2. Be able to recognize the words 1 1 such as "heart, arrival and well" and write the words "down, well, heart, coming and you".
3. Understand the text and form a good habit of thinking optimistically when encountering difficulties.
Second, the content analysis:
"Happy Little Frog" is the content of 19, the first grade experimental textbook of compulsory education curriculum standard of Chinese Language Society. This text is a fairy tale. It tells the story of a little frog accidentally falling into a dry well. It took its time, sang a song in the well and was finally saved by the elephant. This story tells us that no matter what difficulties we encounter, we should have an optimistic attitude, face them bravely, use our brains actively and find ways to overcome them.
Third, student analysis:
This is a fairy tale, the content is simple and vivid, without preaching, suitable for students to read, and understand the intention of this lesson design in reading. Learning this lesson can not only improve students' Chinese literacy, but also help to cultivate their optimistic attitude towards life and good thinking habits when encountering difficulties.
Fourth, design ideas:
Pay attention to the integration of disciplines, use the song "Little Frog Looking for Home" to stimulate interest and integrate into the teaching of this course. Pay attention to students' autonomy, cooperation, inquiry learning, independent reading and cooperative literacy, and explore since the enlightenment.
Teaching process:
First of all, an exciting introduction.
1. The teacher plays "Little Frog Looking for Home". A student wearing a little frog headdress jumped out with the music and the whole class sang along.
2. The classmate wearing frog headdress said, "How did I fall into the dry well? What should I do? "
The teacher drew a little frog on the blackboard. The tour guide said, "Now the little frog has fallen into the well. Who will think of something for him? " Talk to some students.
Second, read the text for the first time, while reading.
1. Teachers demonstrate reading so that students can perceive the text as a whole.
2. Students can read the text freely and underline the new words.
3. Learn to read in groups. Students show each other new word cards (new word cards can be written by students themselves or by parents). )
4. Teachers take various forms to check the learning of new words. The teacher shows the cards of new words, words and short sentences. Read them by train, catch them and read them together in the study group.
5. Guide students to say how to remember new words.
Third, read aloud independently and perceive the text.
1. Students read their favorite paragraphs in their favorite way.
2. Read your favorite passage to others with emotion, whether it's your deskmate, teacher or his friend. ...
3. Read your favorite paragraphs to the whole class with emotion, and let the students evaluate and compare them to see who read them and the right tone.
Fourth, perform reading in different roles.
1. The study group reads in different roles.
2. Draw one or two groups to perform reading aloud in the class.
Five, combined with the situation map, think about it.
1. The teacher shows the situation map (slide).
2. Think about it: ① Why did the little frog sing when it fell into the well? If the frog doesn't sing, what can it do? Do you like this little frog? Why?
3. Discuss and communicate.
Teacher's summary: This little frog is a happy little frog, a clever little frog and a brave little frog. The teacher wrote "Happy", "Smart" and "Brave" on the blackboard.
Sixth, class is over in joy.
The teacher plays with the little frog to find a home, so that every student can become a happy little frog, a clever little frog and a brave little frog, and jump out of the classroom while singing.
extreme
Teaching objective: 1. Emotional goals:
Perceive the content of the text and experience the joy, wit and courage of the little frog.
I like learning Chinese characters and have the desire to read actively.
2. Knowledge objectives:
Contact the text, learn the new words in this lesson through various activities, read the correct pronunciation and identify the font.
Know two new radicals.
Know, write and use the first kind of new words in this lesson.
3. Ability goal: write the first class of new words in this lesson correctly and standardly.
Teaching emphases and difficulties:
Remember new words, find ways and write correctly.
Teaching process:
First, create situations and introduce new lessons.
1. Write the word "frog" on the blackboard, and pay attention to the writing rules when writing.
2. Do you know these two words? Where did you meet him?
It's great that everyone can firmly remember the words they have learned! Look! The little frog came to see everyone! (Show the frog picture)
4. Guiding observation chart: What is this little frog?
5. Can you look at the topic with a happy mood?
6. What a group of lively and lovely little frogs! Let's walk into the text together with a happy mood!
Second, read and recognize new words.
1. Please open the book on page11quickly. Please read the study tips carefully before reading:
The small blackboard shows:
Read the text freely, draw the new words in the text while reading, and read it several times with the help of pinyin. ② What new words do you like best? What sentence is it in? Read the sentences to your friends and tell me how you remember these new words.
2. Teacher: Which group learns and remembers the most words, the happy little frog will come to you!
Third, report and exchange.
1. Teacher: Who can tell me which new words you like? How do you remember?
(report while living, summarize literacy methods while learning)
2. The teacher's summary.
Everyone tried many ways to remember these new words. Do you still know word Baby when she returns to the text? Let's go back to the text together and see which paragraph you like.
Fourth, guide writing.
1. Transition: Chinese learning focuses on listening, speaking, reading and writing. Chinese characters in China have a long history and beautiful shapes, and many foreigners are also trying to learn Chinese characters in China! As a China person, we should write beautiful handwriting.
Look! Word, baby's here. Anyone who knows them will shout out their names, okay? (The teacher shows the new words one by one)
3. What words are the two new radicals we know today hidden in? (Name feedback) What should I pay attention to when writing? (Student feedback, teacher summary and performance)
4. Tell the stage to write and comment.
5. The teacher summed up and encouraged the students to write well.
Verb (abbreviation of verb) expansion and extension
Teacher: Today we learned two new radicals. Do you know these radical words?
Tisso
Instructional design: 1. Teaching objectives:
1. Be able to read the text fluently in Mandarin and read it in different roles.
2. Be able to recognize the words 1 1 such as "heart, arrival and well" and write the words "down, well, heart, coming and you".
3. Understand the text and form a good habit of thinking optimistically when encountering difficulties.
Second, the content analysis:
"Happy Little Frog" is the content of 19, the first grade experimental textbook of compulsory education curriculum standard of Chinese Language Society. This text is a fairy tale. It tells the story of a little frog accidentally falling into a dry well. It took its time, sang a song in the well and was finally saved by the elephant. This story tells us that no matter what difficulties we encounter, we should have an optimistic attitude, face them bravely, use our brains actively and find ways to overcome them.
Third, student analysis:
This is a fairy tale, the content is simple and vivid, without preaching, suitable for students to read, and understand the intention of this lesson design in reading. Learning this lesson can not only improve students' Chinese literacy, but also help to cultivate their optimistic attitude towards life and good thinking habits when encountering difficulties.
Fourth, design ideas:
Pay attention to the integration of disciplines, use the song "Little Frog Looking for Home" to stimulate interest and integrate into the teaching of this course. Pay attention to students' autonomy, cooperation, inquiry learning, independent reading and cooperative literacy, and explore since the enlightenment.
Teaching process:
First of all, an exciting introduction.
1. The teacher plays "Little Frog Looking for Home". A student wearing a little frog headdress jumped out with the music and the whole class sang along.
Little frog looking for home
Jump, jump, quack, quack! How did I fall into the dry well?
2. The classmate wearing frog headdress said, "How did I fall into the dry well? What should I do? "
The teacher drew a little frog on the blackboard. The tour guide said, "Now the little frog has fallen into the well. Who will think of something for him? " Talk to some students.
Second, read the text for the first time, while reading.
1. Teachers demonstrate reading so that students can perceive the text as a whole.
2. Students can read the text freely and underline the new words.
3. Learn to read in groups. Students show each other new word cards (new word cards can be written by students themselves or by parents). )
4. Teachers take various forms to check the learning of new words. The teacher shows the cards of new words, words and short sentences. Read them by train, catch them and read them together in the study group.
5. Guide students to say how to remember new words.
Third, read aloud independently and perceive the text.
1. Students read their favorite paragraphs in their favorite way.
2. Read your favorite passage to others with emotion, whether it's your deskmate, teacher or his friend. ...
3. Read your favorite paragraphs to the whole class with emotion, and let the students evaluate and compare them to see who read them and the right tone.
Fourth, perform reading in different roles.
1. The study group reads in different roles.
2. Draw one or two groups to perform reading aloud in the class.
Five, combined with the situation map, think about it.
1. The teacher shows the situation map (slide).
2. think about it:
Why does the little frog sing when it falls into the well?
If the frog doesn't sing, what can it do?
Do you like this little frog? Why?
3. Discuss and communicate.
Teacher's summary: This little frog is a happy little frog, a clever little frog and a brave little frog. The teacher wrote "Happy", "Smart" and "Brave" on the blackboard.
Sixth, class is over in joy. The teacher plays with the little frog to find a home, so that every student can become a happy little frog, a clever little frog and a brave little frog, and jump out of the classroom while singing.