"It's going to rain" teaching plan for the first grade of primary school

# 1 grade # Introduction Teaching Plan is a practical teaching document designed and arranged by teachers in order to carry out teaching activities smoothly and effectively, based on curriculum standards, syllabus and teaching materials requirements and the actual situation of students, taking class hours or topics as units. The following is the unorganized information about the first grade Chinese teaching plan "It's going to rain", I hope it will help you.

A lesson plan of "It's going to rain" in the first grade of primary school

Teaching objective: 1. Learn 9 new words and words required in this lesson, know 7 new words, and design the teaching plan of "It's going to rain" in the first grade of primary school.

2. Read the text correctly and fluently.

3. Through the study of the text, let the students realize the abnormal behavior of some small animals before it rains.

Teaching focus

1. Read the text correctly and fluently, and guide the students to read the dialogue well, especially the sentences with interrogative tone and exclamation.

2. Master the pronunciation and shape of new words, understand the meaning of words, and understand the meaning of new words with sentences.

Teaching preparation

1, new word card.

2. Teaching wall charts or slides.

3. Read the tape of the text.

4. Copy the blackboard with the full text or prepare the projector to show the full text.

5. Let students know about natural phenomena that can predict weather changes.

Teaching time:

2 class hours

Teaching process:

first kind

First, contact life and talk to open the topic.

1, students, what will the weather be like in summer before a thunderstorm? How would we feel?

2. What will happen to small animals before it rains? In this lesson, we will learn that 16 is going to rain.

Second, fully independent reading and overall perception.

1, listen to the text recording and pay attention to the cultivation of good listening and reading habits.

2. Students read the text freely and softly, pay attention to pronunciation and read sentences. Look at the small animals that have appeared in the text and mark them.

3. Students report and exchange: What kinds of small animals have appeared in the text (teacher writes on the blackboard: white rabbit, swallow, fish, ant)? Students learn "rabbit" and guide them to remember "rabbit" by contacting rabbits. Font, junior middle school third grade Chinese teaching plan "It's going to rain" primary school first grade teaching plan design.

Third, from helping to letting go, learn the text.

1, to guide the study of the first to third paragraphs.

(1) Read the first paragraph by name. Learn the new word "bend and straight" and understand its meaning by doing actions.

(2) Practice reading the first paragraph and do actions while reading.

(3) The teacher introduced the second paragraph: Swallows flew over his head. The little white rabbit shouted loudly-(students read aloud)

(4) Guide the students to look at the first wall chart: Swallows fly very low, and the little white rabbit curiously asks why the swallows fly so low. Students practice reading aloud the sentences shouted by the white rabbit. Remind students to pay attention to the prompt "shout it out" and the question mark at the end of the sentence.

(5) Read the third paragraph by name first, and then read it sentence by sentence with questions:

The teacher pointed to the first sentence and asked: The swallow said while flying-

(2) What about the air? (Students read the second sentence)

The wings of insects are much smaller and thinner than those of birds. Just like transparent yarns, they are stained with small drops of water, which are as heavy as a needle placed on a person's back, so naturally they can't fly high. Read the second sentence again.

What is the reason why swallows can't fly high? The students read the last sentence, and the teacher wrote on the blackboard: catch bugs. Learn the new word "catch" and practice reading sentences aloud.

(6) Read the third paragraph aloud.

2, semi-assisted and semi-released, learning the fourth to sixth natural paragraphs.

(1) The little white rabbit listened to the swallow with a grain of salt. How to read this question in the book? It says "Is it going to rain?" Let the students read.

(2) What does the white rabbit see? Hear what? Read paragraphs 4 to 6 by yourself, and then read them in roles with your seat.

(3) check the exchange of learning.

Change the word to understand "go". It can be changed to "Chao" and "Xiang".

② What is the reason why small fish swim to the surface? (Writing on the blackboard: Breathing fresh air)

③ Practice reading the fourth to sixth paragraphs of different roles according to their names.

Seeing swallows flying low and small fish swimming out of the water, listening to the cries of swallows and small fish, does the little white rabbit believe it's going to rain? You will know after reading the following text.

3. Let go of the seventh to ninth paragraphs.

(1) The little white rabbit saw the swallow flying low and the fish swam out of the water. After listening to their words, he quickly grabbed the basket and ran home. What word can be used to mean "hurry" here? (Right away, right away, quick)

(2) What did he see? What did you hear? How did he do it? Teach yourself paragraphs 7 to 9 and answer the questions by reading aloud.

(3) Students read aloud, and teachers use cameras to guide students to learn new words. (blackboard writing: moving things)

The word "news" can be understood in combination with the content of the text: What news did the white rabbit tell the ants? How did the little white rabbit get the news? Understand it in connection with what the white rabbit saw and heard in front of him.

Fourth, practice reading the full text with different roles.

1, students can read the full text freely and read the full text in groups and roles.

2. Read aloud by name and role.

Second lesson

First, review.

1, take the train to see the new word card (including the words required to know).

2. Read the full text collectively.

Second, reading and writing guidance

1. Inspire students to memorize glyphs by using radicals, components and familiar words they have learned. First, the deskmates talk to each other about how they remember new words, and then tell them how they remember a new word. When guiding writing, we should focus on the following words.

Rabbit, low: Don't miss the last "point".

To: On the left, there are two people. Don't write about a person.

Bend: Don't write "leaf" in the upper part.

Straight line: There are three horizontal lines in the lower part. Don't write a horizontal line less.

True: The last stroke on the left is "dot", not "cake".

2. Finish exercise 2 after class. First, observe the position of strokes of new words in Tian Zi Gerry, and then draw a sketch.

3. Use "bending, straight, low and grasping" to expand vocabulary and encourage students to accumulate vocabulary.

Third, word training.

1. Students try to make their own sentences and then communicate with each other. Note that each question can consist of two sentences.

2. Let the students finish the exercises in writing.

3. Read the sentences in Exercise 4 after class. By reading aloud and comparing, students can understand the meaning of these three sentences, each of which is more specific than the other.

Fourth, expand the practice.

Teaching plan of "It's going to rain" in Grade 1 of Grade 2.

Teaching requirements 1. Learn the new words in this lesson and the words made up of them. Be busy and practice your spoken English quickly.

2. Understand the content of the text, let students know that there will be three phenomena before it rains: swallows flying low, fish swimming out of the water and ants moving, and initially know the reasons for these phenomena, thus stimulating students' interest in observing nature.

3. Be able to read the text correctly, fluently and emotionally, and recite the last three paragraphs.

Important and difficult

The key point is to learn the vocabulary of the students in this class, understand the content of the text and master knowledge of nature. The difficulty lies in understanding why some animals move before it rains.

Preparation before class

1, words and phrases, and a picture of the rabbit's activities.

2. headdresses of white rabbits, swallows, fish and ants.

The teaching time is three hours.

first kind

Teaching essentials

Understand the content of the text, know that there will be three phenomena before it rains: swallows flying low, fish swimming out of the water and ants moving, and initially understand the reasons for these phenomena.

teaching process

First, uncover and analyze the topic.

(1) Say and write on the blackboard.

(2) Distinguish between rain and rain.

Second, read the text in a low voice.

Ask students to pay attention to three points when reading:

(1) Look at the words with pinyin in the text and read the pronunciation correctly.

(2) Think about what kinds of small animals appear in the text?

(3) See how many natural paragraphs are written in the text.

Third, check the problem.

(1) Read the text in the natural paragraph by name.

(2) What kinds of small animals appear in the text?

(Blackboard: Swallow, Fish, Ant)

(3) How many paragraphs are written in the text? Mark the book.

Fourth, speaking and reading the text

(1) Learn the first paragraph.

1, name the first paragraph. How many words are there in this paragraph when other students are listening? What did each sentence say?

The teacher drew the hillside, trees, grass, etc. )

Step 2 ask questions:

(1) What are the words in this paragraph? What did you know after reading the first sentence? How does the white rabbit mow the grass? Demonstrate the bending action of white rabbits with activity diagrams. )

(2) How does the white rabbit feel about the weather? What does it feel like when the weather is sultry? Teachers and students experience it through two different breaths. )

(3) So, what about the white rabbit? Demonstrate the action of white rabbit straightening up with activity diagram. )

(4) There are two opposites in the little white rabbit's action just now; Did you get a look at him? Draw it in a book.

(2) Learn the second and third paragraphs.

1. What did the white rabbit see when he straightened up? The teacher drew a picture of a swallow on the blackboard.

2. Are swallows different in peacetime? Where did you see low flying? (blackboard writing: flying very low. )

3. How did the white rabbit ask the swallow? (Read by name, read together)

4. What did the swallow say? (Quoted from the third paragraph)

5. Who will be the swallow, flying and saying? (Roll call performance) Other students pay attention to the words of Swallow.

6. What is the word of the swallow? Who will read the second and third sentences? (Read by name)

7. Humid air means there is a lot in the air? When is the air very humid?

8. What do you mean by busy? What do you mean busy?

9. The white rabbit now knows why the swallow flies low. Do you know that?/You know what?

10. The swallow said it was going to rain. How did he know it was going to rain? Guide students to discover the thinking process of swallows. )

1 1. Boys and girls read the dialogue between the white rabbit and the swallow in different roles.

(3) Learn paragraphs 4, 5 and 6.

1. Name paragraphs 4, 5 and 6.

2. What did the little white rabbit think after listening to the little swallow? (Introduction. Show me this sentence: Is it going to rain? What symbol is used in this sentence? Explain whether the white rabbit believes or not.

Who did he see at this time? Are there only two small fish? How about fish? (blackboard writing: swim to the surface)

4. What did the white rabbit ask? (Introduction) What do you mean, free?

5. What did the fish say? (Introduction) What does it mean to get some air?

6. Who can tell us why small fish swim to the surface?

Teacher's summary: At ordinary times, small fish breathe in the water, so there is enough air in the water, so there is no need to swim to the surface, but it is going to rain, and there is less air in the water, so small fish feel bored in the water, so they swim to the surface to get some air.

7. Tell two students to read the dialogue between the little white rabbit and the little fish in different roles, and guide the students to realize the little fish's concern for the little white rabbit.

(4) Learn the seventh paragraph.

1, students read the seventh paragraph softly.

2. Does the white rabbit believe it will rain after listening to the fish? How did you know? What do you mean (show it quickly)? What is the rabbit doing quickly? What is slung? (The teacher performs with a basket)

3. Who did the little white rabbit see on his way home? How many ants are there? What are they doing? (Writing on the blackboard: Go high) Why do you want to go high?

4. Name the seventh paragraph that the students read. Students listen and think, did the rabbit tell the ant that it was going to rain, or did the ant tell the rabbit that it was going to rain?

It's going to rain. (Read by name, read together)

(5) Learn the eighth and ninth paragraphs.

1. What did the white rabbit do after listening to the ant? (Show: Step up) What did he shout as he ran? (Introduction)

Just then, it suddenly thundered and began to rain. (The teacher draws raindrops) How is the rain?

3. Paragraph 9 reading guide (read together)

Verb (abbreviation for verb) summarizes the text.

After learning this lesson, do you know what will happen if it rains? (Students answer in their own words)

In addition to these three phenomena, there are many unusual phenomena in nature before it rains. What else do you know? (Let the students talk) I hope that students can see what they don't understand, take the initiative to ask others for advice like a white rabbit, and also look for answers from books, so that you will learn more knowledge and become smarter and smarter.

Sixth, focus on guiding the fonts of some new words.

Seven, read the full text with different roles.

"It's going to rain" teaching plan for grade three and grade one in primary school

Teaching objectives 1. Consolidate the six new words and seven words in this lesson.

2. Can read the text correctly and fluently.

3. Through the study of the text, let the students realize the abnormal behavior of some small animals before it rains.

training/teaching aid

New word cards in the shape of raindrops.

Teaching emphases and difficulties

Read the text correctly and fluently, and guide the students to read the dialogue well, especially the sentences with questions and exclamations.

Teaching assumption

First, review the new words.

The spring rain is coming. Are the children ready?

Draw the students to read the new words, read the cards accurately and give them to him. Please note:

Stuffy, Sudden and Stretching ── Front Rhyme.

Wow-the first sound.

Radical, structure.

Second, study the text.

1, dialogue import:

What will the weather be like in summer before thunderstorm? How would we feel? What will happen to small animals before it rains?

2. Read the text independently:

We already knew yesterday. What kinds of small animals changed before it rained? (Swallow, fish, ant) In groups of four, choose a favorite animal, read them beautifully, and then study what happened before the rain and why.

3. Communication analysis:

(1) in detail small fish:

(1) Read the words of the rabbit:

Comparative reading:

Fish, fish, why are you free today?

Fish, why are you free?

Free reading. What did you find?

Dial:

Two small fish said that the little white rabbit wanted to know, which was very strange and urgent, and they were connected when reading.

Today-this means that small fish usually swim in the water, but today their behavior is different-they swim to the surface, which is very strange.

(blackboard writing: fish is upstream)

Look at the picture:

What strange expression does the little white rabbit have?

Eyebrows raised, eyes wide open, ears raised, fingers lit ...

Learn to read with this expression:

Fish, fish, why are you free today?

(2) reading fish:

Tell me about the pressure of reading Xiaoyu's handwriting.

Boring-boring, so to speak. Have you ever felt this way?

Suppose:

Hold your nose, close your mouth and try to sink your eyes into the bottom of the water to feel the sadness and relaxation after you can't breathe.

Read it again:

Bored and sad, breathing easily and quickly.

It's going to rain;

Because it's going to rain, I'm bored, get some air and swim to the surface.

③ Read this part in different roles.

② Little Swallow:

Let students read and understand. Teacher's guidance. Do some actions that help to read aloud.

(blackboard writing: swallows fly low)

(3) ants:

Where did the news of the rabbit come from?

Contact the top. I don't believe it for the first time. What sentence can you say? Read it.

I believed it for the second time. Where did you see it?

Does the ant know it's going to rain? What tone should ants say? )

This time, the little white rabbit completely believed it and shouted as he ran. ...

Let the students read on and read the anxious tone.

4. Read the text by role:

Arrange a textbook drama and choose actors.

Choose an actor and read the narrative part in cooperation with the whole class.