Teaching Plan Design of Little Snail

The Little Snail is a popular science fairy tale full of childlike interest. Through three conversations between the snail and its mother, the text introduces us to the changes of the forest all year round, and at the same time skillfully tells us the characteristics of the snail's slow crawling speed. The following is the lesson plan design of this text, welcome to read for reference!

design instruction

The written language of Little Snail is simple and easy to understand, which is very suitable for first-grade pupils to read. The story is presented in the form of a comic book, with the aim of enabling students to read and read independently through painting or other means. Therefore, the teaching design of this course is mainly to guide students to read independently by guiding students to look at pictures, reading in different roles and helping each other in groups, so as to improve students' autonomous reading ability in language activities such as repeated observation, reading, memory and imagination.

Preparation before class

1. Making multimedia courseware; Prepare the song "Snail and Oriole" MV; Make pictures of snails, cards of new words, baby snails and their mothers' headdresses; Find information to understand the characteristics of the four seasons and collect ancient poems describing the four seasons. (teacher)

2. Preview the text, spell new words and read the text independently; Understand the characteristics of the four seasons. (student)

Class arrangement

2 class hours.

teaching process

first kind

First, the song import, stimulate interest

1. Play the song "Snail and Oriole" MV. Please listen to which two kinds of small animals are sung in this song. Have you ever seen a snail? In this lesson, we will learn a story about a small snail. (blackboard writing: little snail)

2. Students read the text topic together. (Showing pictures of snails) Brief introduction of teachers and students.

3. Learn to write the word "cow".

When writing, pay attention to the first horizontal short and the second horizontal long, and write vertically on the vertical center line.

4. What is this text about small snails? Let's go to the text to find the answer!

Design Intention: Mainly focus on the image thinking of junior students, and introduce new lessons with songs and pictures, which is intuitive and can attract students' attention. At the same time, with "What's the story about snails?" Students' desire to learn is stimulated. In memory learning, the word "Niu" is written on the theme of the text, which enables students to understand and remember the Chinese characters they have learned in a relaxed and happy atmosphere, and moderately disperses the difficulty of students' literacy.

Second, the overall perception, remove obstacles

1. The teacher demonstrates the text, and the students pay attention to pronunciation and pause.

Students can read the text freely and help each other to read new words at the same table.

3. Check literacy.

Courseware shows words with pinyin:

Je T'aime, Je T'aime

Living in a child completely turns back into a bud.

Huo ·jiǔ· incarnation Wan Wan

Long time no see. Play, climb, climb.

Read aloud by naming the train. Teachers and students pronounce it correctly. Pay attention to the pronunciation of the following new words: "Zi" is a flat tongue, and read softly in the word "Zi"; "alive, tree" is the tongue; "Ba, Ya" is a soft voice. Correct mistakes in time.

4. Learn a new radical "

"。

5. Overall perception, learn to write new words.

Guidance: We all know the new words. Read the text again. Can you read well? Please read the text freely, try to make the pronunciation more accurate and the sentences more fluent, and mark the natural paragraphs of the text.

(1) Read the text aloud and mark the natural paragraphs.

(2) Read the text by name according to the natural paragraphs, and pay attention to pronunciation.

Put forward "five noes" requirements for teachers and students (read well, don't add, don't leak, don't read back, don't break. ) comment on students' reading.

(3) think about it. In what form does this text tell us this little story?

(4) learn to write the word "right".

(1) to observe the position of "right" in Tian Zige.

(2) The teacher's model essay writing emphasizes that when "you" becomes a radical, the second stroke is a dot, not a slap, and the "inch" on the right is lower than "",and the last stroke is written at the intersection of Tian Zige.

(3) students write.

Design intention: Chinese curriculum standard points out that "students should like learning Chinese characters and have the desire to read actively". There are many new words in this class, and there is no pinyin in the text, so it is very difficult for students to learn. Therefore, from the beginning of module reading, the teacher put forward the requirement of paying attention to pronunciation, and arranged for the deskmates to help each other in the following free reading, so that students can read independently and learn to ask others for advice.

Third, the combination of graphics and text, reading comprehension

1. How many times has the snail talked to his mother? How did you find it?

In students' communication, know colons and quotation marks, and simply understand their usage.

Can you find out which paragraph of their first conversation is?

Read the second and third paragraphs by name, and the teacher will correct the sound with a camera.

3. When is this conversation about? Where does mother snail send her baby snail to do it?

(1) Read the second paragraph by name.

(2) Communicate and report the questions raised by teachers.

(3) learn to write the word "mom".

Remember this word by one plus one.

② Observe the position of the word "horse" in Tian Zige.

(3) Teachers write with examples, emphasizing "beside the female role".

4 students write and write.

4. What else do you know from this passage? Spring has come and young trees have sprouted. Do you know what other functions spring has?

Default: Swallows fly back from the south, grass grows out of the ground and the ice in the river melts. ...

5. Combining pictures and texts to guide reading.

Tutor: What did Mother Snail say to the little snail?

(1) Look at the first picture, observe the expression and posture of the little snail and its mother together, and imagine the feelings of the mother and son. (Very good, very happy) How does mother snail talk to little snail?

Students practice reading freely.

(2) Read out the name loudly, pay attention to the soft voice, speak a little slower, and read out the mother's love for the little snail.

(3) Did the little snail see what his mother said? (No) Why? how do you know

Reading guide for the third paragraph 1 sentence. (Stress "crawl, crawl" and "long time" and speak slowly. )

(4) What did he see?

Show the second picture and tell me what the strawberry the snail sees. (big red)

(5) If you are instructed to read the third paragraph of the little snail, read the innocence of the little snail.

(6) At the same table, read the first conversation between a snail with different roles and its mother, and judge the best one in front.

6. The little snail set out in spring and crawled for a long time before going home and telling his mother what he saw. What interesting things happened next? We will continue to study next class.

Design intention: Reading comprehension is difficult for first-year students. This link makes full use of the illustrations in the article to guide students to associate according to their own life experiences. Through various forms of reading aloud, read different tones to help students understand mother snail's love for the little snail and her innocence. Promote speaking by reading, replace speaking by reading, and deepen understanding in reading.

Second lesson

First of all, review and consolidate, and introduce new lessons.

1. Know new words. Read by name. Read together.

2. Look at the picture and retell the first conversation between the snail and its mother.

3. What season did the snail see? Hurry and look for it in the text!

Design intention: Read the cards, say how to remember new words, and retell the text with pictures to help students consolidate what they learned last class. Then put forward new questions to stimulate students' interest in learning and pave the way for this class.

Second, learn independently and feel the characteristics of the four seasons

1. Natural transition, learn the second dialogue.

Who knows what season snails will see next time? Please read the second dialogue between the little snail and its mother. From which sentence do you know that it is summer? Draw it with a horizontal line.

Show the contents of the second conversation:

Mother snail said, "Oh, it's already summer! Go and pick some strawberries. "

The little snail crawled and crawled, and it took a long time to crawl back. It says, "Mom, there are no strawberries. There are mushrooms on the ground and the leaves are yellow. "

(1) Who said this part? Please read it. Can you read this part in the way that mothers talk to their children?

(2) Understand the word "already" and say a word with "already".

Default: I am already a primary school student. I have finished my breakfast.

Instruct the mother snail to read aloud and pay attention to the word "already". )

(3) What else do you know from mother snail's sentence?

Default: Mother Snail asks the little snail to pick some strawberries.

Mother snail asked the little snail to pick some strawberries quickly.

(4) Group communication: Did the snail pick strawberries? Why? What does it see?

Default: Snails don't pick strawberries because there are no strawberries. It saw the leaves turn yellow and mushrooms grow on the ground.

(5) call the whole class to communicate.

(6) Guide the reading of the second dialogue. Pay attention to the different tones of the little snail and the mother snail.

① Practice reading freely.

② Read the name aloud.

③ Read aloud in different roles.

2. Teach yourself the third dialogue.

Mother snail asked the little snail to pick strawberries, but the little snail didn't pick them. Why? Ask the students to work in groups and teach themselves the third dialogue.

(1) Display self-study tips:

What's the difference between this conversation and the previous two?

(2) Draw a sentence with a horizontal line. The content is what the mother snail wants the little snail to do.

Draw what the snail said with wavy lines, read it several times and say what you know.

What did you read from the last paragraph?

(2) communication between groups, teachers patrol.

(3) Name communication.

Design intention: The teaching mode of "from helping to letting go" is designed in this link, so that students can feel the content of the text independently and gradually learn to teach themselves. At this time, the teacher becomes a promoter in inquiry activities, always giving students a sense of promotion and infatuation, and giving students the motivation to explore and pursue true knowledge.

Third, the role of reading aloud, situational reproduction

1. Practice reading in groups of three.

Tip: Pay attention to the role assignment (a narrator, a snail, a snail mother).

2. Read aloud by name and role.

3. Choose the best player.

Design intention: Reading with different roles will make learning interesting and vivid. The design of this link is intended to help students deepen their understanding of the text and further feel the psychological activities of the snail and its mother through reading aloud by different roles.

Fourth, imitate the text and practice the dialogue

Lead: Students, this text introduces us to the different scenery of the four seasons through three dialogues between the little snail and its mother. Can you introduce the four seasons in your eyes by dialogue?

Small blackboard tip:

_ _ _ _ _ _ said to _ _ _ _ _: "It's already spring!"

_ _ _ _ _ _ said to _ _ _ _ _: "It's already summer!"

_ _ _ _ _ _ said to _ _ _ _ _: "It's autumn!"

_ _ _ _ _ _ said to _ _ _ _ _: "It's already winter!"

1. Students discuss in groups, and the teacher guides them with a camera.

2. Name it, and teachers and students will comment on it.

Design intention: Chinese curriculum standard emphasizes: "Let students contact Chinese materials more directly and experience and master the law of using Chinese in a lot of Chinese practice." In junior high school reading teaching, students should lose no time in oral training to cultivate their oral expression ability. In this link, by imitating the dialogue in the text, let students practice the four seasons in their eyes and let them learn to use dialogue in their lives.

Five, guide the writing

1. Show me the word "all, come back".

2. Try to form new words.

3. Observe the structure of Chinese characters, and talk about Tian Zige's writing precautions and the position of each stroke.

4. Students write independently, evaluate each other at the same table, learn from each other, and teachers patrol and guide.

5. Students draw red on the book and experience the difference between what they wrote and the book.

6. Students write it again and show it in class.

7. Feedback and exchange, show comments and select "Little Calligrapher".

Design Intention: The Chinese Curriculum Standard for Primary Schools clearly requires junior students to write with hard pen according to the order of strokes, and pay attention to the structure of bookshelves. Feel the beauty of Chinese characters. The teaching of writing in this class pays attention to the shelf structure of words from observation to writing, and stimulates students' writing enthusiasm through choice, laying a good foundation for improving students' reading and writing ability.

blackboard-writing design

Teaching reflection

"Chinese Curriculum Standards" emphasizes: "We should broaden the fields of Chinese learning and application, pay attention to interdisciplinary learning and the application of modern scientific and technological means, so that students can broaden their horizons and improve their learning efficiency in the intersection, infiltration and integration of different contents and methods." In this class, based on this principle, I effectively integrate songs, pictures and role reading into teaching, so that students can learn knowledge and understand nature in cheerful music, beautiful pictures and rich imagination, make Chinese classes colorful and improve learning efficiency.

The shortcomings are improper time arrangement, hasty dialogue in imitation practice and insufficient speech by students.