The original text of "Glug" in the first grade of a primary school
There is a lake in the forest, and several papaya tree trees grow by the lake. The rabbit was playing by the lake when suddenly he heard the splash of the lake. He was so scared that he ran away. As he ran, he shouted, "There's a splash! Hey! "
The fox was playing under the tree. When he heard the rabbit screaming in panic, he ran with it and shouted, "The spray is coming!"! Hey! "
Monkeys, deer and squirrels all ran after them.
The lion was taking a nap in the shade of the tree, and the shout woke him up. He caught up with him and asked curiously, "What are you running for?"
The little monkey said, "Oh, no, the spray is coming. Run!" " "
"Huh?" The lion stopped for a while and then asked, "What is a splash?"
"I don't know." The little monkey turned his head and asked the fox, "What is a splash?"
"I don't know, it's the rabbit." The fox replied.
"I ... I didn't see it clearly." The rabbit touched his ear and stammered.
The lion said, "Let's go back and have a look!" " "
Teaching plan of "Glug" in grade one of grade two.
I. Teaching objectives 1, knowledge objectives
① Know the new words 12 "Goo, Dong, Tu, Chuan, Leg, Beat, Panic, Lion, Yin, Noisy, Chasing and Turning"; I can write seven new words: "Look, look, rabbit, help, disperse, play, eyes". Learn two new radicals "sheep prefix" and "foot prefix".
② Read the text correctly, fluently and emotionally.
(3) Understanding the content of the text can be roughly understood as "think about everything you hear, or take a look to understand the truth."
2. Ability objectives
① Cultivate students' reading and writing ability.
② Cultivate students' reading ability.
③ Cultivate students' comprehensive practical ability of Chinese.
Second, the teaching content
This text is a fairy tale full of childlike interest and twists and turns. It tells the story that a rabbit heard a "plop" and ran away in fear, and so did other animals. Only when the lion asked what "splash" was and wanted to see it, did everyone understand that "splash" was the sound made by papaya falling into the lake. This story tells us that when you hear or encounter anything, you must think about it, or go to the field to see it, and don't blindly follow others.
Teaching emphasis: read the text aloud and gradually reach the level of emotional reading; Literacy and writing exercises.
Teaching difficulty: if you know the content of the text, it can be roughly understood as "think about everything you hear, or take a look to understand the truth."
Suggested class hours: 2 class hours
Third, student analysis.
When students come into contact with such a long text for the first time, they should fully ensure the time for students to read freely. In view of the characteristics that junior students' attention is easy to shift, interesting teaching methods can be adopted to improve students' awareness of independent reading and form and implement their own experiences and feelings in the reading process.
Fourth, the design concept
Embody the teaching concept of "interest", put the learning process into the track of harmonious unity of cognition and emotion, and make Chinese learning more energetic and energetic. By using a variety of teaching methods, students' desire for knowledge is fully mobilized and stimulated, and their intellectual potential is tapped, so that students with different personalities have a strong interest in learning and a positive emotional experience. Under the guidance of teachers' interesting teaching art, students can learn lively, learn from interest, gain interest from knowledge and promote their all-round and harmonious development.
[Design Features]
Read with passion, speak with agility, act with emotion, and integrate thinking training, language development and emotional cultivation to promote each other and improve the whole.
Verb (abbreviation of verb) design process
first kind
First, to attract students and reveal the topic
1. Multimedia plays various sounds. Please guess what the sound is.
2. (blackboard writing project), please raise your hand and write these two words with the teacher. (requirement: the words should be written horizontally and vertically to look good. ) Read the topic together.
3. Careful child, observe these two words carefully. What do you find? (Guide students to experience pictophonetic characters and onomatopoeic words)
4. Question: Who made the purring sound? You will know after learning the text.
Second, reading the text for the first time
1. Read the text freely. Suggestion: tick out the unknown words with a pen and read them correctly with the help of pinyin; You can read your favorite sentences several times.
Do you have any questions after reading the text?
Read the text again and see who can solve the problem through their own reading.
Third, learn new words.
1, read it
Multimedia display of new words, free reading and correct pronunciation.
2. I recognize it
Do you know without the help of Pinyin Baby? (reading words)
Step 3 have some fun
(1) Take out literacy cards at the same table and read to each other.
(2) picking fruits. Multimedia shows an apple tree with new words written on it. If you recognize it correctly, the apple will fall. )
Step 4 have a discussion
(1) Group cooperative learning, who has a good way to remember these new words?
Who wants to introduce their own literacy methods to everyone?
Fourth, rereading and understanding
1, practice reading the text by yourself, so as to be correct and fluent, without adding words, missing words or mispronouncing.
2. Four groups read the text in turn and comment on each other. What are the benefits of reading? What else should I pay attention to?
3. Read the Taiwan Province Competition aloud.
4. Read the text together
Five, guide the writing
1, show the new words to be written in this lesson, and choose "look" and "play" to expand the words.
2. Talk about the location of Tian Zige's new words at the same table. What did you find?
3. Teachers' writing (focusing on guiding the writing of new radicals "sheep" and "feet")
4. Write at birth
5. Practice writing and evaluate each other (guide students to evaluate font, writing speed and writing posture)
Second lesson
First of all, stimulate interest in reviewing and introduce new lessons.
1, (Multimedia: There are several papaya tree trees growing by the lake, and there are new words on the papaya) Look, the papaya is almost ripe, and whoever can name it will fall (with a "splash").
Listen, this "pop" sound is the sound of ripe papaya falling from the tree into the lake. But it is this sound that makes small animals in the forest (causing "noise"). Why?
Second, the creation of situations, cooperative learning
Learn the second paragraph.
1. Who was the first person to hear the "plop" sound?
(Figure 1) What does the rabbit hear?
2. Read the second paragraph and write the picture in which sentence.
3. What did you see when you ran away? Why is the rabbit afraid? Have you ever had one?
The rabbit not only runs, but also shouts while running. Who will shout?
Step 5 guide reading aloud
He was so scared that he ran away. As he ran, he shouted, "There's a splash! Hey! "
(2) Learn 3-7 natural paragraphs.
1, hearing his cries, foxes, monkeys, deer and squirrels, how did they do it? Read the third and fourth paragraphs.
2. What is the difference between lions and them? How did he do it? Read paragraphs 5-7 and underline the sentences that describe lions.
3. (See Figure 2 and Figure 3) What's the difference between the expressions of small animals and lions? If you describe it in one word, what would you use? (Don't worry, don't worry)
Animals are in a panic because
The lion is in no hurry, because
Guide the students to read the text again to find the answer, and guide them to read aloud with emotion.
(3) Learn the 8- 10 paragraph.
"What is plop!" Small animals, who knows? Instruct reading (focus on reading the rabbit's words)
(4) Learn the natural section11-12.
Listen, even rabbits don't know what "glug" is. Why? What should I do (without thinking)? Read paragraphs 1 1 and 12.
(Figure 4) At this time, what will the small animals say and what will happen to the rabbit?
Third, summarize and deepen.
1. Now, who do you want to talk to most and what do you want to say?
2. The story "Shovel" performed with headdress.
Fourth, homework
1. Fill in the words you like in the text in the "word basket".
Tell this story to mom and dad.
Reflections on the "glug" teaching of Chinese in the first grade of the third grade primary school
Glug Glug is the second book, an illustrated fairy tale. The story is lively and interesting, and the content is easy to understand, which is very suitable for junior students to learn. Then, how to turn Chinese class into a language and literature training class, so that students can develop their thinking, improve their language ability and cultivate their thoughts and sentiments while gaining knowledge? I mainly adopted the following guiding methods and achieved good teaching results. First, introduce questions and stimulate interest
Interest is the teacher of students and the driving force to promote students' learning. According to the age and psychological characteristics of junior students, interesting and suspenseful things can attract their attention most. So, I made an experiment with real objects. Papaya still enters the bucket at high altitude, making a banging sound to guide students to think: what is this sound? Do you want to know? Then write on the blackboard: Glug, look at the topic, what do you want to know? In this way, students' interest in learning is improved and their enthusiasm is mobilized.
Second, the combination of graphics and text, perception of text content
According to the cognitive characteristics of junior high school students, I make full use of text illustrations and graphic combinations to help students understand the content of the text. On the basis of listening to the tape, guide the students to observe the three pictures carefully, connect the three pictures and ask: What did the text say? Then compare the pictures and texts, and students discuss for themselves: which natural paragraphs have 1, 2, 3 pictures. In this way, under the guidance of the teacher, students can quickly understand the meaning of the text and its connection through discussion and self-study, and can look at the pictures and say the meaning of the text in their own words.
Third, grasp the key sentences and understand the content of the text.
The focus of this paper is to let students deepen their understanding of the central meaning of the text through reading training. On the basis of understanding the pictures and perceiving the words, I asked the students to discuss: What should rabbits, monkeys, foxes, elephants and bison do when they hear the banging sound? Who did the right thing? Why? Then I grasp the key points according to the students' answers and read according to the situation, such as: little monkey, everyone should read in a flustered and nervous tone; What bison says should be unhurried, show that it is not blind, do not run with others, and find out the truth. In this way, through repeated reading and tasting the text, the students' learning enthusiasm and initiative are fully mobilized, and their ability to understand and use language and literature is improved.
Fourth, role evaluation, infiltrating moral education.
Using the method of "role evaluation" in fairy tale teaching can not only deepen students' understanding of the text, but also internalize and sublimate the ideological factors contained in fairy tales. When teaching the text "Glug", let students play their creative ability, expand their imagination and perform their roles on the basis of understanding. Before the performance, emphasize the understanding of the role, pay attention to the language, movements and demeanor of the role; After the performance, students can make a monologue and comment on the role, so that students can develop their thinking, improve their language ability, cultivate their thoughts and sentiments, educate them to learn the spirit of bison and find out the truth.
The combination of the above guiding methods has achieved good results in my teaching. Students not only gain knowledge, but also develop their thinking, improve their language ability and cultivate their sentiment.