When introducing some designs, I guess the little monkey by guessing riddles, and then the little monkey leads to the topic. After the students read the text by themselves, let the deskmates work together as a group to analyze the new words and phrases together as primary school teachers. Under the guidance of the camera, we will build a student-centered language, let the students work together at the same table, bring out the students, promote the students and try our best to make them move. After that, through the small game "Picking peaches" group reading and speed reading competition, the new words were repeatedly studied and consolidated. After solving this problem, combine after-class exercises around "What did the little monkey see when he went down the mountain?" "How?" "What was the result?" Third, let the students express themselves with pictures or simplified words, and give them eight minutes. Eight minutes later, two students were invited to show it. The two students expounded their views on this issue in their own way. Yang expounded his understanding by combining road map and painting. Peng Yuxuan drew the corresponding places, actions and results around three aspects respectively. It is worth mentioning that in the end, he also extended himself and drew. At the end of this class, I borrowed Peng Yuxuan's paintings to make sure that I didn't write enough today. Let the children write "After the little monkey came home ... or after the little monkey went down the mountain for the second time ..."
Disadvantages: The preparation time of this class is short, and I still have some shortcomings in the consideration of details. For example, in the teaching of new words, because the deskmates work together as small teachers, and the first-year students have a weak sense of cooperation, they are all arranged in A÷C or B+C mode for the first time, so it is difficult for some groups to cooperate, and the performance of the two deskmates in the demonstration process is quite different, which will prolong the teaching time and make it impossible to complete the teaching task on time. As a result, the ppt chart summary and blackboard writing I shared (it was useless to draw a lewd picture last night) and the action game of "I'll read it and you do it" were not carried out, so I had to arrange my homework in a hurry. In the future, I need to constantly improve the above problems in teaching and actively try to grasp the teaching time of each link more accurately.