After the rain, the forest presents gifts: mushrooms spread umbrellas, auricularia covered with old trees, red fruits resting on green leaves, and grapes dripping with water.
Extended information:
1. The forest after the rain is a children's song in Unit 2, Book 1, Chinese version S of the new curriculum standard. It is a lively poem that vividly depicts the vibrant scene in the forest after the rain. Because I just learned the text, my children haven't mastered the ideas and methods of learning the text very well, and I don't have many methods and experiences of reading the text aloud, so I chose the first class.
2. In the first class, we mainly accomplish three teaching objectives: knowing 9 new words, writing 5 new words, reading the text fluently, and getting a preliminary understanding of the beauty of the forest after the rain.
3. In the process of teaching, we can achieve hierarchical teaching. First, we should start with words with pinyin, so that children can spell with pinyin. In the process of spelling, we can let children remember this word in various ways, such as taking the lead by a small teacher, reading alone, reading in groups and reading by train.
4. Read the pinyin, on the one hand, to verify whether the child remembers these words, on the other hand, to let the child further understand and remember the word through this word, and finally to show the baby with new words separately, and to let the students recognize them in various ways to complete the teaching goal of understanding new words.
5. When writing new words, students should observe and talk about how you can write this word beautifully, and cultivate children's language expression ability and introductory knowledge of new words. Only by speaking and observing can you write beautifully and beautifully. Choose a word with a new stroke and two words with more strokes for demonstration writing. Let the students observe and say the remaining two simple words themselves, and then write them themselves.
6. Step by step, help first, then release. For some small details, the teacher is not careful enough. The teacher chooses to play the recording instead of model reading, and the recording sound is too low to achieve the role of demonstration, and there is a lack of communication between teachers and students. Blocking the blackboard in the process of demonstration writing, students failed to observe and did not give timely encouragement and help to students' specific answers.
7. As far as the content is concerned, some of them are not properly handled, and there is no emphasis on writing. The whole class is simply explained around reading, and writing is not expanded and emphasized, which makes the classroom process particularly procrastinating. Teachers' personal language is too fast, giving students a short time to think, and it is easy to lose Chinese flavor. More efforts should be made to correct it.