Teaching plan and teaching reflection for the Chinese language "It's Going to Rain" for the first grade of primary school

#一级# The introduction "It's going to rain" is a lecture text that explains scientific common sense in the form of a fairy tale. The text starts with three phenomena: swallows flying low, fish swimming to the water, and ants moving. It talks about the characteristics of some animal activities before rain and the reasons for these phenomena. The following is the lesson plan and teaching reflection related materials for the first-grade Chinese language "It's Going to Rain" compiled by None. I hope it will help you.

1. Lesson plan for the Chinese language "It's going to rain" for the first grade of primary school. Teaching requirements

1. Learn the new words in this lesson and the words composed of these new words. I can practice speaking with busy and hurriedly.

2. Understand the content of the text and let students know that swallows fly low, fish swim out of the water, and ants move before it rains. They also have a preliminary understanding of the causes of these phenomena, and stimulate students to observe the big phenomena. Natural interest.

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

Key points and difficulties

The key point is to learn new words in this lesson, understand the text content, and master natural knowledge. The difficulty is understanding why some animals move around before it rains.

Preparation before class

1. White rabbit pictures of vocabulary items and activities.

2. Headdresses of little white rabbits, swallows, fish and ants.

Teaching hours: three lessons

First lesson

Teaching points

Understand the content of the text and know that swallows will appear before it rains. There are three phenomena: flying, fish swimming out of the water, and ants moving, and a preliminary understanding of the causes of these phenomena.

Teaching process

1. Expose and analyze the problem

(1) Talk and write on the topic on the blackboard.

(2) Distinguish between it is raining and it is going to rain.

2. Read the text quietly to yourself

Require students to pay attention to three points while reading:

(1) See clearly the words with pinyin in the text and read them accurately pronunciation.

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

(3) See how many natural paragraphs the text is divided into?

3. Checking Questions

(1) Read the text aloud in natural paragraphs by name.

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

(Written on the blackboard: swallow, fish, ant)

(3) How many natural paragraphs is the text written in? Mark it in the book.

4. Lecture and read the text

(1) Study the first natural paragraph.

1. Read the first paragraph by name. Other students were listening and thinking about how many sentences there were in this paragraph. What does each sentence say?

(Shiban painted hillsides, trees, grass, etc.)

2. Questions:

(1) How many sentences are there in this paragraph? What did you know after reading the first sentence? How does the little white rabbit mow the grass? (Use an activity diagram to demonstrate the little white rabbit’s bending action.)

(2) How does the little white rabbit feel about the weather at this time? How do people feel when the weather is dull? (Teachers and students experience this through two different breaths.)

(3) So, what happens to the little white rabbit? (Use an activity diagram to demonstrate the little white rabbit’s action of straightening up.)

(4) Among the little white rabbit’s actions just now, two of them are exactly the opposite; can you see it? Mark it out in the book.

(2) Learn the second and third natural paragraphs.

1. When the little white rabbit straightened up, what did he see? (Master’s drawing of a little swallow)

2. Are the swallows the same as usual? Where can you tell it's flying low? (Writing on the blackboard: Flying very low.)

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

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

5. Who will be the little swallow, talking while flying? (Perform by name) Other students pay attention to what Yanzi says.

6. How many words does the swallow say? Who will read the second and third sentences? (Read by name)

7. If the air is very humid, it means there is too much in the air? When does the air become very humid?

8. What does it mean to be busy? What does busy mean?

9. The little white rabbit now knows the reason why the swallow flies low. Did you get it?

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

11. Male and female students read the dialogue between the little white rabbit and the swallow in different roles.

(3) Learn paragraphs four, five, and six

1. Read paragraphs four, five, and six by name.

2. What did the little white rabbit think after hearing what the swallow said? (Quote.

Show the sentence: Is it going to rain? ) What symbols are used in this sentence? Explain whether the little white rabbit believes or disbelieves the swallow's words?

3. Who did he see at this time? Are there only two small fish? How's the little fish doing? (Write on the blackboard: Swim to the water)

4. What did the little white rabbit ask? (Quote) What does it mean to be free?

5. What did Xiaoyu say? (Quotation) What does it mean to get some air?

6. Can anyone tell me why the small fish swims to the surface?

Teacher’s summary: Normally, small fish breathe in the water, and the air in the water is enough, so there is no need to swim to the surface of the water. But when it rains, there is less air in the water, and the small fish I felt very stuffy in the water, so I swam to the surface to get some air.

7. Name two students to read the dialogue between the little white rabbit and the little fish in different roles, and guide the students to understand the little fish’s concern for the little white rabbit.

(4) Study the seventh paragraph.

1. Students read the seventh paragraph softly.

2. Did the little white rabbit believe that it was going to rain after hearing what the little fish said? How do you know? (Show hurriedly) What does hurriedly mean? What is the little white rabbit doing quickly? What is a shoulder bag? (Teacher performs carrying a basket)

3. Who did the little white rabbit see on the way home? How many ants are there? What are they doing? (Write on the blackboard: Move to higher places) Why should we move to higher places?

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

5. The guided reading is that it is going to rain. (Read by name, read together)

(5) Study the eight and nine natural paragraphs

1. What did the little white rabbit do after listening to the ant? (Show: speed up the pace) What is he shouting while running? (Quotation)

2. At this moment, there was a burst of thunder, a crash, and the rain started to fall. (Teacher draws raindrops) How is it raining?

3. Guide reading of the ninth paragraph (read together)

5. Summary of the text

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

In addition to these three phenomena, there are many different phenomena in nature before it rains. What else do you know? (Let students talk) I hope that students will be like the little white rabbits who actively ask others when they see something they don’t understand, and can also find answers from books. In this way, you will learn more knowledge and become smarter and smarter. .

6. Focus on guiding the glyphs of some new characters.

7. Read the full text aloud in different roles

(Ask four students to be the four small animals in the text and wear headdresses, and the other students will read the narration).

2. Lesson plan for the Chinese language "It's going to rain" for the first grade of primary school. Learning objectives:

1. Recognize 12 new words such as slope and cut. Can you write 6 new words such as bar, ?, etc.

2. Read the text correctly, fluently and historically. Be able to recite your favorite parts.

3. Preliminarily understand the relationship between swallows flying low, fish swimming out of the water, ants moving and rain.

Learning points:

1. Recognize 12 new characters and be able to write 6 new characters.

2. Read the text correctly, fluently and emotionally.

Learning difficulties:

Preliminarily understand the relationship between swallows flying low, fish swimming out of the water, ants moving and rain.

Tutorial process:

First lesson

(1) Stimulate interest and prompt topics

1. Listen to the recording and let students Tell me what sound you heard?

1. What did the students know when they heard these sounds? (Write on the blackboard: It’s raining)

2. When it rains, there are changes in nature. So what changes are there in nature before it rains? After studying the text "It's Going to Rain", students will know more about natural knowledge. Make up the topic: It’s going to rain

(2) Read the text for the first time and read the correct pronunciation of the characters

1. Read the text freely with the help of pinyin and draw the new words in circles.

2. Students at the same table check each other’s pronunciation of new words.

3. Read in sections and correct the pronunciation of the characters.

(3) Read the text aloud and understand the meaning of the text

1. How did the little white rabbit know that it was going to rain? Practice reading aloud in a group role.

2. What did the swallow, fish, and ant say? Ask students who play these roles to read aloud.

1. Think about it for them, how is Yan Zi feeling at this time? Read and talk.

Example: We are busy moving things!

Teacher Wang is busy ()!

() is busy ()!

2. How do the little fish and ants feel? Ask the other actors to read the text again.

3. Through listening and reading, let’s discuss it. It’s going to rain. What do you know?

4. Does the little white rabbit know? What is he made of? How do you say that'? Read the last paragraph together.

5. Are the little white rabbit’s ideas consistent? How did the little white rabbit feel before it rained?

6. Ask students to read aloud in different roles.

7. After studying this text, can anyone explain why the swallows fly low when it rains, why the small fish swim to the water, and why the ants move things?

8. Do you still know what happens before it rains?

(4) After-class extension, practice recitation

1. Students, changes will occur in nature when it rains, but what changes will happen in nature when it is sunny? Please read extracurricular books and find out the answers.

2. Practice reciting your favorite parts.

(5) Practical homework

1. Fill in the blanks orally

(1) It’s going to rain, swallow ().

(2) It’s going to rain, Xiaoyu ().

(3) It’s going to rain, Ant ().

(4) It’s going to rain, weather ().

2. Learn to be a little weatherman. You can predict rain by observing swallows, small fish, and ants respectively. You can also observe other things, and make records every time. And judge the weatherman.

Blackboard writing design:

The weather is very boring

Swallows fly low to catch insects

16. When it rains, fish swim out of the water to breathe.

Ant moving waterproof

Second lesson

Teaching process

Review and check

1. Recite what you like paragraph.

2. The teacher shows the vocabulary cards and reads them by name. Show the word cards to check pronunciation and form words.

(2) Analyze glyphs and memorize them

1. Group discussions on how to memorize these new words.

2. Talk about the method of memorizing.

(1) Memory of familiar words and new words: Chi——-Chao——-Shiqi——-Xiaochi——-Shoutingmen——-Men

(2) Plus one plus memory: Shen——-Extension car——-Zhen Hua——-Wow

Skin——-Po harm——-cut

(3) Memory of several strokes : Chong can also use familiar words to remove part of the memory: Feng Chong

3. Word guessing game.

(3) Guide to writing

1. Trace red to find key strokes.

2. The teacher shows the word sticker, the students say the key strokes, and the teacher draws black.

3. Students write.

4. Students at the same table exchange textbooks before writing.

5. Display evaluation.

(4) Classwork design

1. Look at the radical writing.

口 () () ()

2. Read the sentences and add punctuation.

(1) Is it going to rain? ()

(2) I am busy catching bugs ()

(3) The weather is very boring ()

3. Reflection on the teaching of the first-grade primary school Chinese language "It's Going to Rain" "It's Going to Rain" is a relatively long article compared with the previously learned texts. The focus of this text is to let students understand how the little white rabbit knows it is raining. In order to complete this key teaching task, I did not adopt the previous teaching method of explanation and analysis. Instead, I tried to solve key problems by reading, and the effect was better.

During the preview before class, I asked for the preview to read the text through Chinese pinyin. In class, students were asked to read the text and find out the sentences about how the little white rabbit felt uncomfortable when mowing the grass on the hillside, and to find out what small animals the little white rabbit saw and what did these small animals say? Because the students had the foundation of pre-class preparation, they quickly completed the questions asked by the teacher. At this time, the teacher set up the suspense: Students, do you want to hear it with your own ears, see it with your own eyes, and feel the situations that the little white rabbit saw? Students are in high spirits. So, I said: Please read carefully what the little swallow, the little white rabbit, the little fish, and the ant said. Later, let the students pretend to be these little animals and read their dialogues.

The students suddenly became interested and began to read the text. While reading, imitate the tone and movements of the little animals. After about five or six minutes, the students all raised their hands and rushed to ask to play these little animals. So, I chose a group of students who usually don't like to talk and read aloud in roles. While reading, although the "little actors" did not express the words of their respective protagonists very clearly, they performed the actions of the small animals very well. I fully affirmed this aspect, and the "little audience" in the seats encouraged the "little actors" with applause. At the same time, the teacher gave some guidance: remember the different tone of voice to express the different behaviors of each small animal. The students are very interested and are carefully understanding the different tones of these small animals. Every student is full of curiosity and reads in different postures. I then selected a group of "little actors". Their "performance" was really vivid, including the curiosity of the little white rabbit, the busyness of the little swallow catching insects, the rush of the small fish swimming out of the water, and the rush of the ants moving things. All fully demonstrated. After this group of students finished their performance, the students all wanted to perform.

In order to satisfy the students' "desire for performance". They were divided into groups of four for a "performance reading". The classroom atmosphere reached a climax. So I asked, "Who can tell me how the little white rabbit knew it was going to rain?" The little hands were raised one after another, and after asking, I learned that the students understood all the content of the text.

Therefore, I think that in the classroom, appropriately allowing students to put themselves in their shoes to perceive with images and understand with language can deepen their understanding of the text. This form not only fully mobilizes students' enthusiasm for learning, stimulates students' interest in actively participating in learning, but also activates the classroom atmosphere, and is much more profitable than the teacher's dry explanation.

4. Reflection on the teaching of the Chinese language "It's Going to Rain" in the first grade of primary school. "It's Going to Rain" is a scientific fairy tale. The text uses natural phenomena such as "fishes emerge from the water, swallows fly low, and ants move". Explain the characteristics of animals before it rains and the reasons for these phenomena. This article is lively and interesting. In the vivid and interesting language, it organically penetrates the natural science knowledge around you. It can not only guide students to pay attention to the things around them and pay attention to observation, but also stimulate students' interest in exploring the natural scientific phenomena around them, thereby germinating thoughts and feelings of love for nature in the young minds of students, and allowing them to initially receive the ideological education of loving science.

Through the teaching of this class, I have the following thoughts:

1. The creation of situations effectively stimulated students’ interest in learning

I just started the class Just put down the courseware before it rains to attract and mobilize students' multiple senses, stimulate interest with situations, and lay the foundation for students to think and understand with interest. According to the characteristics of lower grade children and the objects described in the textbook of this course are lively and cute little animals, I use the courseware to show pictures to display the cute animal images in front of the students to stimulate students' interest in learning. Starting from the whole, both Understand the main content of the article, and clarify the roles and organization in the article. When teaching, grasp key terms and study the relationship between these three natural phenomena and rain. For example: Why do swallows fly low? To understand, the swallows are busy catching bugs that cannot fly high. In order to achieve the purpose of helping students understand the text content. With a childish heart, he organically combines his teaching wit with the creation of teaching situations, allowing students to read, understand, experience and comprehend in the situation easily and happily, creating an open and harmonious classroom atmosphere.

2. Teaching to consolidate words and activate the classroom

When consolidating literacy, I gradually deepen the use of courseware from easy to difficult to stimulate students' interest in learning, and deepen students' impressions on the basis of fully respecting students and their unique experiences.

3. Strengthen reading comprehension and cultivate speaking skills.

When reading aloud, I focused on what the little white rabbit and the little fish said, guiding students to understand the causal connection between sentences, and cultivating students' language expression.

The difficulty in teaching this lesson is to let students understand why swallows fly low when it is about to rain, small fish swim out of the water, and ants move things. In my teaching, I use three levels of reading: "role experience, table cooperation, and male and female students talking to each other", allowing students to read and comprehend independently under the guidance of teachers and with the help of peers, which not only inspires students With their interest in reading, they can better feel and experience the profound phenomenon connections in the text, and thus more effectively explore the important and difficult points of this textbook; guide students to realize the connection between the changes in animal behavior before the rain and the climate conditions before the rain, This will cultivate students' habit of observing things and analyzing problems.

Existing shortcomings:

1. The teaching methods are still very traditional and the teaching design is not innovative enough.

2. There are not enough opportunities for students to read in the classroom.

5. Reflection on the teaching of the Chinese language "It's Going to Rain" in the first grade of primary school "It's Going to Rain" is a lecture text that illustrates scientific common sense in the form of a fairy tale. From the three phenomena of "swallows flying low, fish swimming to the water, and ants moving", the text talks about the characteristics of some animal activities before rain and the reasons for these phenomena. This text uses simple words to vividly reveal the internal causal connections between things, and teaches students how to observe the weather through changes in animal behavior. This is a good textbook for learning Chinese and training the language. Therefore, in teaching design, I paid attention to the following aspects:

1. Use a variety of methods to help students understand the meaning of words.

Literacy teaching is carried out in three steps: first read the text and correctly read the pronunciation of the characters; read the text and understand the meaning of the words; summarize the text and recognize the character shapes. Pay special attention to helping students understand the meaning of words when reading texts. For example: When understanding "moving", first I asked a student to perform the moving action on stage, and then asked the student to observe whether the chalk in the teacher's hand could be moved, why, and which word should be used. Then let students understand that "moving" is a word that is used when carrying heavy things.

2. Pay attention to connections and train your thinking.

When teaching, grasp key terms and study the relationship between these three natural phenomena and rain. For example: Why do swallows fly low? To understand, the swallows are busy catching bugs that cannot fly high. You can also ask the students how the swallows know that it is going to rain? Guide students to further discover the swallow's thinking process: the bug cannot fly high → there are small water droplets on its wings → the air is very humid → so it will rain.

3. Infiltrate moral education in a timely manner.

According to the text content, through language teaching, students can further understand the thoughts and feelings of the article, learn the good virtues of small animals caring for each other, and organically infiltrate ideological education. For example, the little fish said to the little white rabbit: "Little white rabbit, go home quickly. Be careful of getting caught in the rain." Students should be guided to understand emotions well. Another example is that the little white rabbit can actively ask others when encountering things that they do not understand, educating students to observe more natural phenomena around them, and stimulating students' interest in observing nature.

4. Strengthen reading training and pay attention to diverse forms.

For primary school students, reading aloud is an important means to experience the emotion of the article and understand the content of the article. When teaching, the key paragraphs in the text should be understood on the basis of reading aloud, and the reading should be guided on the basis of understanding. By reading aloud repeatedly, the picture is presented in the students' minds, and the emotions are expressed through reading aloud. To this end, I have designed various forms of reading aloud, including individual reading, collective reading, segmented reading, full text reading, conversational reading with questions and answers, and quoted reading, etc. Teachers use reading to assist teaching, and students use reading to assist learning. This not only enables students to understand the text content while reading. At the same time, students' reading ability is also developed.