1. "It's going to rain" teaching plan for the first grade of primary school
Teaching requirements
1, learn the new words in this lesson and the words composed of these new words. Be busy and practice your spoken English quickly.
2. Understand the content of the text, let students know that there will be three phenomena before it rains: swallows flying low, fish swimming out of the water and ants moving, and initially know the reasons for these phenomena, thus stimulating students' interest in observing nature.
3. Be able to read the text correctly, fluently and emotionally, and recite the last three paragraphs.
Important and difficult
The key point is to learn the vocabulary of the students in this class, understand the content of the text and master knowledge of nature. The difficulty lies in understanding why some animals move before it rains.
Preparation before class
1, words and phrases, and a picture of the rabbit's activities.
2. headdresses of white rabbits, swallows, fish and ants.
The teaching time is three hours.
first kind
Teaching essentials
Understand the content of the text, know that there will be three phenomena before it rains: swallows flying low, fish swimming out of the water and ants moving, and initially understand the reasons for these phenomena.
teaching process
First, uncover and analyze the topic.
(1) Say and write on the blackboard.
(2) Distinguish between rain and rain.
Second, read the text in a low voice.
Ask students to pay attention to three points when reading:
(1) Look at the words with pinyin in the text and read the pronunciation correctly.
(2) Think about what kinds of small animals appear in the text?
(3) See how many natural paragraphs are written in the text.
Third, check the problem.
(1) Read the text in the natural paragraph by name.
(2) What kinds of small animals appear in the text?
(Blackboard: Swallow, Fish, Ant)
(3) How many paragraphs are written in the text? Mark the book.
Fourth, speaking and reading the text
(1) Learn the first paragraph.
1, name the first paragraph. How many words are there in this paragraph when other students are listening? What did each sentence say?
The teacher drew the hillside, trees, grass, etc. )
Step 2 ask questions:
(1) What are the words in this paragraph? What did you know after reading the first sentence? How does the white rabbit mow the grass? Demonstrate the bending action of white rabbits with activity diagrams. )
(2) How does the white rabbit feel about the weather? What does it feel like when the weather is sultry? Teachers and students experience it through two different breaths. )
(3) So, what about the white rabbit? Demonstrate the action of white rabbit straightening up with activity diagram. )
(4) There are two opposites in the little white rabbit's action just now; Did you get a look at him? Draw it in a book.
(2) Learn the second and third paragraphs.
1. What did the white rabbit see when he straightened up? The teacher drew a picture of a swallow on the blackboard.
2. Are swallows different in peacetime? Where did you see low flying? (blackboard writing: flying very low. )
3. How did the white rabbit ask the swallow? (Read by name, read together)
4. What did the swallow say? (Quoted from the third paragraph)
5. Who will be the swallow, flying and saying? (Roll call performance) Other students pay attention to the words of Swallow.
6. What is the word of the swallow? Who will read the second and third sentences? (Read by name)
7. Humid air means there is a lot in the air? When is the air very humid?
8. What do you mean by busy? What do you mean busy?
9. The white rabbit now knows why the swallow flies low. Do you know that?/You know what?
10. The swallow said it was going to rain. How did he know it was going to rain? Guide students to discover the thinking process of swallows. )
1 1. Boys and girls read the dialogue between the white rabbit and the swallow in different roles.
(3) Learn paragraphs 4, 5 and 6.
1. Name paragraphs 4, 5 and 6.
2. What did the little white rabbit think after listening to the little swallow? (Introduction. Show me this sentence: Is it going to rain? What symbol is used in this sentence? Explain whether the white rabbit believes or not.
Who did he see at this time? Are there only two small fish? How about fish? (blackboard writing: swim to the surface)
4. What did the white rabbit ask? (Introduction) What do you mean, free?
5. What did the fish say? (Introduction) What does it mean to get some air?
6. Who can tell us why small fish swim to the surface?
Teacher's summary: At ordinary times, small fish breathe in the water, so there is enough air in the water, so there is no need to swim to the surface, but it is going to rain, and there is less air in the water, so small fish feel bored in the water, so they swim to the surface to get some air.
7. Tell two students to read the dialogue between the little white rabbit and the little fish in different roles, and guide the students to realize the little fish's concern for the little white rabbit.
(4) Learn the seventh paragraph.
1, students read the seventh paragraph softly.
2. Does the white rabbit believe it will rain after listening to the fish? How did you know? What do you mean (show it quickly)? What is the rabbit doing quickly? What is slung? (The teacher performs with a basket)
3. Who did the little white rabbit see on his way home? How many ants are there? What are they doing? (Writing on the blackboard: Go high) Why do you want to go high?
4. Name the seventh paragraph that the students read. Students listen and think, did the rabbit tell the ant that it was going to rain, or did the ant tell the rabbit that it was going to rain?
It's going to rain. (Read by name, read together)
(5) Learn the eighth and ninth paragraphs.
1. What did the white rabbit do after listening to the ant? (Show: Step up) What did he shout as he ran? (Introduction)
Just then, it suddenly thundered and began to rain. (The teacher draws raindrops) How is the rain?
3. Paragraph 9 reading guide (read together)
Verb (abbreviation for verb) summarizes the text.
After learning this lesson, do you know what will happen if it rains? (Students answer in their own words)
In addition to these three phenomena, there are many unusual phenomena in nature before it rains. What else do you know? (Let the students talk) I hope that students can see what they don't understand, take the initiative to ask others for advice like a white rabbit, and also look for answers from books, so that you will learn more knowledge and become smarter and smarter.
Sixth, focus on guiding the fonts of some new words.
Seven, read the full text with different roles.
Let four students make four kinds of small animals in the text and put on headdresses. Other students read the narration.
2. "It's going to rain" teaching plan for the first grade Chinese in primary school
Learning objective: 1, know new words such as 12 slope and cutting. Can write six new words, such as right and wrong.
2. Read the text correctly, fluently and historically. I can recite what I like.
3. Understand the relationship between swallows flying low, fish swimming out of the water, ants moving and rain.
Learning focus:
1, know 12 new words and can write 6 new words.
2. Read the text correctly, fluently and emotionally.
Learning difficulties:
Understand the relationship between swallows flying low, fish swimming out of the water, ants moving and rain.
Learning guidance process:
first kind
(A) to stimulate interest and trigger a topic
1. Listen and ask the students to say what they hear.
1. What do students know when they hear these sounds? (Blackboard: It's raining)
When it rains, nature will change. What happened to nature before it rained? After learning the text "It's going to rain", students will know more about nature. Title: It's going to rain.
(2) Read the text for the first time and read the pronunciation correctly.
1. Read the text freely with pinyin and circle the new words.
Students at the same table check the pronunciation of new words with each other.
3. Read in sections and correct pronunciation.
(C) Read the text and understand the meaning of the text
1. How did the white rabbit know it was going to rain? Practice reading in groups.
2. What did the swallow, the fish and the ant say? Ask the students who play these roles to read aloud.
1. Think about them. What is the mood of the swallow at this time? Read and talk about it.
Exodus: We are busy moving things!
Miss Wang is very busy ()!
() is busy ()!
2. What are the moods of small fish and ants? Ask other actors to read the text again.
3. Listen and discuss. It will rain. Do you think it's weird?
4. Does the white rabbit know? What is he made of? what do you have to say? Read the last paragraph together.
5. Do the white rabbits have the same idea? How did the rabbit feel before it rained?
6. Let the students play different roles and read aloud.
7. After learning this text, who can explain why it rains, why swallows fly low, why small fish swim to the surface and why ants move things?
8. Do you still know what happened before it rained?
(d) Extend after class and practice reciting.
1, students, it will naturally change if it rains, so what will happen naturally if it is sunny? Please read the extracurricular books and find out the answer.
2. Practice reciting your favorite part.
(5) Practical homework
1, fill in the blanks orally
(1) It's going to rain, Swallow ().
Xiaoyu, it's going to rain.
It's going to rain, ant.
It's going to rain, and the weather is ().
2. learn to be a small weather. Rainfall can be predicted by observing swallows, small fish and small ants respectively. You can also observe other things and take notes every time. Judge the weatherman.
Blackboard design:
Very boring
Swallows fly low to catch insects.
16. It's going to rain. The fish swam out of the water for air.
Ant moving waterproof
Second lesson
teaching process
Review inspection
1, recite your favorite paragraphs.
2. The teacher shows the new word card and reads it by name. Show the new word cards, check the pronunciation and make up the words.
(B) font analysis and memory
1. Discuss in groups how to remember these new words.
2. Talk about memory methods.
(1) Memorize familiar words with new words: pool-tide-wet and quiet-digestion-shouting-boredom.
(2) Add one more memory: Shen-Shen-Zhen Hua-Wow.
Incision of epidermal slope injury
(3) A few strokes of memory: insects can also remember some words: bee insects.
3. Word guessing game.
(3) Guiding writing
1, trace red to find the key position.
2. The teacher shows the copybook, the students say the key strokes, and the teacher highlights the key points.
The students are writing.
Students at the same table exchange textbooks before writing.
5. Show evaluation.
(D) Classroom assignment design
1, look at the radicals.
Mouth () () ()
2. Read the sentences and punctuate them.
Is it going to rain?
I'm busy catching bugs.
It's stuffy
3. Reflection on the teaching of "It's going to rain" in the first grade of primary school.
It's going to rain is a long article compared with the previous text. The key point of this text is to let students know how the white rabbit knows it's raining. In order to complete this key teaching task, I didn't use the previous teaching method of explanation and analysis, but tried to solve key problems through reading, and the effect was good. In the preview before class, I put forward the preview requirement of reading the text through with the help of Chinese Pinyin. In class, let the students read the text, find out the sentences that the white rabbit feels uncomfortable when cutting grass on the hillside, and find out which small animals the white rabbit has seen. What did these little animals say? Because students have the basis of preview before class, they can finish the questions raised by the teacher quickly. At this time, the teacher set a suspense: students, do you want to hear, see and feel what the little white rabbit saw? The students are in high spirits. So, I said, please read carefully what the swallow, the white rabbit, the small fish and the ant said. After that, ask the students to play these small animals and read their dialogues.
The students suddenly became interested and began to read the text. Read aloud and imitate the intonation and movements of small animals. After about five or six minutes, the students raised their hands one after another, scrambling to ask to play with these small animals. So, I chose a group of students who don't like to talk at ordinary times to read aloud in roles. When reading aloud, the "little actors" did not really express the language of their respective protagonists, but they performed the movements of small animals well. In this respect, I am fully sure that the "little audience" in the seat applauded the "little actor". At the same time, the teacher added: remember to express the different tone of each small animal's behavior. The students are very interested, and they are seriously understanding the different tones of these small animals. I see that every student is full of curiosity and reads books in different postures. Then I chose a group of "little actors" who "performed" really incisively and vividly. The curiosity of the white rabbit, the busyness of the swallow catching insects, the haste of the small fish swimming out of the water, and the haste of the ants moving things are all vividly shown. After this group of students performed, all the students wanted to perform. I want to satisfy the students' desire to perform. And divided into four groups for "performance reading". The classroom atmosphere reached a climax. So I asked, "Who can tell me how the little white rabbit knew it was going to rain?" Small hands were raised one by one, and after asking, the students understood all the contents of the text.
So I think in class, it is better to let students put themselves in the image to perceive and use language to understand the text. This form not only fully mobilizes students' learning enthusiasm, stimulates students' interest in actively participating in learning, but also enlivens the classroom atmosphere, which is much more profitable than the teacher's thirsty explanation.
4. Reflection on the teaching of "It's going to rain" in the first grade of primary school.
It's going to rain is a science fairy tale. Through these natural phenomena, the text illustrates the characteristics of animals before rain and the reasons for these phenomena: "Fish comes out of the water, swallows fly low and ants move". This article is lively and interesting. In the vivid and interesting language, the natural science knowledge around us is organically permeated. It can not only guide students to pay attention to things around them and pay attention to observation, but also stimulate students' interest in exploring natural science phenomena around them, thus sprouting their thoughts and feelings of loving nature in their young minds and enabling them to initially accept ideological education of loving science. Through the teaching of this class, I have the following thoughts:
First of all, the creation of situations effectively stimulates students' interest in learning.
Just after class, I put down the courseware before the rain to attract and mobilize students' various senses, stimulate the interest of the situation, and lay the foundation for students to think and understand with interest. According to the characteristics of children in lower grades, the object described in this textbook is lively and lovely animals. I use courseware to show lovely animal images to students and stimulate their interest in learning. Starting from the whole, I not only understand the main content of the article, but also clarify the role and organization in the article. When teaching, grasp the key words and study the relationship between these three natural phenomena and rain. Why do swallows fly low? We should catch swallows and insects that can't fly high. So as to help students understand the text. With a childlike innocence, we organically combine our teaching wit with the creation of teaching situations, so that students can read, understand, experience and feel easily and happily in the situation, and create an open and harmonious classroom atmosphere.
Two. Consolidate words in teaching and enliven the classroom.
When consolidating my literacy, I gradually deepen the use of courseware from easy to difficult, stimulate students' interest in learning, and deepen students' impression on the basis of fully respecting students and their unique experiences.
Third, strengthen reading comprehension and cultivate oral English ability.
When reading aloud, I focus on what the white rabbit and the small fish said, guiding students to understand the causal relationship between sentences and cultivating the order of students' language expression.
The difficulty in teaching this lesson is to make students understand why swallows fly low, small fish swim out of the water and ants move things when it rains. In my teaching, reading the text is divided into three levels: role experience, deskmate cooperation and dialogue between boys and girls, so that students can read and feel independently under the guidance of teachers and with the help of peers, which not only stimulates students' reading interest, but also makes them better feel and experience the profound phenomenon connection of the text, thus effectively excavating the important and difficult points of this textbook; Guide students to realize the relationship between the change of animal behavior and the climate before rain, so as to cultivate students' habit of observing things and analyzing problems.
Have shortcomings:
1, the teaching method is still very traditional, and the teaching design is not innovative enough.
2. There are not enough opportunities for students to create reading in class.
5. Reflection on the teaching of "It's going to rain" in the first grade of primary school.
It's going to rain is a reading text that expounds scientific common sense in the form of fairy tales. Starting from the three phenomena of "swallows flying low, fish swimming to the surface and ants moving", the text tells the characteristics of some animals' activities before rain and the reasons for these phenomena. This text, with simple words, vividly reveals the internal causal relationship between things and teaches students the method of observing the weather through the changes of animal behavior. This is not only a good teaching material for learning Chinese training language. Therefore, in teaching design, I pay attention to the following aspects: First, help students understand the meaning of words in various ways.
Literacy teaching is based on the initial reading and accurate pronunciation of the text; Read the text and understand the meaning; Summarize the text and identify the font in three steps. Special attention should be paid to helping students understand the meaning of words in spoken English and reading the text. For example, when I understand "moving", I first ask a student to perform the moving action on the stage, and then let the students observe whether the chalk in the teacher's hand can move, why it moves and which word to use. Then let the students understand that "moving" is only used when lifting heavy objects.
Second, pay attention to contact and train your thinking.
When teaching, grasp the key words and study the relationship between these three natural phenomena and rain. Why do swallows fly low? We should catch swallows and insects that can't fly high. You can also ask the students how the swallow knew it was going to rain. Guide the students to further discover the thinking process of swallows: the insects can't fly high → the wings are covered with small drops of water → the air is humid → so it will rain.
Thirdly, moral education should be infiltrated in time.
According to the content of the text, through language teaching, students can further understand the thoughts and feelings of the article, learn the good moral character of small animals caring for each other, and organically infiltrate ideological education. For example, a small fish said to the little white rabbit, "Little white rabbit, go home quickly. Be careful of the rain. " We should guide students to experience their feelings well. For another example, the white rabbit can take the initiative to ask others what he doesn't understand, educate students to observe the surrounding natural phenomena, and stimulate students' interest in observing nature.
Fourth, strengthen reading training and pay attention to various forms.
For primary school students, reading aloud is an important means to understand the feelings and contents of the article. In teaching, we should understand the key sentences in the text on the basis of reading aloud, and guide reading aloud on the basis of understanding. Through repeated reading, let the picture appear in the students' minds and let the emotions be expressed through reading. To this end, I have designed various forms of reading, including individual reading, group reading, subsection reading, overall reading, question-and-answer dialogue reading, and reading guidance. Teachers use reading to help students speak and reading to help students learn, which not only helps students understand the content of the text in reading. At the same time, it also cultivates students' reading ability.