As a people's teacher, it is often necessary to prepare lecture notes to help students understand and master systematic knowledge. How should I write a speech? The following is my carefully arranged speech of the small class language "Smart Little White", I hope it will help you.

Small class Chinese "Smart Little White" lecture notes 1 textbook;

"Smart White Rabbit (II)" is a standard experimental teaching material for compulsory education, and it is the fourth text of Unit 7 of the first volume of the S version of Chinese Senior One. The text of Unit 7 revolves around the theme of "thinking and thinking when something happens". Each text has a strong story, touching twists and turns, vivid characters and vivid language. This article is a fairy tale. This fairy tale tells how the rabbit brothers use the protective color of their bodies to escape the attack of the eagle safely, and praises the rabbit for being witty, calm and caring for others.

Tell the teaching objectives:

Knowledge and skills

I know twelve new words such as "harmony, winter and morning" and can write six words such as "flying, bird, coming, you, morning and old".

Process and method

Let students develop rich imagination and cultivate the ability of association.

Emotional attitudes and values

Learn from the rabbit's characteristics of calmness, wit and love, and know how to think when encountering difficulties.

Tell the main points of teaching:

Know twelve new words and pronounce them correctly. Reading the text correctly, fluently and emotionally is the teaching focus of this class.

On teaching difficulties;

It is hard to understand why the rabbit brothers can escape the attack of the eagle.

To preach the law:

1. Starting from students' interests, give students an intuitive image and feeling, lead them into the colorful fairy tale world, and let students feel the words in the role with their own imagination, mental drawing, role reading and performance, and show their understanding and experience of the role wholeheartedly.

2. Take students as the main body, and constantly create scenes of teacher-student interaction and student-student interaction in teaching. Through dialogue, communication, reading and performance, let students fully move, let them feel and think.

Talking about the teaching process:

In order to achieve the teaching objectives of this class, solve the teaching key points and break through the teaching difficulties, I have designed the following four links for the second class of this class.

Step 1: Review old knowledge and introduce new lessons.

First of all, I want to say: children, last class, we first learned the lesson "Clever White Rabbit (1)" and met with the white rabbit. Now, the white rabbit is going to test everyone. Then I will lead the students to review the new words learned in the last class by using courseware, reading aloud together and driving the train, so that the students can choose their own words to speak. Introduction: Who can tell you what the text says through the study in the last class? The default student answers: Rabbit Brothers transport pumpkins. At this moment, my camera is writing on the blackboard.

Link 2: Read the text aloud and learn from it.

First of all, an exciting introduction.

1, class, the teacher brought you three small animals. Who are they? Look at the blackboard, please. Show pictures of white rabbits, gray rabbits and eagles. )

2. Reveal the topic. The teacher said while writing on the blackboard, today we will read the story between them. Please guess what may have happened between them first.

Second, read the text for the first time and read the pronunciation correctly

1, read the text freely, draw new words while reading, read the words you don't know several times, and read them again if you read them correctly. If you find it difficult to read, please mark it and ask the students around you.

2. Read from each other at the same table, be a little teacher and help your partner correct his pronunciation.

3. Read the names of the new words and check the pronunciation.

4. Reading the text freely requires accurate pronunciation, no increase or leakage, and reading the text well and smoothly.

Third, read the text again and feel the content.

1, listen to the tape (or read the model essay) and mark how many natural paragraphs there are in the text.

2. Read the text in turn (each person reads a paragraph) to see who reads well.

3. Read the text in a low voice and think while reading: What is the main thing written in the text?

Fourth, create a situation and read the sentiment carefully.

1, play the recording of the text, let the students close their eyes and bring it into the story of the text.

Teacher: What do you see? what do you think?

2. Learn the first paragraph.

(1) Read by name. Other students listen and think: What do you know from this article?

(2) Guide readers to read the words of birds and read the anxious tone.

3. Learn paragraphs 2-5.

(1) Read paragraphs 2-5 freely and think while reading: How did the Rabbit Brothers behave after meeting the eagle? Read the relevant sentences several times.

(2) Read paragraphs 2-5 silently, and draw the words of the little white rabbit with horizontal lines while reading, and the words of the little gray rabbit with wavy lines.

(3) How should their dialogue be interpreted? Please think about it and read it in different tones. Read by name and role-read by teacher-student cooperation-act by role.

4. Learn the sixth paragraph.

Read freely and think while reading: What is the result? Why didn't the eagle see Brother Rabbit?

Fifth, summarize the full text and stimulate imagination.

1. How do you feel after learning the text? How do you feel?

2. What do you want to say to the little white rabbit or the little gray rabbit?

3. Do you know which animals use the color of their bodies to protect themselves? Frogs, zebras, chameleons, etc. )

The design here takes into account the needs of students' independent exploration and learning, improves students' understanding ability of language and characters, and also develops students' personality, allowing students to read according to their own feelings. Do not insist on consistency, you can read freely, then read by name, and read in cooperation with teachers and students.

Link 3: Summarize the divergent thinking of the text.

In this session, I will say that the white rabbit is so smart. Let's praise it! I will also preset the question: If you were Brother Rabbit, what would you do? I will let the students think independently first, and then communicate in groups to see which group comes up with more and more reasonable methods. When students report, they affirm the various methods they have come up with, which not only exercises students' divergent thinking, but also encourages students' innovative spirit. You can also lead the students to perform the drama in the textbook when you have time in class.

Step 4: Guide writing.

The new words to be written in this lesson are: flying and birds.

In this link, I will show the new words I know and can write, so that students can observe carefully first, pay attention to the position of each word, understand the characteristics of strokes, and let students learn to observe before writing, which plays the role of "sharpening the knife and cutting wood by mistake". Then I will ask my classmates to raise their hands and write with me, with special tips: pay attention to the angle and position of flying characters, the width above and the width below. When students practice calligraphy, I will patrol the desks to remind students to pay attention to the "Three Ones", give individual guidance at any time, show good handwriting, and encourage students to evaluate themselves and each other.

A good blackboard writing is a pocket version of an article and the embodiment of the essence of the text. In this class, I designed this blackboard book according to the content of the text, trying to highlight the key points, be concise and to the point, and let students get more vivid impressions and related knowledge.

Small class Chinese "Smart Little White" oral manuscript 2 oral preparation

Courseware "Smart White Rabbit"

Theory and teaching method

I use intuitive teaching methods, questions and conversations to teach. Through the combination of audio-visual teaching and appreciation, children can better understand the story content, help them express boldly through conversation, and develop their oral ability.

Methods of speaking and learning

In accordance with the teaching principle of "step by step, step by step", I use the learning methods of "audio-visual combination, subsection understanding" and "positive thinking and bold expression" to let children acquire knowledge in a relaxed and happy atmosphere and achieve the teaching purpose.

textbook

The clever white rabbit is a teaching content full of childlike interest. In the story, children's favorite white rabbit is chosen as the protagonist, and the various uses of watermelon are used as clues to show children the wit of the white rabbit, which can stimulate children's interest in learning, attract children to use their brains actively and express boldly, and is conducive to the development of children's thinking ability and oral ability.

Talk about learning.

Children in small classes are young, mainly thinking in images, with poor language skills and small vocabulary. They can only use simple short sentences to express their understanding and ideas. Therefore, teachers should actively create opportunities for children to speak, dare to speak and love to speak, so as to attract children to speak boldly and actively.

Say the goal

Can boldly imagine and express stories with pictures, and feel the wit of the white rabbit.

I like to listen to the story "The Clever White Rabbit", to know the content of the story and how to protect myself when going out.

Say process

First, teachers and children dialogue, import activities

1, Teacher: Did the children eat watermelon? A: Yes. What can watermelons do besides eating? (Young answer: Make a watermelon hat and a watermelon lamp. )

2. Teacher: The teacher brought some pictures today. The rabbit in the picture solved many difficulties with watermelon. Let's see how it solves the problem with watermelon.

Second, the teacher shows the courseware one by one, inspiring children to imagine boldly and express stories.

1, show the courseware

(1) ask questions:

What do you see in the picture? A: There are big suns, white rabbits and watermelon fields. )

What is the little white rabbit doing? (The boy replied: The white rabbit is sweating with heat. It is eating watermelon. )

Please guess why the rabbit wants to eat watermelon. (Young answer: thirsty)

The teacher summed up: It turned out that the little white rabbit was thirsty, and the little white rabbit ate watermelon to quench his thirst.

2. Show the courseware

(2) ask questions:

How did the white rabbit do it after eating watermelon?

How does the white rabbit feel after wearing a watermelon hat?

The teacher concluded: This is really a clever little white rabbit. It's really much cooler to wear a watermelon hat. She walked on, hey, why did the little white rabbit stop? (Answer: There is a small river) It turns out that the little white rabbit saw a small river and wanted to cross it.

Teacher: The white rabbit can't swim. What can we do?

3. Show the courseware

(3) Question:

Teacher: What does the little white rabbit think? (A: The white rabbit used watermelon skin as a boat to cross the river)

The teacher summed up: the rabbit crossed the river with watermelon skin as a boat.

4. Show courseware

(4) Question:

Teacher: Who did the rabbit meet when crossing the river? (Fox)

Teacher: What does the fox want? Where did you see it?

Teacher: What can you do to help the white rabbit?

5. Show courseware

(5) ask questions:

Teacher: Was the rabbit eaten by the fox? How did it think of defeating the fox?

Teacher's summary: It turned out that the little white rabbit defeated the little fox with watermelon skin, and the little fox fell on the watermelon skin, so the little white rabbit took the opportunity to slip away.

Third, let the children observe the courseware completely and feel the wit of the white rabbit.

Teacher: What difficulties did the white rabbit solve with watermelon skin? Let's take a look.

The teacher summed up: quench thirst with watermelon skin, use watermelon skin as a hat to shade the sun, use watermelon skin as a boat to cross the river, and beat the fox with watermelon skin.

Fourth, the teacher plays the courseware and tells the story completely.

Teacher: Do you like this little white rabbit? Why?

Verb (short for verb) ends the activity.

The children are great. They have learned the intelligence of the white rabbit. Let's take this good method to class and share it with other children.

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