"Chinese Curriculum Standard" points out: Chinese teaching should pay attention to the accumulation, perception and application of language, pay attention to the training of basic skills, and let students lay a solid Chinese foundation. Therefore, the design of this course strives to highlight the strategy of literacy along with the text and build a language training platform through various means. With the help of this article, students are organized to carry out language training in literacy and reading, so as to guide students to sort out the story order independently, acquire literacy methods under the impetus of interesting story plots, enrich language accumulation, and realize the truth expounded in the article, that is, to do things wholeheartedly. So as to realize the unity of instrumentality and humanism in Chinese curriculum.

Preparation before class

1. Teacher's Note: (1) Pictures of animals and things related to the text. (2) Teaching assistant courseware for key sentences.

2. Student preparation: Make word cards for this lesson.

Class arrangement

2 class hours.

teaching process

first kind

First, preview the feedback and introduce new lessons.

1. blackboard writing, learning? Monkeys? Words.

Hint: Monkeys are animals, so? Monkeys? The word is anti-dog. Pay attention to the right part. what's up Wait? A vertical line is missing.

2. Review in the game. The courseware shows a large number of pictures of things that have or have not appeared in the story, so that students can judge which things in the pictures are in the story. What happened to the story during the game? Corn, watermelon, peach, rabbit, monkey? Wait for the picture to be posted on the blackboard. )

3. Read the guide to these terms. Emphasize? Peaches, rabbits and monkeys? For example. Son? It's gentle.

Design intention: At the beginning of the class, students can use colorful pictures to judge the things that appear in the story, learn about the students' preview in interesting games, fully mobilize the students' enthusiasm, create a relaxed and happy learning atmosphere for them, and at the same time get a good understanding of the learning situation and prepare for the new class.

Second, read the text for the first time and understand the content.

1.

(1) Teacher introduced: Where did the little monkey go down the mountain? Draw a mountain and a route on the blackboard. ) refers to students reading the text.

(2) Teachers and students listen to the text and correct their pronunciation.

Arrange the pictures.

(1) Guide the students to put the pictures of related things in the story into this road map according to the order of the little monkeys going down the mountain. (Corn field, under peach tree, watermelon field, rabbit in turn. )

(2) Teacher-student communication modification.

3. Practice speaking quantifiers.

(1) After finishing the pictures, the little monkey went down the mountain, first to a cornfield, then to a peach tree, then to a watermelon field, and finally saw a rabbit.

(2) quantifier training.

1 Teaching: block.

Look at the pictures and read. Guide to quoting quantifiers. ? A candy and a biscuit? This kind of thing usually has a plane. A blackboard and a glass? . Guide writing: read more, write more, compare more, and make it clear that the left is small and the right is big; Writing order.

2 teaching: a tree. A tree, what else can you say? A sunflower, a little Xin Wei and a melon seedling? . Guidance: What is long and thin? What is alive? Can it be used upwards? One? .

Design intention: After the teacher guides the students to read the text for the first time, arrange pictures to help students understand the main content, reduce the difficulty of generalization, and then fill the sentences with words, learn new words in a targeted way and accumulate language.

Third, read the text again and learn new words.

1. Learning? Can read? .

Teacher's instruction: I know the little monkey arrived first? Corn field? Then come? Under the peach tree? , and then came? Watermelon field? , finally caught up? By the grove? . See what other words we need to know in the text, circle them and read them several times.

The teacher shows the word card and learns the new words collectively.

(1) Conclusion: Multimedia display pictures, learning? Tie a corn bow tie, a Chinese knot and a lantern? Words like that.

(2) learning? Bye-bye? . Separate things by hand? Bye-bye? . (Action demonstration)

(3) Shout: Shout something on your shoulder with your hands? Hey? . (Action demonstration)

(4)? Keep? And then what? Hug? Shout with your hands on your chest? Keep? . (Action demonstration) Hold your arms in your arms with open arms. Hug? . (Compare and act)

(5) throw: throw what you don't want? Throw? . The above new words are demonstrated by hand movements to help understand the meaning. )

(6) Lifting, holding and throwing all indicate hand movements, and they are all beside the hand.

(7) Chase: Show the picture of a little monkey chasing a rabbit. Chase? Words speak.

(8) Jump: left and right structure. Compose:? Mountain? Do you have a small one? Friends? Friends are kicking? Feet? Ball, right? Jump? Words.

2. The words written at the guidance meeting.

(1) Teacher's instruction: Observe the Chinese characters in the writing table, which one do you like best? Tell me how to write this word.

(2) According to students' reports, learn by camera.

1 learning? Melon? . Note that the third stroke is a vertical lift and the fourth stroke is a dot. Draw and write together.

2 study? Often? . Teachers set an example and students observe; Students draw first, then write.

3 study? Empty? . Polysyllabic words, one sound? The sky? , four tones? Fill in the blanks? ; Write the radicals first, and then write the whole word.

4 study? No? . Grasp two verticals, one short and one long; Clear stroke order and formula memory? Vertical, horizontal, vertical, horizontal? .

5 study? Going? . Extended words: back and forth, east, past events, from south to north.

6 study? Become? . Write radicals at last? Hey? .

Design intention: Literacy teaching is the premise and focus of reading teaching in lower grades. Therefore, according to this article, we can read and write, and adopt a variety of literacy and writing methods, such as: combining pictures, demonstrating actions, memorizing formulas, mobilizing students' senses and bodies, learning Chinese characters in a relaxed and happy atmosphere, and removing reading obstacles.

Be familiar with the text and consolidate the new words.

1. Word cards consolidate new words.

(1) deskmate game, test each other's word cards to form words.

(2) The whole class plays train games to consolidate new words. Teacher's password: Where does the train leave from? Student's password: the train leaves here!

2. Be familiar with the various forms of the text.

(1) The group recommended reading the text on behalf of the natural section, and the teachers and students evaluated and selected it. Best representative? , reward the little red flag.

(2) refers to the students who go to the podium to read and perform.

Design intention: Students are the main body of Chinese learning, and teachers are the organizers and guides of learning activities. Therefore, after understanding new words, we should create a platform for students to read independently, consolidate their literacy, let students cultivate their autonomous learning ability in the high enthusiasm for learning, and establish the consciousness of actively participating in learning activities.

Second lesson

First, review the lead-in and overall perception.

1. Review new words and show small cards: work, service and success. Scrabble: Find a friend by your hand.

(1) First, put the handle and? What is the job? Combination, students read the word combination.

(2) Let the students read the words while doing the actions. Holding and throwing? .

2. Student activities: Please tell stories while putting up word cards. A student posted the places where the little monkey went down the mountain on the blackboard in order and told him where the little monkey went and what he got in the end. )

There is nothing on the edge of the forest under the peach trees in the corn field and watermelon field.

Design intention: To investigate the students' mastery of the last lesson, consolidate the new words they have learned, clarify the whole story, and lay a foundation for further study.

Second, around? What do you see? Accumulate words

1. Read the text freely and find out? Come again ~ come again ~? Typing.

(1) Teacher's guidance: I wonder if the children have noticed this along the way. The expression on the monkey's face has always been

Yes (very happy). Yes, because all he sees are good things! The little monkey saw that the corn was big and plentiful. (sticker card)

(2) Can you use it? Come again ~ come again ~? What should I say? Corn is big and plentiful, peaches are big and red, and watermelons are big and round. )

(3) Conduct speech training. The sun _ _ _ _ _ _ _ and the apple _ _ _ _ _ _ _ _ _; Independent use? Come again ~ come again ~? Speak in words.

2. Teacher's post: Big and red, big and round, bouncing. Practice reading words. Let's read these words and let everyone think they are good things!

3. Expand the application.

These good things attract little monkeys just by looking at them (board painting: eyes)! If the little monkey tastes (board painting: mouth), what good taste will it have? Choose one and say: Besides tasting the sweetness, how do you feel after eating it? (Crisp, fresh, tender, waxy, loose, refreshing and soft) What if you smell it with your nose? Still think? You can use it, like in the story? Come again ~ come again ~? Can you connect these delicious foods with words?

Such as: fragrant and sweet, fresh and tender, loose and crisp, sweet and crisp, sweet and waxy. (Hint: Two features that cannot exist at the same time are not available? Come again ~ come again ~? Type the words you want to connect. )

Design intention: In the teaching of lower grades, word training is the key and difficult point. This link aims to make students understand in a specific language environment through various forms of word training. Come again ~ come again ~? Typing words, and can expand word formation, learn to use correctly, and skillfully break through the difficulties of word training.

Third, around? What did you do? Understand verbs

(A) learning the first paragraph, understanding: break, carry.

1. Read the first paragraph freely.

Teacher's Guide: Wow, there are so many delicious and interesting things along the way, what are you waiting for? Let's get started together! Look, the cornfield is here! Hey, why don't you draw a little monkey on the picture? Well, the part where the little monkey came to the cornfield was not illustrated. Please help the children think about it. What kind of little monkey should I draw on this picture? Let's take a look at how this part of the story is written first!

2. What kind of monkey can you draw? (hint: expression, action. ) random study: goodbye, shoulder. (Instructing writing: Bye-bye. )

Read the first paragraph together.

(2) Learn the second to fourth paragraphs to understand accumulation? Pick, hug, hug, throw, chase? .

1. Read freely, find the movements of the little monkey and circle them.

Teacher's instruction: The little monkey walked all the way, came under the peach tree, walked through the watermelon field and saw a little rabbit. What did the little monkey do in these places? Let's read and write this part of the text! Pick up the pen and circle the words that the little monkey moves while reading.

2. The teacher deliberately disturbed the order of verbs.

3. Students evaluate and talk about understanding.

Discussion points:

(1) difference: hug. (refers to two students performing? Keep? And then what? Hug? . )

(2) understanding? Pick? Can you talk to her? Peaches and watermelons Match, but don't match? Corn? deploy

(3) Throw: There are three things to throw. The teacher took all these actions away. It was because everything was thrown away and the rabbit didn't catch up that the little monkey went home empty-handed. Take the opportunity to post a depressed monkey on it. )

4. Guide reading aloud.

( 1)? When he saw the big and many corn festivals, he was very happy, so he broke off one and took it forward. ? (demonstration: act very proud)

(2)? He was very happy to see the peaches all over the tree were big and red, so he threw away the corn and went to pick peaches. ? Did it ever occur to you that he would throw away the corn? (Guidance: I think the monkey's funny tone. )

(3)? When he saw the watermelon on the ground was big and round, he was very happy, so he threw away the peaches and went to pick watermelons. ? (Read the monkey's more ridiculous tone, and the tone is aggravated. )

Who will try? Read by name.

(4)? He saw a little rabbit skipping. It was so cute that he threw a watermelon to chase rabbits. ? I thought the little monkey was really outrageous, so I looked at it in a critical tone. )

(5)? Little monkey had to go home empty-handed. ? Look at the little monkey's depressed and disappointed expression. )

(6) Read by name, read together and practice reading with expression.

Design intention: Guide the students to grasp the key words and understand the characteristics of the little monkey through association and reading aloud. This link accumulates the words about the little monkey's movements, and at the same time, students deepen their understanding of the little monkey's personality characteristics by reading the text with emotion.

Fourth, imagine to create and continue the story.

1. Imagine the little monkey's conversation with his mother when he comes home.

Tip: ① What will the female monkey ask? (2) What might the little monkey say? ③ After listening to the little monkey, how can the mother monkey educate the little monkey? (4) What will the little monkey say? The little monkey went down the mountain again. How can he learn a lesson this time?

2. Repeat at the same table; Coherent retelling; Show it to the class

Design intention: Chinese curriculum standard points out that we should pay attention to cultivating students' innovative spirit and developing their thinking, imagination and creative potential. Therefore, after learning the story, guide students to imagine boldly, make an ending for the story, and retell the story completely in their own words, so as to cultivate students' imagination and creativity and inspire them to know the truth of doing things wholeheartedly from young monkeys.

Fifth, assign homework and expand retelling.

1. Collect the Chinese characters beside other hands and do this action.

2. According to the order of the story, repeat it to mom and dad completely.

Design intention: let students form a good habit of accumulation and reading; By retelling the text to your family, you can deepen your understanding of the stories you have learned and sublimate your understanding of the stories.

blackboard-writing design

The cornfield is big and full of shoulders.

This peach tree is big and red. Throw it empty-handed.

Watermelon fields are big and round. Throw it away and take it home.

Go back, jump, throw and chase.

Teaching reflection

The teaching design of this course focuses on the teaching of literacy and writing, relies on fairy tales, and combines the age characteristics of students to carry out reading teaching activities to consolidate basic knowledge and improve basic ability.

Create situations in various forms to bring students into a lively and interesting fairy tale world. In order to let the students read with the article, introduce the situation, grasp the order, grasp the key words of this article, and clarify the context of the article. For example, stick pictures around the story in order and then tell the story; Accumulate around what the little monkey sees? Come again ~ come again ~? Type; Focusing on what the little monkey has done and experiencing the wonderful use of verbs, these teaching methods not only enable students to easily grasp the key points of this lesson and break through the difficulties, but also skillfully combine literacy with language accumulation, effectively improving the effectiveness of Chinese teaching.