Teaching Plan 1 of the second volume of the first-grade Chinese language "The Little Monkey Descends the Mountain"
Teaching objectives:
1. Understand the route of the little monkey going down the mountain by studying the text. Use reading as the main line to learn and accumulate words in the form of "and ( ) and ( )", and at the same time be able to correctly distinguish words that express actions such as "picking, carrying, holding, hugging, and chasing".
2. Through learning, students will understand that no matter what they do, they must have clear goals, be focused, and have a beginning and an end.
3. Able to read texts correctly, fluently and emotionally, and cultivate students’ reading ability.
4. Learn to read pictures and retell stories according to sentence patterns.
Teaching focus:
1. Accumulate words in the form of "and ( ) and ( )", and at the same time be able to correctly distinguish actions such as "picking, carrying, holding, hugging, and chasing" words.
2. Able to read texts correctly, fluently and emotionally, and cultivate students’ reading ability.
Teaching difficulties:
1. Make students understand that no matter what they do, they must have clear goals, be focused, and have a beginning and an end.
2. Learn to read pictures and retell stories according to sentence patterns.
Teaching process:
1. Introduction
Do you like to guess riddles? Today, the teacher will guess a riddle for you. One thing looks like a person and a dog. He is an expert at climbing poles and trees. He likes to eat bananas and peaches, which are not available at home in the mountains. ——(Hit an animal) (Monkey) How did you guess it? Yes, it’s a little monkey. Let’s call it together. The story we are going to learn today is called "The Little Monkey Descends the Mountain", reading topic.
2. Read the text yourself and explain the requirements.
1. Read it aloud for the first time, mark the natural paragraphs, and read it several times with the help of pinyin when encountering difficult to read parts.
2. For the second time, read it to your deskmate. While reading, think about it: where the little monkey went, use “——” to underline it, and what the little monkey saw, use “~~” to underline it.
3. After reading the text, let’s play a game. The teacher has prepared a lot of good things and wants the children to choose which ones the little monkey saw when he came down the mountain. If this good thing exists, please raise both hands upward √. If this good thing does not exist, ask the children to raise an ×, okay? (Show a variety of plants and let students choose the good things the little monkeys see)
4. (Show each paragraph of the text), read the text by name and paragraphs, praise those who read well, and correct those who did not read well enough.
3. Study the text
1. The protagonist of the text is the monkey. (Show watermelon, monkey, rabbit, corn) These are the good things the monkey saw when he came down the mountain. When the little monkey came down the mountain, what did he see first? Where did he come next and what did he see? Read the text again and answer the questions.
2. Answer the questions by name. Cornfield → Under a peach tree → A melon patch → Run into the woods
3. Read the text in four groups in four paragraphs
4. Group discussion: What do these things look like? From which words can we find that they are indeed good things? Find the words.
Feedback: The corns are big and abundant, the peaches on the trees are big and red, the watermelons on the ground are big and round, and the little rabbits are jumping around, so cute.
5. Training again ( ) and ( ).
(1). You will know these things are good things as soon as you read them with these words. If you don’t believe it, read it: big and numerous, big and red, big and round, bouncing, So cute. Rabbit can also be said with ( ) and ( ). What other things can be used with ( ) and ( )?
(2) Please write these words next to the illustrations in the book.
6. Understand and distinguish words indicating actions such as "picking, carrying, holding, hugging, chasing".
How did the little monkey feel after seeing so many good things? Then he took a look? What did the little monkey do? First, he walked to a corn field and saw that the corn was growing big. Too much, how is it made? (Break it off) These are words that express actions. How are the things you see next made? You and your deskmate will discuss each other and circle them.
Feedback Peach: Pick, Hold, Throw Watermelon: Pick, Hug, Throw Rabbit: Chase Can these verbs be exchanged? Why? Tell us the reason.
IV. Retell the text
This is the story of our little monkey going down the mountain. We can tell this story by looking at the projection. Let’s talk about this story together. (Teacher and student *** retell the text together)
5. Extracurricular extension
Sometimes, our children are like little monkeys, always having this and losing that, doing If we don’t like something, we give up. In this way, we will be like little monkeys and get nothing. Therefore, no matter what we do, we must be dedicated and have a beginning and an end.
However, the next day, the sun will still rise, and the little monkey will come down the mountain again. The next day, what will happen when the little monkey goes down the mountain? Children can discuss it after class.
Blackboard writing: The little monkey goes down the mountain. The corn is big and plentiful. The peach is big and red. The watermelon is big and round. The rabbit is jumping. The second volume of the first-grade Chinese language "The Little Monkey Comes Down the Mountain" lesson plan 2 teaching objectives:
1. By studying the text, you can quickly understand the little monkey’s route down the mountain. Use this as a clue to learn and accumulate words in the form of "you ( ) and ( )", and be able to transfer them. Be able to correctly distinguish verbs such as "pick, carry, hold, hold, chase".
2. Able to read stories correctly and tell stories using illustrations and writing on the blackboard.
3. Get some inspiration from the story: In the process of growing up, we will always make mistakes and do silly things like little monkeys, and it is useless to feel sad and regret afterwards. The important thing is to be able to do things today. Based on the lessons learned, look forward to tomorrow with a positive attitude.
Teaching process:
1. Preview feedback and introduction of new lessons
1. Write the topic on the blackboard, reminding you to pay attention to the writing of "monkey".
2. In-game review. A large number of pictures of things that have or have not appeared in the story appear, and students are asked to judge which of the things in the pictures are in the story? The purpose is to review the key points in the story.
During the game, paste the pictures of "corn, watermelon, peach, rabbit, monkey" that appear in the story on the blackboard.
3. Guide the reading of these nouns. Emphasize the soft sounds with "子" such as "peach, rabbit, monkey".
2. Read the text as a whole and clarify the route
1. Read the full text.
Teacher: The little monkey came down the mountain (painting: mountain). Where did it go? (painting: route) Let’s invite a few children to read this story? (Read the text , authentic pronunciation)
2. Arrange the pictures.
Teacher: After listening to the story, can you put these pictures into this road map in the order of the little monkey going down the mountain?
3. Practice speaking quantifiers.
After arranging the pictures, the assistant picture practice said: The little monkey went down the mountain, first came to a ( ) corn field, then walked to a ( ) peach tree, then walked through a ( ) watermelon field, and finally saw A ( ) little rabbit.
3. Use what the little monkey sees as clues to accumulate and learn to use the words "and ( ) and ( )"
1. Find the words "and ( ) and ( )" in the text )" words.
Teacher: Along the way, I wonder if the children have noticed, but the expression on the little monkey’s face has always been──(very happy). Yes, because what he saw were all good things! The story tells us that when the little monkey saw the corn knots, he posted word cards - (big and many). What about the other ones? Can you tell me about them?
Posts: Big, red, big, round, bouncing
2. Practice reading words. Let’s read these words and let everyone feel that they are good things!
3. Expand the application
Just look at these good things (draw eyes), that’s all It attracts little monkeys! If the little monkeys try these delicious foods (picture: mouth), what kind of good taste might they taste? Choose one and talk about it: (Sweetness is not only sweet in taste, but also tastes good in taste) What other feelings do you feel? (Crisp, fresh, tender, waxy, loose, refreshing, soft...) If you smell it with your nose? What else will you feel? (Fragrant) You can use ( ) and again like in the story ( ) Can you talk about these good flavors together?
For example: fragrant, sweet, fresh, tender, fluffy, crispy, sweet, crispy, sweet and glutinous (note: it is completely impossible to have them all at the same time) The two characteristics of existence cannot be connected by "and...and...")
Then you can also use this "and ( ) and ( )" method to talk about this jumping little rabbit. Let’s talk about it?<< 4. Use “what the little monkey did” as a clue to accumulate and learn to use verbs accurately (1) Learn the first nature Read and understand: 1. Read the first natural paragraph freely. Teacher: Wow, there are so many delicious and fun things along the way. , what are you waiting for! Let’s set off together quickly! Look, the cornfield is here! (show the courseware) Hey, why is there no little monkey in the painting? That’s it, there are no illustrations in the text about the little monkey coming to the corn. , I would like to ask the children to help me think about what kind of monkey should be drawn in this picture? Don’t worry! Let’s read how this part of the story is written first! 2. You What kind of monkey can you draw? (Hints: expressions, movements) Random learning: break, carry (guided writing: break) 3. Read the first natural paragraph together. (2) Learn two to four natural passages, understand and accumulate "picking, holding, hugging, throwing, and chasing." 1. Read freely, look for the little monkey's movements, and circle them. The little monkey continued to walk and walked, and came to the peach tree, passed the watermelon, and saw a little rabbit. What did the little monkey do in these places? Let's go read, read and write this Let’s make a three-part text! Pick up the pen and circle the words about the little monkey’s actions like this while reading. 2. Give back. The teacher posted the verbs out of order intentionally. 3. Students evaluate and talk about their understanding. Discussion points: (1) Difference: hold, hug, (2) Understand that "pick" can be paired with peaches and watermelons, but not with Pair with corn. (3) Throw: There should be three things thrown. The teacher posted all these actions. (It’s because everything was thrown away and the rabbit couldn’t catch up that the little monkey went home empty-handed. Take the opportunity to paste the picture of another dejected monkey) 5. Experience the little monkey Feelings in the present and being able to look forward positively to the future 1. Retell the story. 2. All the good things were thrown away, and the little monkey had to go home empty-handed. Looking at the little monkey with empty hands and dejected look, I think he must be full of regret and sadness. In fact, everyone will always make mistakes and do stupid things as they grow up. After experiencing lessons again and again, we will become smarter and more capable! 3. The soundtrack animation is shown in the courseware: Today, the sun sets, and the little monkey has to go home empty-handed! But the sun When the mountain goes down, it will rise again. Look, a new day has come again! What story will happen when the little monkey goes down the mountain today? Let’s continue to compile it! (The courseware is fixed at: The little monkey goes down the mountain for the second time) 4. Go home and compile a picture book titled "The Little Monkey Goes Down the Mountain for the Second Time". Lesson Plan 3 of the second volume of the first-grade Chinese language "The Little Monkey Descends the Mountain" Teaching objectives: 1. Know the content of the story and be able to retell the story. 2. Be able to understand verbs such as "break, pick, hug" and feel the accuracy of verb usage. 3. Know what the little monkey taught you when he came down the mountain: You can’t do things half-heartedly, and you should be single-minded. 4. Be able to continue the story "The Little Monkey Goes Down the Mountain for the Second Time" Teaching focus: Be able to use the words "walk to...see..." Retell the story in sentences. Know that you can’t do things half-heartedly Teaching process: 1. Exciting questions 1. Picture, children look at this Who is it? Call its name. (Monkey, little monkey) 2. Have you heard the story about monkeys? Who can guess the name of this story by looking at the picture. Monkey fishing for the moon, fox and monkey 3. Today, we will not tell these two stories. We will tell a more interesting story than this one. See the teacher’s supplementary topic: Little Monkey Descends the Mountain 4. Read the topic yourself. 2. First understand the text and clarify your ideas 1. When the little monkey went down the mountain, he passed some places. Can you name the places directly by looking at the pictures? . 2. Pictures Corn fields, under peach trees, melon fields, and woods 3. Can we not use the phrase "a () corn field"? The method is to say that when the little monkey went down the mountain, it came to (), came to (), came to () and finally returned to the mountain. Just now we knew the route the little monkey took to go down the mountain. 4. Can you know what the little monkey is doing when he goes down the mountain? What should I do? Read the text. 5. Understand ideas Break corn, carry corn, throw corn Pick peaches, hold peaches, throw peaches Pick watermelons , Hug the watermelon, throw the watermelon Chasing the rabbit 6. Understand the characteristics of verbs (1) Question the words that you cannot read. (2) Who can use the action to read it? (3) Instruct students to act out the "break" action. (4) Teachers and students cooperate to perform and read at the same time. 7. Practice: Watch the teacher do the movements, and you will talk about the movements to see who is better. 3. Study the key paragraphs 1. Next, let’s go to corn. 2. What did you see? The little monkey saw that the corn had big and many knots. The little monkey was very happy. The little monkey broke one off. The little monkey carried it forward. 3. Who has to merge these four sentences into one sentence? Show the merged sentence and let everyone read it quickly. 4. Exercise: Combine four sentences into one sentence. Ding Ding got up on time. Ding Ding washes his face and brushes his teeth. Tintin finished his breakfast. Tintin goes to school happily. Anyone can combine these four sentences into one sentence. Show the sentence: Ding Ding got up on time, washed his face and brushed his teeth, had breakfast, and went to school happily. students read. 5. Teachers and students read together: Just now we saw the little monkey coming down the mountain and walking to (a corn field). When we saw (the corns were so big and numerous, we felt very happy,) we (broke them off) picked up one), (carried it forward). 6. Introduction: The little monkey carried the corn and walked to a peach tree. (Show the second natural paragraph) Read it for yourself, what did you see? (Lead the students to say that the peach tree is big and red, and they are very happy this time because they have found their favorite, read out Throwing corn without hesitation) 7. Can you use the phrase "The little monkey carries corn, walks to ( ), sees ( ), and goes to ( )." 8. (Show the third picture) Who can make up a story? (Show: The little monkey holds a peach, walks to ( ), sees ( ), and goes to ( ).) 9. (Shows the third picture) Four natural paragraphs), see if you filled it in correctly? Students read. 10. (Show the fifth natural paragraph). The little monkey is holding a big watermelon and walking back. Can the big watermelon return to the mountain? What old habit does it have again? (The old habit of half-heartedness) ) Result? (Show the sentences and let students read: The rabbit ran into the forest and disappeared, and the little monkey went home empty-handed.) IV. Improving the theme 1. The little monkey went down the mountain , what did you originally want to do? (Look for food) What happened? (Empty-handed) Is there no food? (No) Why did you come back empty-handed? (The little monkey is not attentive and half-hearted, thinking only once and for all. 2. After this time, the little monkey must have learned a lesson. After a few days, it was ready to go down the mountain again. Before going down the mountain, I think we have to say a few words to the little monkey, otherwise, it will come back empty-handed again. What did you tell him? What did you say? (Students speak freely)