Description of Excellent Teaching Plan of Little Gecko Borrowing Tail
After learning the last text, the students mastered some reading methods. Therefore, the teaching of this course is mainly reflected in the following two points:
1. Flexible use of pictures, objects, reading aloud, doing actions, combining context, connecting with real life and other methods to understand the meaning of keywords in the text and stimulate students' interest in learning.
2. Adhere to "reading" as the main line, so that students can fully read, feel the whole in reading, feel things in reading and cultivate a sense of language in reading. In view of the characteristics of many dialogues and strong feelings in the text, we should strengthen the guidance and training of reading aloud, let students taste the different tones and intonations of different roles in the text, let students participate in practical activities-"performance", and cultivate students' interest in autonomous learning and cooperative learning.
Preparation before class
1. Text illustrations and multimedia courseware. (teacher)
2. Prepare headdresses for small geckos, small fish, old cows and swallows in groups. (student)
3. Collect information about the use of animal tails. (student)
Class arrangement
2 class hours.
teaching process
first kind
First, reveal the topic and inspire questions
1. Show the picture of the little gecko and ask, "Students, do you know the name of this little animal?" (Gecko)
2. Yes! The little gecko was born with a long tail, but one little gecko wanted to borrow it. What happened? Let's find the answer in the story "Little Gecko Borrows Tail"! Show the title, look at the title and know the "wall".
What do you want to know after reading the title of this text?
Blackboard: Why does the little gecko borrow its tail? Who did he borrow his tail from? What was the result?
Design intention: Asking questions and asking difficult questions will help students form the habit of thinking, stimulate students' strong curiosity and make them learn the text actively.
Second, read the text for the first time and learn new words.
1. Listen to the recording of the text with questions and feel the content of the text initially.
(1) The text mainly tells the story of who did what?
(2) Who did the gecko borrow its tail from?
(3) Did the little gecko borrow its tail? Why?
2. What did the students find when they opened the textbook? -refers to a student said found. There is no phonetic notation in the text. )
There is no phonetic notation in the text. How to understand this story? -guide students to contact their previous experiences and find their own way. Look at the pictures, look up the words, guess or ask others. )
4. Read the text independently with pictures, remind each other of the pronunciation of words, and pay attention to flat tongue.
5. Help each other read in groups and read the text fluently. Class communication: What new words did your group know? How did you meet? The teacher helped what the students didn't say. )
6. Show me the words. (with pinyin)
The little gecko wall mosquito bites off the water and wags its tail to drive away the silly children. Turn around.
(1) Read by name, all at once.
(2) Remove the pinyin and read it again.
7. Show the new word cards and read the new words by train.
8. Send the new words back to the text and read through the text.
9. Think about the questions just raised and connect the answers.
Design intention: Different students should have different requirements for different students. So I heard that training should have a certain level. For example, the first communication after listening to the text recording is aimed at the whole class, and the answers together are the general content of the whole story. This oral practice is difficult for most children, so find some children with strong oral expression skills in the class to answer.
Third, read the text again and feel it in reading.
1. What does it feel like to have a broken and ugly tail? (sad, sad. )
Then please read it with a sad heart and see who reads better. (Read by name, read together. )
2. Who did the little gecko borrow its tail from first? Students can read the third paragraph freely. )
The students competed to read what the little gecko said to see who could read it well.
3. From which word can you see that the little gecko is polite? Why didn't the little fish lend him its tail? (Show: The tail of a small fish is used to ...)
The tail of a small fish is used for paddling. Please paddle by hand.
Summary: If the fish's tail is gone, the fish can't swim in the water, so the fish can't lend its tail to the little gecko.
4. Read the dialogue between the little gecko and the small fish in different roles. (Teachers demonstrate reading, boys and girls read in different roles)
Design intention: it is the requirement of the new curriculum standard of Chinese teaching to give priority to reading and let students experience, understand and feel in reading. Therefore, in teaching, we should run through the concept of reading, feel fresh and lively words, imagine the scene through pictures, language will accumulate unconsciously, and emotions will be produced imperceptibly.
Fourth, guide writing.
1. Students know the new word "grab, take off, climb, sister, you, grass, house".
2. Students observe these characteristics and talk about their position in Tian Zige.
The teacher wrote an example, while the students wrote an empty book.
4. Students practice writing and show comments.
Design intention: students observe and explore, and the teacher shows the writing process to students by the most intuitive means. Students understand the main points of writing, master the writing methods and finally appreciate the new words. Students write new words in an independent, relaxed and lively atmosphere.
Second lesson
First, review the old knowledge.
1. Read the new words you know to your deskmate.
2. Look at the picture and tell who the little gecko borrowed his tail from and what the result was.
Design intention: review new words and text content, and pave the way for reading and understanding the text in depth.
Second, continue to learn literature and understand.
1. Read the text with questions: How does a little gecko borrow its tail? Please read paragraphs 3 ~ 5 of the text, draw the words of the little gecko with horizontal lines and the words of other small animals with wavy lines.
2. Communicate and show the dialogue.
3. Guide reading aloud.
If you were a little gecko and saw small fish, old cows and swallows, what would you think?
Those animals can't help the little gecko. How are their moods? Read what they said again.
4. What did you learn from the dialogue between baby gecko and animals?
Show: the small fish paddles with its tail, the old cow drives away flies with its tail, and the swallow grasps the direction with its tail.
5. Summarize and extend, expand communication: How sad it is that the little gecko can't borrow its tail! Who else would he borrow it from What would they say? (Continue after the text. )
With the help of the collected data, students talk about the uses of other animals' tails in groups and act them out.
6. The little gecko is sad because he can't borrow his tail. what should he do ？ The teacher quoted the sixth paragraph. )
7. What was the result? Why?
8. Guided reading: teachers demonstrate reading, students read freely, and boys and girls compete for reading.
Design intention: This link realizes language transmission through imagination and speech. Teachers should give students enough time to prepare and be flexible in communication. Students can say as many words as they can, mainly depending on their tone, attitude and whether they express themselves clearly. Teachers' evaluation should be timely and encourage students to speak boldly.
Third, classroom exercises to deepen understanding
1. Read the full text by role, and read whatever you like.
2. In the group, the group leader assigns roles and the students perform.
3. refers to the group performing on stage and the whole class commenting.
Design intention: Performing reading in different roles can stimulate students' interest in reading. By entering the role, they can integrate their feelings with the people and things in the text and read the feelings of different roles. The reader is vivid and vivid, and the listener is there. Role-based reading can also help students understand the text with the help of character movements and dialogues.
Fourth, class summary and extension after class.
1. Read the full text by role.
2. Assign homework after class-make up a story: the little gecko has a new tail. He is very happy. Who will he tell the good news to? What will his friends say? Ask the students to tell their parents and write the story.
Design Intention: This expansion exercise design has seized the opportunity to cultivate students' thinking ability. It is not only a small exercise combining reading and writing, but also greatly stimulated students' rich imagination and strong creative desire, and cultivated students' oral and written expression ability.
blackboard-writing design
An old ox drives away flies.
The little fish paddled with its tail.
Swallows control the direction.
Teaching reflection
Because of the same structure and similar content, I will focus on the third paragraph in teaching, so that students can understand that the tail of a small fish is used to pull water in "reading-watching-thinking". With the preparation of the third paragraph, I will let the students study the fourth and fifth paragraphs in groups, accumulate language and understand the text in the performance. I gave students enough time to accumulate sentences and internalize the language. On this basis, let the students perform for everyone, which not only accumulates the language, but also understands the text.
Reflections on the Teaching Plan Design of "Little Gecko Borrowing Tail" Open Class
1. Through the creation of teaching situations and the introduction of pictures, students can feel immersive and quickly enter the text.
2. Students can fully understand the content of this lesson through independent reading, so the focus is on the accumulation of verbs and vocabulary.
3. By collecting materials after class, expand students' reading, expand the content of the text in class, and exercise students' expressive ability and imitation writing ability.
Teaching material analysis:
This lesson is presented in the form of a comic book. There are no new words and phonetic symbols in the text. The reading in this class is to lay the foundation for students to read without pinyin in the future. Therefore, it is very important to teach students how to preview. On the basis of students' preview, plus students' literacy, plus the tips of pictures, they should be able to master it quickly in the reading process.
Student analysis:
After a semester's study, students have acquired the preliminary reading ability. In terms of literacy, students can pronounce correctly with the help of pinyin, understand the meaning of words according to their previous experience, and remember the fonts of new words by using existing methods. In reading, students can read the text correctly and understand the main content of the text through language. Under the guidance of the teacher, experience the thoughts and feelings of the text and express them through reading aloud.
Means analysis:
Computer courseware provides students with a series of vivid, concrete, real, multi-dimensional and three-dimensional text situations, which urges students to use multiple senses such as hand, brain, eyes, ears and mouth at the same time in the learning process, greatly develops students' multiple thinking ability based on image thinking, fully stimulates students' interest in learning, urges students to actively study and develop their personality hobbies, thus creating an ideal learning environment for students and effectively improving their innovative thinking ability.
Teaching objectives:
[Knowledge and skills]
1. On the basis of reading, know the new words and phrases in this lesson and write the word "He".
2. By reading the text, we can understand the regeneration characteristics of gecko tails and the uses of small fish, old cows and swallow tails.
3. Understand the different moods of small gecko, small fish, old cow and small swallow through reading comprehension, and read the text correctly, fluently and emotionally according to your own experience.
[Process and method]
1. On the basis of understanding the different uses of the tails of small fish, old cows and swallows, learn to use "because …" to explain why you don't lend your tails to small geckos.
2. Tell the story of the little gecko borrowing its tail with the sentence of "first … then ……".
3. Learn about the use of tails of other small animals through students' materials.
[Emotions, Attitudes and Values]
By reading the text aloud, I know it is polite to communicate with others.
Teaching process:
First, riddles stimulate interest and introduce new courses.
1. Teacher: Short limbs and flat body;
Climb the wall and eat mosquitoes and flies;
The tail is easy to break, and it will regenerate when it is broken.
2. Students guess and show the picture of "Gecko". Teacher: Today, we are going to learn a story about a little gecko borrowing its tail.
Comments: According to the appearance characteristics, living habits and physiological characteristics of gecko, make up riddles to arouse the appearance of gecko in students' minds. Introducing the word "Gecko" with riddles can avoid introducing relevant knowledge stiffly, and then the topic is naturally introduced by Gecko. The teaching links are smooth and interesting, which enables students to start learning new lessons in a pleasant atmosphere.
3. Look at the shape of the gecko and read the title again. Do you have any questions?
Comments: Teaching students to ask questions from topics not only trains their thinking, but also cultivates their questioning ability.
Second, read the text for the first time and read the pronunciation correctly
1. The time for students to read the text is 1. They are required to correctly read the pinyin when encountering new words, and draw several natural paragraphs in the text when reading.
2. Read the text for the second time, name seven students, one reads a natural paragraph, and ask for accurate pronunciation, and try not to add words, miss words or mispronounce. After reading, the teacher corrected the pronunciation.
3. Read the text for the third time, correctly and fluently, think while reading, and ask questions if you don't understand.
Teacher: We have read this text three times. Are the requirements the same every time?
Comments: Teachers should give students more reading time and cultivate their reading habits. The third reading text designed here has its own requirements and is gradually improved. For the first-year students, this is the guidance of the most basic reading method.
Third, in-depth study and reading the text
1. Showcase 1: Let's take a look at the first illustration in the article and think about it: If you want to know "Why does the little gecko borrow its tail", which natural paragraphs do you have to find the answer from?
(1) Why do geckos borrow their tails?
Students choose 1 paragraph and paragraph 2, and read quietly. Play the activity slide "Little Gecko Broken Tail".
After reading the judgment: How did the little gecko's tail break?
Little gecko's tail was bitten off by a snake. (×)
② The little gecko's tail was bitten by a snake and broke itself. (√)
(2) What happens if the little gecko doesn't break its tail? From the gecko's broken tail, we can see what the little gecko's tail is for.
Comment: When answering this question, most first-year students said that the tail of the little gecko was bitten by a snake. In order to cultivate students' habit of reading carefully, through the dynamic demonstration of projection, students can understand that the little gecko's tail is broken. On this basis, it is clarified that the gecko tail has the function of protecting its own life.
2. The old teacher reads the second paragraph.
(1) Ask the students to understand the mood of the little gecko at that time from the content of the text and the tone of the teacher's reading aloud, and talk about the punctuation mark "1"? "The role.
(2) Students practice reading aloud with emotion.
Comments: Let students listen, speak and practice, and guide them to use their brains and study hard.
3. Look at the pictures and listen to the recording of the third to fifth paragraphs.
(1) Thinking: Who does the little gecko borrow its tail from?
Attached drawings (drawings)
(2) Use "first ... then ... last ..." to connect and speak a complete sentence.
Comments: Look at the pictures and listen to the text, understand the content of the text as a whole, and train your listening and speaking skills.
4. Read the third to fifth paragraphs.
Learn the third paragraph.
(1) Let the students understand the meaning and narrative order of the sentences in the third paragraph by introducing reading.
Teacher: Where did the little gecko climb? → Who did you see? What did he say? → How does the other party answer?
(2) Students compare the following sentences with punctuation marks.
Fish, lend me your tail!
Sister Xiaoyu, can you lend me your tail?
Guide the students to understand the usage of words such as "Sister, how are you" and the tone of inquiry, which shows that the little gecko is very polite.
Fish ┌ said: "No! I want to paddle with my tail. "
The fish said, "No, I want to paddle with my tail."
Guide the students to understand that adding the modal particle "ammonia" can indicate the friendly refusal of the small fish, because it is embarrassing that you can't lend your tail to the little gecko.
(3) Guide students to read the dialogue with emotion.
Comments: Through the comparison and repeated reading of two groups of dialogues, guide students to enter the role and read aloud with emotion. In this way, both language training and civilized etiquette education were carried out.
(4) Show the slide show, understand "shaking" and "pulling water" and ask students to demonstrate their actions.
(5) Summary: In the third paragraph of the text, first write where the little gecko climbed and what he saw, then write what the little gecko said, and finally write how the little fish answered. This makes it clear how the little gecko borrows its tail from the small fish.
Comments: Teach the paragraph "Little Gecko Borrows Tail from Small Fish", and use the method of "help" to initially guide students to understand the connection between sentences.
Half-support and half-release, the fourth natural section of teaching.
(1) See for yourself. Tell me what to write first, then tell me what to write, and finally tell me what to write. I realized that the fourth paragraph is similar to the third paragraph, except that the location has changed and the object of borrowing the tail has changed.
(2) roll call students do "jilt" with gestures.
(3) Use a sentence in the article to explain why the bull didn't lend its tail to the little gecko.
(4) The roles of teachers and students are different.
Play-oriented, students learn the fifth paragraph by themselves.
(1) Students teach themselves this paragraph. Think about what to write in the sentences of 1 and 2. What should I write in three or four sentences?
(2) Name the students who have feelings, and read this passage aloud, so that students can find out the words that explain the function of the swallow's tail. (Swing and master the direction)
(3) Ask students to make gestures to help them understand the meaning of "swinging" and "mastering the direction".
Comments: For paragraphs 3, 4 and 5 with similar narrative sequence, teachers adopt the method of teaching-supporting-releasing, which not only avoids repetition in teaching, but also cultivates students' interest and ability of self-study.
Summarize paragraphs 3, 4 and 5.
Let the students read paragraphs 3, 4 and 5 together and use the sentence "because"
5. Let the students regard their hands as the "tail" of animals, demonstrate and analyze the three verbs "Ye", "Shuai" and "Yes", and understand the meanings of several words and the differences between them.
Comments: It is very intuitive for students to understand words like this. Put these keywords together, students will demonstrate, feel and understand, and the effect is very good.
6. Read paragraphs 6 and 7.
(1) Read the text by roll call. Ask the students to find a group of antonyms. Tell them how the little gecko felt at first. Then what?
(2) Guide students to read the text with emotion and read the mood from "sad" to "happy".
Comments: By grasping a group of antonyms, the contents of the two natural paragraphs are all summarized, the teaching links are concise, and the key points are grasped.
(3) The little gecko told her mother about borrowing her tail. Who will play the little gecko and tell his mother about borrowing his tail? What do you think?
Comments: This is equivalent to asking students to retell the main content of the text, train their language expression ability and understand the meaning of the word "speak" in a specific language environment.
Fourth, summarize the full text, classroom exercises
1. What animal tails do you know after learning this text?
2. Fill in the blanks.
(1) Small fish (wagging its tail) are swimming around (in the river).
(2) Cattle (wagging their tails) eat grass (under the tree).
Swallow wagged its tail and flew around in the air.
(4) Small fish use their tails (paddling), yellow cattle use their tails (driving away flies), swallows use their tails (steering), and small geckos can still (grow) with their tails broken.
Comments: To summarize the text, we should not only summarize the text, but also carry out language training.
Fifth, knowledge extension and lens language training.
1. Read the short article "Interesting Tails" to understand the functions of the tails of squirrels, woodpeckers, monkeys, rattlesnakes and other animals mentioned in the article.
2. Choose a small animal mentioned in the above paragraph and tell how the small gecko borrowed its tail from these animals in the order of paragraphs 3 to 5 in the book.
Comments: Training students to speak in this way not only broadens their knowledge, but also trains students to speak in sections according to the text, combining the growth of knowledge with orderly speaking training.
[Blackboard Design]
Little gecko borrowed his tail? Regeneration and protection
Small fish (picture) shaking water
Old ox (picture) Throw away the flies.
Swallow (picture) swing direction