1. The lesson plan of the lion and rabbit in the second grade of primary school.
Teaching material analysis: The Lion and the Rabbit is the second text in Unit 10, Thinking. This is a story about literacy being bitten by ants. The rabbit inspired him to use his brain, jumped into the water and drove away the ants. On the other hand, strength and temper tantrums alone can't solve the problem without thinking. This fairy tale is lively and interesting, and the language is concise and clear, which is easy for children to understand. The images of lions and rabbits are very vivid, especially their dialogue, manner and tone are very vivid, and there is more room for imagination. So this text just provides a good material for cultivating students' reading interest and reading the text with emotion.
Second, the analysis of learning situation:
After nearly two years of Chinese study, the second-year students have certain independent literacy ability, and with a lot of extracurricular reading, they have been able to read simple articles independently. Therefore, according to the objectives of the year and the teaching requirements of students, I formulated the teaching objectives of this course.
Third, the teaching objectives:
1. Read the text correctly, fluently and emotionally.
By studying the text, I understand that solving problems depends not on strength and losing temper, but on thinking.
3. Understand the key words of "roar, jump, roll", "exhausted" and "become angry from embarrassment" and experience the psychological activities of the characters in the process of dialogue.
Fourth, the teaching focus:
1. Read the text correctly, fluently and emotionally.
2. Understand that solving problems depends not on strength and losing temper, but on thinking.
Five, teaching difficulties:
Understand that solving problems depends not on strength and losing temper, but on thinking.
Sixth, the teaching process:
(1) Stimulate interest and introduce new lessons.
1. Today, the teacher brought two animal friends to show pictures of lions and rabbits. Who are they?
2. In this class, the teacher will learn the fairy tales of lions and rabbits, write them on the blackboard and read the questions together.
(2) Check the preview and read the text for the first time.
1, check the mastery of new words.
(1) Courseware displays words: pain, itching, exhaustion, squatting and biting with anger, laughing and losing your temper, annoying reminder.
(2) Read by name and correct pronunciation.
(3) Who will tell me which words need to be reminded of their pronunciation?
(4) The whole class reads together
2. Reading the text for the first time
(1) Do you know how many natural paragraphs are in the text through the preview?
(2) Read the text by name according to the natural paragraph. Some students pay attention to whether they read correctly, thinking: What happened between the lion and the rabbit in the text?
(3) communication
(4) The teacher summarizes the main contents of the text.
(3) Read the text and exchange ideas.
1, learn the first paragraph.
(1) Show me the picture of the lion and tell me what kind of lion it is. Just now XXX said that this is a lion with great strength, temper and pride. Where did you know that? Please read the first paragraph.
(2) It seems that this is a lion.
(3) Which words in this sentence do you think best reflect the pride of the lion? Focus on reading them.
2. Learn the second paragraph.
(1) From your tone, the teacher recognized what a proud lion this is! But such lions sometimes get into trouble. Look: One day, the lion was lying in the grass basking in the sun, but I didn't expect a group of red ants to climb on him and bite him-"it hurts and itches".
(2) Experience "pain and itching"
Communication: Have you ever felt "painful and itchy"?
Observation: What are the similarities between "pain" and "itching"? (They are all patient boxes)
Experience: Yes, it hurts and itches, just like getting sick. This tastes terrible! Who reads this word with this experience?
Say the name "it hurts and itches".
Read this sentence together.
3. Learn the third to seventh paragraphs.
(1) Learn the third paragraph.
Let me ask you a question: the painful and itchy lion is really uncomfortable! How it wants to drive away the red ants! So how did he do it? Please read the third paragraph silently and draw it with ~~.
Exchange report: The lion jumped up, growled, jumped and rolled, trying to drive the red ants away.
Experience: jump, roar, jump and roll.
Understand "exhausted": no matter how high and fierce the lion jumps, he still can't get rid of the ants on his body, and he can't get rid of the ants on his body, and he is exhausted no matter how strong and angry he is. Do you understand the meaning of "exhausted"? What does it feel like to be exhausted? Who will read it? (Say a word with "exhausted")
(2) Learn paragraphs 4 to 7.
Introduction: The lion is exhausted, but he still can't get rid of the ants. What can he do?
Read paragraphs 4 to 7 in different roles.
Evaluation: Understand "angry from embarrassment" and "immediately" in evaluation communication, understand what the rabbit is laughing at, and know that the rabbit inspired the lion to solve the problem.
Exchange experience: When the red ant on the lion was washed away by the water, how did he feel and what would he think?
Read paragraphs 4 to 7 again in different roles.
4. Learn the eighth paragraph.
Contrast: What do you want to say to the lion and the rabbit by comparing the way the lion drives away the red ants with the inspiration of the rabbit?
Read the eighth paragraph aloud.
Point: What should I do if I encounter problems and difficulties in the future? (thinking, finding a way)
5. Read the full text: From everyone's words, the teacher knows that everyone has gained a lot, so let's bring the gains of this lesson to the text and read the text with emotion!
(D) to guide the writing of new words
1, the teacher instructed to write the word "awake"
2. Ask the students to put forward the words that need guidance, and then guide the writing.
(5) Assign homework and practice the language.
1. Tell this story to your family when you get home. Try to use the words "exhausted", "angry from embarrassment", "grin", "remind" and "solve".
2. Lecture notes on the second grade Chinese "The Lion and the Rabbit"
1. The textbook "The Lion and the Rabbit" is the second theme text of Unit 10 in the second volume of Grade Two of Chinese published by Beijing Normal University. The first text in the mid-term "Talking about Elephants" tells the story that Cao Chong, the son of Cao Cao in the Three Kingdoms period, called an elephant when he was a child, which shows from the positive that it takes brains to solve problems. The lion and the rabbit tells the story that although the lion is strong and has a good temper, he is bitten by a group of little red ants, which is very annoying. From the opposite side, we can't just lose our temper by strength, but also find ways to solve the problem.
Second, talk about learning.
After nearly two years' Chinese study, the second-grade students have acquired certain literacy skills. Coupled with a lot of extracurricular reading, students have read simple articles independently, and children in low classes are lively and imaginative, which is more suitable for learning this text. Read the text repeatedly before class, and study the textbook from the perspective of general readers, teachers and students. Through study, I think this fairy tale is lively and interesting, and the language is simple and simple, which is easy for children to understand. The images of lions and rabbits are very vivid. In particular, the dialogue, expression and tone of the two people are very vivid, and there is more room for imagination. So this text just provides a good material for cultivating students' reading interest and reading the text with emotion.
Third, say the goal.
"Chinese Curriculum Standards" points out: "The curriculum objectives are designed according to three dimensions: knowledge and ability, process and method, emotional attitude and values. The three aspects are mutually infiltrated and integrated, focusing on the overall improvement of Chinese literacy. " According to "Chinese Curriculum Standards", combined with the content of teaching materials, under the concept of "teaching less and learning more" and students' cognitive ability in the current period, the teaching objectives of this course are as follows:
1. Practice autonomous literacy with the steps and methods of "recognizing-thinking-writing-using". I know 10 new words and can write 6 new words.
2. Read the text aloud, understand the meaning of the dialogue between the lion and the rabbit, and realize that you should think hard to solve the problem, not just rely on strength and lose your temper.
3. Imagine the psychological activities of the characters during the dialogue.
Fourthly, talk about the importance and difficulty of teaching.
According to the characteristics of children's strong imitation and the requirements of the new curriculum standard for low-level reading, I regard "being able to read the text with emotion and realize that I need to use my brain to solve problems" as the teaching focus of this class.
In the last paragraph, strength and losing your temper alone can't solve the problem, which is the crowning touch of the article. Understanding why lions can't solve problems is the key and difficult point.
V. Theory of strategy
According to the spirit of curriculum standards, combined with the characteristics of teaching materials, the teaching strategy of "reading first, multi-methods complementary" is adopted to optimize the combination. The teaching methods and learning methods adopted are as follows:
1. Situational teaching method runs through, allowing students to understand sentences in certain situations and accumulate language sense and verbal communication experience in creative imagination and expression. Through situational reading guidance, students are guided to actively participate in inquiry reading, learn language and feel language. Make yourself play a leading role not only in imparting knowledge, but also in inspiring and stimulating students' interest and enthusiasm in learning, and adopt various methods to create a harmonious and beautiful learning situation, so as to guide students to actively read and enter the role in reading and gain emotions in the situation.
2. In reading training, teachers grasp key words and phrases, and through repeated comparison, reading, understanding and performance, students can realize the accurate use of language in the text and deepen their understanding of meaning. The learning method adopted is to let students understand the content of the text through reading, searching, discussing, thinking, speaking and doing, so as to gradually master the reading of this kind of text.
Sixth, the representation process
(A) the introduction of stories, learning topics.
At the beginning of the class, I showed a fierce lion. At first, students thought it was a lion with great strength and temper, and then the teacher told stories to stimulate students' interest in learning, thus entering the text study.
(2) Read the pronunciation correctly and read the text thoroughly.
Through students' free reading, competition reading and mutual evaluation between teachers and students, students can finish reading at multiple levels, read the pronunciation correctly and read the text well.
(3) Read the text carefully, break through important and difficult points and taste interesting.
In order to break through the difficulties, I took the rabbit's two "smiles" as clues and started teaching. The meaning of laughter is one of the key points of understanding.
(4) Reading comprehension and summing up education.
Through what the rabbit said on the shore, strength and losing temper alone can't solve the problem. What is the basis for solving a problem raised by the teacher? Stimulate students to think, and the answer is obviously obvious.
Seven, say homework:
Homework is an extension and supplement of classroom teaching, an important means for teachers to understand the implementation of teaching objectives and students to master knowledge and skills, an indispensable means to consolidate, master and deepen the knowledge learned in class, and an effective way to cultivate students' comprehensive language ability.
Eight, say blackboard writing
In this lesson, I take the title of the text as the center, the laughter as the clue, the lion's movements as the contrast, and finally think about the theme by contrast, putting the text content vividly in front of me, which looks concise and clear, highlights the key points of the text and is conducive to guiding children to understand the text.
In short, my design concept is 1, teaching is for learning, and learning without friends is ignorance. In order to arouse students' learning enthusiasm, I pay special attention to cooperative learning between teachers and students, so that students are always in a conscious, active and enthusiastic learning state and implement the teaching concept of "teaching less and learning more". 2. "Reading teaching is a dialogue process between students, teachers and texts." Therefore, in teaching, I strive to create a democratic, equal and harmonious dialogue atmosphere and carry out various forms of reading activities, so that students can have a sense of accomplishment in communication and the dialogue between students and teachers and students can become a deep-seated demand after independent reading. In teaching, I make full use of media resources to assist teaching, improve classroom teaching efficiency, and greatly enrich students' cognition and accumulation.
3. Reflections on the teaching of Chinese "The Lion and the Rabbit" in Grade Two.
This text is a fairy tale full of childlike interest. The language is vivid and interesting, and the images of lions and rabbits are very vivid, especially their dialogue, expressions and tone are very vivid, and there is more room for imagination. It just provides a good material for cultivating students' interest in reading and reading the text with emotion. In teaching, I grasp the key paragraphs 3-7 and adopt the reading forms of naming, role reading and action reading, so that students can experience the lion's "pain and itching", "fatigue" and "anger from embarrassment" in reading. When I read new words, I just touched them briefly. I should let the students say how they know these words. When talking about the lion's movements, let the students do the lion's movements themselves, understand the lion's mood at that time, and read aloud with emotion. I think my classroom control ability is still relatively poor, and I will be at a loss when I encounter special circumstances. There is also that I am not confident enough, and I will be nervous when standing on the podium, so my classmates are also influenced by me, so I can't let go when reading aloud. My evaluation language is not in place in time, which is too lacking. After the students answer the questions, I can only use monotonous evaluation language such as "not bad" and "not bad" or unconsciously repeat the students' answers, so the students' enthusiasm is naturally not high.
I still have many shortcomings. Please put forward your valuable comments and suggestions. Thank you.