student) Very happy! Not only you but also they like it.
2. (Show the first sentence of the text) Who will read it?
Teacher: You read the word "read" very well. Do you like them all?
(Like all of them)
Look, too
(read together)
Do you have any questions to ask after reading this sentence?
Expectation: Why does the whole family like this blue painting?
(blackboard writing:? )
3, students can read the text freely, the teacher arrangement requirements:
Circle the unknown words and solve them in your own way. See who can know all the new words first, and read the text fluently first.
4. Quickly mark natural paragraphs with the method you just learned:
Collective communication.
5. Read each other at the same table, one for each person;
If you read well, give him a chubby thumb; If it's not good, give him some advice.
Inspire students to know new words in their own unique way, embody autonomous learning and guide students to master correct literacy methods.
6. Focus on new words:
(1) Open the textbook and find the item "Know it". Group members consult together to see who knows the most words.
(2) the game:
① The phonetician looks for a card.
(2) The teacher answers the words first.
Teaching predictions and objectives:
Zhang: Remember the phrase in the jingle-the bow is long.
Gang: Compared with "steel". (Replace the radical with
Sticker: You can see it on the Tinker Bell-Bezan sticker.
Wall: What are many ancient walls made of?
Summary: The radical of a word often indicates its meaning.
Substitution: Say something. (Connect the text with life experience)
Drag: learn with "shoes"
Help: "Help", say something with "Help". (Talk about it in connection with the content of the text)
And so on: learn the poem and consolidate the method of memorizing words by changing parts.
Change: word combination.
Emotion: experience the meaning of "mood" with an upright heart or compare it with "sunny and sunny"
(3) innovative speech:
Teacher: Just now, we used one of the words to speak. It would be great if we could use two, three or more words. would you like to have a try？
Student exchanges, such as:
I'll get grandpa's slippers.
Third, read aloud to communicate and deepen understanding.
1, Teacher: I heard that your little hands are hardworking. I think people around you will like you. Why does the whole family like this blue painting? You got it?
The student replied that the teacher wrote "hard work" on the blackboard at will.
2. Teacher: Look at this picture. The whole family is praising light light blue! How do dad, mom and grandma praise light light blue? Please find out what they said and read it carefully to see who read it best.
3. Students can choose their own content and practice reading freely.
4. Communicate and read Dad's words:
Teacher: Who wants to read Dad?
(Standing all my life)
Teacher: Who are you now?
(Dad)
Teacher: ok, look at the light light hard-working hands, dad said?
(Continued in this life)
Teacher: The sound is similar. Do you like these little hands?
(like)
Teacher: Read it again and read what you like.
(Read again in this life)
Teacher: I like it a little this time. Who can read better?
(Reading in another life)
Teacher: I think many students want to see it, so that all male students can boast that they are fathers. How's it going?
(Boys all read dad's words)
Emotional reading is gradual, guiding students to gradually understand the content of the text and achieving the purpose of understanding.
Fourth, then summarize and assign homework.
Teacher: Who wants to read other roles? (Many students raise their hands) Everyone's enthusiasm is high, but it's time to have a rest. Let's save this role reading for the next class! You can continue to practice after class and see who reads best in the next class.
Reflections on chubby little hands teaching in grade three and grade one of primary schools.
When I was teaching the article "chubby little hands", I started teaching around these three sentences: father, mother and grandmother, so that students can experience and feel the good moral character of being diligent and caring for their parents in the process of learning. First, create scenarios to stimulate interest. In the teaching of this class, I take "hand" as the main line and design the teaching link around "Why does the whole family like blue little hands". When teaching, first choose a pair of chubby little hands in the class to show you the lead-in, understand the word "chubby", and then let the students talk about small hands with "-". Stimulate students' interest in learning. Secondly, I also designed a questioning session, "Why does the whole family like blue chubby hands?" Give students the initiative to learn and let children learn with these questions, and their interest in learning will be stronger. Then let the students read the text freely and think: Why do the whole family like blue chubby hands? Ask the students to find out the words in the text that Dad, Mom and Grandma praise for being blue, and underline them.
(1) Dad said, "This chubby little hand took my slippers!"
(2) Mom said, "This chubby little hand washed my handkerchief!"
(3) Grandma said, "This chubby little hand tickles me!"
In order to guide children to read these three sentences well, I mainly adopt various forms (including normal reading, individual reading, group reading, teacher-student reading, role reading, leading pause stress and so on). ), and give an appropriate evaluation of whether the child reads the sentence correctly and has feelings; Let the children feel slowly from reading, what kind of child is light light blue? At the end, the children soon realized that light light blue was a diligent and caring boy.