"The Little Boat" is a masterpiece by Mr. Ye Shengtao. The following is the teaching design for the first grade Chinese language volume "The Little Boat" that I compiled. Welcome to read and refer to it!
Textbook Analysis
This article is a masterpiece by Mr. Ye Shengtao. The rhyme shows us a beautiful and quiet night in concise, lively, rich and interesting language, and also allows us to appreciate the beauty of nature and the tenderness of the night without knowing it. The lesson plan is designed to create situations where children can learn words while watching the beautiful scenery of the night sky, bringing children into the picture of flying to the moon and traveling in space, enriching their inner world and cultivating their imagination. Through various forms of language training, they can express the night scenes in their minds and inspire their love for nature.
"Little Boat" is the content of the third unit of the "Compulsory Education Curriculum Standard Experimental Textbook Chinese (First Grade Volume 1)" published by the People's Education Press. It is a children's poem written by Mr. Ye Shengtao that is full of children's fun and fantasy. The author uses rich imagination to describe the beautiful scene of the clear sky and night sky in the form of poetry. This poem has a harmonious rhythm and strong musicality. The first two lines of the text describe the beauty of the moon, which arouses children's rich imagination and sees the crescent moon as a boat, stimulating students' desire to explore the mysterious night sky; the last two lines write "I" sitting in the boat and enjoying it. The beautiful blue sky and the stars in the sky express the child's joyful mood. The poem contains scenery, emotion and rhyme, which makes children feel happy when reading it. It is catchy and easy to cultivate their sentiments while reading.
The teaching of this lesson is to "move" the beautiful starry sky to the blackboard and "move" the moon into the classroom based on the cognitive characteristics of the lower grade students, so as to create an active participation environment for students. The teaching situation enables them to enter situational learning, allowing them to sit on the "moon boat" and face the "beautiful starry sky" to imagine, perform, experience and read freely.
Academic Analysis
For first-year students who have just entered school, the foundation of Chinese learning is still very weak. Therefore, the focus of teaching in lower grades should be on literacy teaching. However, With the continuous updating of educational concepts, we realize that literacy teaching and reading teaching cannot be completely separated, and the integration of the two will be more conducive to promoting student development. In view of the fact that first-year students have certain difficulties in understanding poetry, when teaching this lesson, we combine the psychological characteristics of primary school students who are curious, love to explore, and are easily attracted by new things and activities, so that students can enter the country emotionally. Reading, you can get more feelings in the imaginary space and achieve emotional resonance.
Teaching objectives
1. Recognize 10 new characters such as "的, 车" and 1 radical of "door"; be able to write 4 characters such as "月, 儿" and 2 strokes: horizontal hook and vertical hook.
2. Read the text correctly and recite the text. Combined with the illustrations, imagine the picture depicted in the poem and feel the beauty of the night sky.
3. Follow the example, use simple repetitions to say phrases with the word "的", and accumulate phrases with the word "的".
Teaching focus: Read the text aloud and recite the text.
Teaching difficulties
1. Can accurately read the pronunciation of new characters such as "boat, two"; can write horizontal folded hooks and vertical bent hooks.
2. Imagine the picture the poem depicts and feel the beauty of the night sky.
Teaching aids and multimedia courseware are prepared.
Preparation before class
1. Vocabulary cards, create multimedia courseware about the starry sky and the songs "Twinkle Little Star" and "Little Boat". (Teacher)
2. Read the text thoroughly. (Students)
The class schedule is 2 hours.
Teaching methods include reading aloud, guidance, and cooperation and communication.
Teaching process
First lesson
1. Situation introduction, revealing the topic
1. Play courseware to stimulate interest.
(1) (Multimedia courseware soundtrack) Show a beautiful picture of the starry sky: a little girl is sitting on the moon, holding a little star in one hand and looking very happily at the twinkling stars and blue stars around her. Sky...
(2) Introduction question: What do you feel after seeing this picture? Please say it in your own words.
2. Reveal the subject.
(1) The teacher guides students to observe the shape of the moon in the courseware and guides their imagination: Look, what does this moon look like with its curved shape and sharp ends? (Small Boat)
(2) Introduce the topic: Grandpa Ye Shengtao wrote it into a rhyme, which is the "Small Boat" we are going to study today.
3. Read the topic.
(1) The teacher guides the correct reading of the topic: Who can read the word "boat"? Who still wants to read? Read it together. What ships have you seen? The teacher showed pictures of various boats and guided the students to recognize the word "boat" and understand that words with "boat" next to it are generally related to boats.
(2) Tutorial: Add "small" in front of "ship". Please read it. What do you think of this ship? (Small, very light, very cute...)
(3) The teacher guides the students to feel the cuteness of the boat and read the topic with their own feelings.
4. Guide students to question: When you see the topic, what questions do you have that interest you or what do you want to know?
5. Transition: Is the text really about a boat? Ask the students to read the text, look at the illustrations, and look for the answers.
2. Read the text for the first time and recognize the new words
1. Put forward self-study requirements:
(1) Read the text freely, stop when you encounter a word you don’t know, read it several times with the help of pinyin, and then read on.
(2) Use "〇" to draw the words that are required to be recognized, and use "____" to draw the words that are required to be written.
(3) Read the new words a few times, ask classmates or teachers for advice if you don’t know, and read them a few more times.
2. Students at the same table check each other's reading and correct the pronunciation of inaccurately read words.
3. The teacher organizes students to report on their literacy status.
(1) Drive a train and read the new word cards with pinyin.
Tips: "chuan, kan, jiang, shan" is a front nasal sound; "chuan, shan" is a raised tongue sound.
(2) The teacher asks the students to be primary teachers to read the new words without pinyin and evaluate them in time.
4. Students work in groups to practice reading the text aloud.
Requirements:
(1) Read the pronunciation of the characters correctly, without adding or missing words.
(2) Read the text correctly and read fluently.
(3) Other students act as little teachers, listen carefully and evaluate carefully.
5. The teacher checks the practice of reading aloud and reminds students to read the pronunciation correctly. (The "er" in "Yue'er, Chuan'er" should be pronounced twice. "Zai" has a flat tongue sound. "Shan, Chuan'er" has a raised tongue sound. "的" is pronounced softly.)
Three , read the text again and get an overall perception
1. The teacher reads the whole poem to the music.
2. Inspire imagination: What kind of picture appears in your mind?
Default:
(1) Students are free to talk about the pictures they think of: clear night, blue sky, crescent moon, twinkling stars, a child flying to Sit inside the moon ship in space.
The teacher randomly used courseware to demonstrate the flickering of stars to help students understand the word "sparkling".
3. The teacher puts forward reading requirements and guides students to read the text freely.
(1) Courseware presentation requirements for reading aloud:
①Think about it: How many lines does the text have and how many sentences does it consist of?
②Read the sentences you like to read several times.
(2) Students read the text aloud as required.
4. Teachers organize students to report their reading results and make timely comments.
5. Teacher's model reading guides students to draw pauses.
The crescent moon/a small boat,
The small boat/has sharp ends.
I sat in the small/boat,
I only saw/the twinkling stars/the blue sky.
6. After the students practice reading freely, the teacher will read them by name and everyone will comment.
7. Multimedia provides text to fill in the blanks, guides students to read repeated words aloud, and consolidates literacy effects.
The (curved) moon is a (small) boat,
The (small) boat is pointed at both ends.
I sat in the (small) boat,
I only saw the (sparkling) stars in the (blue) sky.
8. The courseware presents the "Reading Competition" scenario, proposes evaluation criteria, and organizes students to challenge reading.
(1) Show the evaluation criteria:
The sound is loud and the pronunciation is correct. Read aloud fluently and with charm.
(2) Organize students to compete in an orderly manner and evaluate in a timely manner after reading.
(3) Select the winners and reward them.
4. Guidance on memorizing and writing new words
1. Organize students to play a mushroom picking game.
(1) After explaining the rules of the game, ask three students to come to the front to play a mushroom picking game. (Multimedia courseware plays songs)
(2) Talk about how you remember new words.
①The teacher guides the students to recognize the word "door" and next to the word "白". Ask your classmates to tell you what other words with these radicals you know in your life.
②Guess the riddle and remember "flash": A person is standing in the door.
Recognize the familiar word "shan" by adding its radical: person + door = flash.
③ Make movements to memorize the word "look": Putting "hands" on "eyes" means "look".
④ Word group recognition: see──goodbye, see, meet.
⑤The teacher guides the recognition and memorization of polyphonic characters and asks students to form words for the polyphonic characters.
Default:
"Look" is also a polyphonic word. It is pronounced kàn in this lesson and kān in the word "gatekeeper".
2. Find friends for mushrooms.
(1) Tutorial: What friends in life can form words with this word? Can you still say a sentence using this word? Let's compete to see which group speaks more and better!
(2) Students learn cooperatively in groups.
(3) Students report their learning status.
Default:
① Group of words: The boat, stars, twinkling inside, both ends are not there
② Sentence:
Saw: at the zoo Here, I saw tigers and lions.
Sparkling: The sparkling neon lights are eye-catching.
3. Guide to writing new words.
(1) The courseware shows the fan characters "月, 儿" in the field grid, and guides students to observe these two characters in the field grid. What did you find? (Both "月" and "儿" have hooks, but the directions of the hooks are different.)
(2) The teacher demonstrates while guiding the writing of new strokes.
How to write the horizontal folding hook: the horizontal direction should be flat, the vertical direction should be straight, and the hook should be left and upward.
How to write the vertical hook: the vertical hook should be straight, the curve should be round, and the hook should be upward to the right.
(3) Students carefully observe where each stroke of each word is written and communicate with classmates. (The distance between the two horizontal drawings in "month" should be appropriate and not connected with the horizontal folding hook. The vertical hook of "son" should be written on the vertical center line.)
(4) Teacher Model writing "月" and "儿", and while demonstrating, consolidate the writing methods of horizontal fold hook and vertical hook. Student books are empty.
(5) Instruct students to observe the "head and inside".
Default: The "head" has three points, and their positions are different. There are more horizontal paintings in "Li", the distance between them is even and the lengths are different.
(6) Teachers guide students to make books empty. (The last stroke of "Tou" is a dot, not a stroke. The stroke order of "Li" can be recorded as writing "A" and then two horizontal strokes.)
(7) Instruct students to draw red first, and then practice freely Write and compare who can write neatly and beautifully.
(8) Display students’ works, and teachers and students will comment together.
5. Summarize the text and assign homework
1. Guided Review: Talk about your takeaways. (Which words did you remember in this lesson? How many literacy methods did you learn? Which word do you think you wrote best?)
2. Assignment: Read the text emotionally.
Second Lesson
1. Review introduction and reproduce the situation
1. Guided review: In the last class, we initially studied the text. Do you still remember what the text said?
2. Based on the students' speeches, the teacher added music and showed pictures of the starry sky.
3. Create situations to trigger students’ imagination: Let’s fly! Fly into the beautiful blue sky. Look, there are many twinkling stars waving to us. Let's fly, let's fly! Fly into the sky and sit on a boat. What did you seem to see?
Default:
(1) I seemed to see twinkling stars.
(2) I seemed to see a spaceship ascending to the sky.
(3) I seem to have seen a man on the moon, very handsome.
(4) I seem to see a very big blue sky.
2. Create situations and cooperative learning
1. Learn the first and second lines of the poem.
(1) Introduction: Where are we sitting? (On the boat) This boat is not a real boat, it is the moon. How do you feel?
Default: I feel very happy. I'm very happy.
(2) (Show a picture of the moon) Tutorial: What does the moon in the picture look like? like what?
(3) Guide reading. Show the sentence: The crescent moon is a small boat. Ask students to read freely, individually, and finally comment on each other.
(4) Instruct students to draw words describing "moon" and "ship".
(5) Question: Why use "curved" and "small" instead of "curved" and "small"?
(6) The courseware shows two sentences and reads them aloud to compare the differences.
The crescent moon makes the boat smaller.
The crescent moon is a small boat.
Default:
Students read these two sentences aloud and talk about their own experiences: "The crescent moon" highlights the moon better than "the crooked moon" The degree of curvature; "little boat" can highlight the cuteness of Yue'er better than "little boat", and it is also more catchy to read.
(7) Guide reading. "Small" and "curved" read out the cheerful rhythm, expressing the cuteness and fun of Yue'er.
(8) Tutorial: In addition to being "curved", what does "Yue'er" look like? Instruct students to read and draw by themselves and draw the shape of the moon - pointed at both ends. The courseware shows the shape of the moon and guides students to know that the crescent moon here is compared to a small boat, and the shape of the moon is written.
(9) Read together. Read out the loveliness of the moon and your own joyful mood.
2. Learn the third and fourth lines of the poem.
(1) Transition: Let’s row a boat and walk around in the blue sky together. Yo, what did you see? (stars, sky)
(2) Show the words: stars, blue sky.
(3) What does it look like to write about stars in the text? (gleaming) Where's the sky? (Blue)
(4) Question: Why use "shining" and "blue"?
①The courseware shows two sentences to show the differences between students when they read them separately:
I only see the stars and the sky.
I only saw the twinkling stars and the blue sky.
②The courseware shows the twinkling stars and the vast blue sky, and guides students to compare the pictures to understand the role of repeated words.
(5) Practice word repetition: The stars are (shining), the sky is (blue), the boat is..., can you still say such words? (The red sun, the green grass, the white clouds, the yellow pears...)
(6) Guide reading.
① In the teacher’s standard reading, "Shining Stars" should be read with a cheerful rhythm and highlight the naughty and cuteness of the stars. "Blue sky" should be read slightly slowly and loudly to read out the beauty and mystery of the sky.
② Students read aloud freely and read out the beauty and loveliness of the stars and the sky.
3. Language training and feeling the beauty of the night sky.
(1) The courseware randomly displays relevant pictures, allowing students to imagine, read sentences and fill in the blanks based on the pictures.
The stars look like _________, how beautiful they are! (Diamonds, pearls, small eyes, bright lights)
The moon looks like _________, so beautiful! (boat, eyebrow, sickle)
The blue sky looks like ________. (Write a metaphor)
The white clouds are like ________.
A round apple looks like ________.
_______ is like ________.
(2) Students freely choose sentences and practice speaking them in groups before reporting.
(3) Teachers encourage students to say something unique.
4. Tutor: The night sky is so beautiful! I watched and thought about the twinkling stars, the crescent moon, and the blue sky. I was fascinated and intoxicated. In my eyes, the moon is curved and pointed at both ends, really like a small boat. (music sounds) The teacher reads the text.
5. Students perform the reading to music and add movements while reading.
3. Emotional reading and imagination
1. Music performance "Little Boat".
2. Discussion: What does "only" mean in "only see..."? What is the difference between "only see" and "also see"?
3. Carry out speaking training.
Courseware presentation: I saw ____________.
Guide students to speak from different perspectives. Example: I saw the campus, Beijing, aliens, Chang'e, Jade Rabbit...
4. Test the recitation effect.
Prompt students to recite by filling in the blanks. (Students learn to sing and memorize along with relaxed and pleasant music.)
4. Review new words and accumulate vocabulary
1. Review vocabulary words.
The stars in the boat are shining brightly at both ends.
2. Play a game of picking flowers. (The new words are hidden behind the flowers)
(1) Invite three groups of students to the podium to play a flower picking game.
(2) Ask the students who played the game to talk about how they remembered the name of this flower.
(3) Help Hua find friends. Use it to say a word after you find a friend and compare which group is the best.
5. Summarize the full text and cultivate emotions
1. Encourage students to question: What are the questions they don’t understand?
2. Summary: Nature is beautiful, and there are many mysteries in space. Now, some people from China have gone into space. Our children can learn more knowledge and master skills. In the future, they can also travel and travel in space to explore the mysteries of nature.
3. If you were invited to come to the moon, guess what would be on the moon? What do you want to say to the moon?
6. Assign homework and extend development
1. Memorize the text and draw what you can see or think of in the night sky.
2. Go home and recite the text to your parents.
3. Practical activities: Go out and look at the moon at night and talk about what it looks like and what else you see in the sky.
Blackboard writing design
Curved moon
Jian (curved moon picture) Jian
Small boat
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