The Original Text, Teaching Plan and Teaching Reflection of China Giant Panda in Grade One

# Grade 1 # Introduction "Giant Panda" is an expository article. The first paragraph always says that the giant panda is the cutest and most attractive exotic animal, and the last three paragraphs give a concrete explanation from the appearance characteristics and living habits of the giant panda. The love for giant pandas permeates between the lines. The following is the original text, teaching plan and related materials of teaching reflection of China Giant Panda in Grade One, hoping to help everyone.

The original Chinese "Giant Panda" in a primary school.

There are many strange animals in our country, and the cutest is the giant panda. Giant pandas have chubby bodies and short tails. The head and body are white, and the limbs are black. It has a pair of furry black ears and two round dark circles on its head.

Giant pandas are very lively when they are young. They like to climb up and down. When I grow up, I don't like activities very much. I often hold my head with my paws and sleep soundly. If you tease it, it will open its eyes and go to sleep. Sometimes it swings its chubby body and walks around looking for food.

Giant pandas like to eat fresh bamboo leaves and bamboo shoots. Look, it's holding bamboo. How delicious it is!

China Giant Panda Teaching Plan in Grade Two and Grade One.

Textbook content: Giant Panda is a text in the second volume of Chinese (S Edition), a standard experimental textbook for nine-year compulsory education.

Teaching material analysis:

This is an article introducing the giant panda. There are four natural paragraphs in the text. The language of this text is easy to understand and vividly described. By introducing the cute appearance of giant pandas, their different living habits when they were young and when they grew up, their favorite foods, their preciousness and popularity, a cute image of giant pandas emerges from the paper, which is conducive to stimulating students' love for giant pandas and enhancing their awareness of protecting rare animals.

Student analysis:

1. Although most students have never seen the giant panda with their own eyes, they are familiar with the giant panda through various information channels.

2. Although the first-year students have the initial ability to understand things, they can simply express some objective life scenes. However, those are only fragmentary and irregular languages. In order to make them understand and use the language correctly, we must strive to create an intuitive teaching situation in the classroom to help them learn, feel and accumulate the language.

Design concept:

1, the Chinese curriculum standard emphasizes that reading teaching is a dialogue process among students, teachers and texts. Let students talk to the text, which is a new concept that we strive to seek in the new curriculum experiment, and also the highest pursuit of our Chinese teaching. Through dialogue, each student's personality can be fully displayed, so that they can enjoy learning Chinese and feel their wisdom and strength.

2. Build a bridge between life and teaching materials, stimulate and mobilize students' emotional experience, pay attention to students' inner feelings, and pay attention to cultivating students' correct feelings and attitudes towards nature.

Teaching objectives:

1. Knowledge objective: Understand the content of the text, and understand the appearance characteristics and living habits of giant pandas.

2. Ability goal: read the full text with emotion.

3. Emotional goal: to experience the cuteness of giant pandas, and to stimulate the feelings of caring for rare animals and protecting nature.

Teaching focus:

Understand the appearance characteristics and living habits of giant pandas. Read the text with emotion.

Teaching difficulties:

Read the text with emotion. Experience the cuteness of giant pandas and inspire the feelings of protecting rare animals and nature.

Teaching preparation:

The Making of Multimedia Courseware

Teaching process:

First, create scenarios to stimulate interest.

1, teacher introduced: Students, do you like solve riddles on the lanterns? Today, the teacher brought a riddle to everyone. See who can guess. (Showing courseware) Yes, it's a giant panda. There are many strange animals in our country, and the cutest is the giant panda.

2. Play the life clips of the giant panda. (Show courseware)

Teacher's introduction: Do you like giant pandas? Ok, in this class, let's learn about giant pandas. (Title on the blackboard: Giant Panda) Please read the title together.

Second, introduce the situation, read the sentiment and understand the text.

1, let the students enjoy the life photos of the giant panda. (Show courseware)

2. Let the students talk about giant pandas. (Show courseware)

Ask the students to answer one by one according to the order in the courseware. (summary blackboard: it looks lovely)

3. Guide reading the second paragraph of the text.

(1) Teacher's model essay reading.

(2) Read by name and read together.

4. Teacher's introduction: We just learned the second paragraph through pictures. Let's learn the third paragraph of the text.

5. Learn the third paragraph of the text.

(1) Teacher introduced: The giant panda is so cute, so how does it usually live? Let the children read the third paragraph of the text by themselves and see what is the difference between the living habits of giant pandas when they are young and when they grow up.

(2) Name: What are the different behaviors of giant pandas when they were young and when they grew up?

Teacher's lens display courseware: when I was a child-climbing up and down (blackboard writing: very lively when I was a child)

Grow up-hold your head and sleep (blackboard writing: love to sleep when you grow up)

(3) Appreciate the photos of giant pandas sleeping as children. (Show courseware)

④ Guide reading aloud

6. Combination of learning and practice: (Show courseware)

Read and say:

The giant panda walked around looking for something to eat.

Birds come and go in the wind and rain and get lost.

Small fish in the water come to play games.

The puppy is looking for bones to eat in the yard.

7. Read the fourth paragraph with emotion.

(1) Let the students look at the pictures of giant pandas eating bamboo. (Show courseware)

(2) Teacher's introduction: Do you know what giant pandas like best? (Bamboo leaves, bamboo shoots)

Teacher's lens display courseware: Love to eat-bamboo leaves and bamboo shoots (blackboard writing: love to eat bamboo leaves and bamboo shoots)

(3) Teacher's Guide: Think about what kind of tone and expression we should use to read the fourth paragraph. Read the name of the fourth paragraph.

8. Guide the reading of paragraph 1 of the text.

(1) Teacher's introduction: The giant panda is very cute and only owned by China. It belongs to the national first-class protected animals and is called "national treasure". It is so precious that it is no wonder that it has become the most attractive and popular animal among animals.

(2) Let students think about what kind of tone and expression they should use to read this paragraph.

Third, check the words (show the courseware)

1. Read each word by name first.

2. Read each word in different forms.

Fourth, broaden your horizons and sublimate your emotions.

1. Today, we learned about the giant panda through learning. Let's enjoy a song about the giant panda. (Show courseware)

The teacher summed up the living conditions of the giant panda.

2. Show the courseware "Proposal to Save the Giant Panda"

Verb (abbreviation for verb) runs a supermarket.

1, read the text with emotion.

2. Draw a picture of a giant panda.

3. Imitate the giant panda.

Reflections on the teaching of Chinese "giant panda" in the first grade of the third primary school

The Giant Panda is an expository article. The first paragraph always says that the giant panda is the cutest and most attractive exotic animal, and the last three paragraphs explain it in detail from two aspects: the appearance characteristics and living habits of the giant panda. The love for giant pandas permeates between the lines. First, create a situation to stimulate interest. At the beginning of teaching, I showed pictures of giant pandas, so that students could observe the appearance of giant pandas, so as to arouse their enthusiasm and create a good "happy learning" atmosphere for full-text teaching.

Second, reading is the foundation, and reading promotes speaking. The new curriculum standard emphasizes that all stages of primary school should pay attention to reading aloud. Reading is a window to learn Chinese, and it is also the basic way to feel the language and train the sense of language. Therefore, in teaching, I adopted the forms of reading together, reading by name and reading in groups. Let the students feel the cuteness of the giant panda in the sound of reading.

Third, guide sentiment. In teaching, I asked students to combine pictures and words and write on the blackboard, which vividly reproduced the cute appearance of the giant panda and the cute way it eats bamboo leaves, made students realize that the giant panda is the cutest of many exotic animals and deepened their understanding of the text.

Fourth, pay attention to the training of students' vocabulary accumulation and the extension of extracurricular knowledge. In teaching, I instruct students to describe the shape of the giant panda in the blank space with overlapping words in the text, so that students can feel the embarrassing appearance of the giant panda, thus strengthening the application of students' vocabulary accumulation. At the same time, in the extension of extracurricular knowledge: I asked students to collect information about giant pandas or draw a picture for them, which not only cultivated students' ability to collect information, but also stimulated their sense of accomplishment.

There are still many shortcomings in this class, such as the classroom atmosphere is not active enough, students don't read enough, reading is not in place, they can understand the intensive reading part, but their feelings are not enough, all of which need to be strengthened in the future to achieve good teaching results.