It's going to rain in the second volume of the first grade Chinese teaching plan

It's going to rain, the second volume of senior one language, is a scientific fairy tale. What should teachers do when designing teaching plans? I sorted out the lesson plan of the second volume of the first grade Chinese "It's going to rain" for your reference. I hope you get something from reading!

The second volume of senior one Chinese teaching plan 1 "It's going to rain" Teaching purpose:

1, you know? Slope? 、? Cut? Can you write the new word 12? Really? 、? Right? Wait for six words.

2. Read the text correctly, fluently and emotionally, and recite your favorite parts.

3. Understand the relationship between animal activities and the weather, especially the activities of animals before it rains.

Teaching emphases and difficulties:

Know the new word 12 and be able to write 6 words; Can read the text correctly and fluently.

Know new words? Wet? 、? Moving? ; Writing? Have to? 、? Very? .

Teaching Preparation: Card Text Instruction Courseware

Teaching time: 2 hours.

first kind

Introduce a conversation and reveal the topic

1, let the students talk about the phenomenon in their life experience before they knew it was going to rain.

2. blackboard writing topic. Students read the questions together.

Read the text for the first time and know the new words.

1, read the text for free. It requires accurate pronunciation of new words and fluent reading of texts.

Students remind each other to pay attention to correct pronunciation.

3. Read the words.

4. Know new words. (roll call reading, train reading, teacher reading)

5. There are several natural paragraphs in the communication text.

Read the text aloud and feel as a whole.

1. Students can read the text freely and are required to read the text correctly and fluently.

2. Read the text at the same table and correct the mistakes.

3. Talk about your understanding after reading the text at the same table.

4. Send representatives to communicate with the whole class.

Read the text carefully and realize it in reading.

1, learning 1? 3 natural paragraph.

Students can read freely.

Students communicate what they read.

C. a wall chart showing the dialogue between the white rabbit and the swallow.

Students can read the relevant contents of the text freely by using the words of drawing a white rabbit and a swallow after looking at the pictures. )

D, read by name, with comments, and read by different roles.

E, concentrate on reading? I'm busy catching bugs! ? This sentence.

F, boys and girls in the class read in roles, reading the questioning tone of the white rabbit and the patient and gentle tone of the swallow.

2. Group cooperative learning is the fourth? 7 natural paragraph.

A, students summarize learning methods.

B. Students can read in cooperation freely.

C. Group exercises say: Who did the white rabbit meet again and what did he ask? What did the little animal say?

D, the group sent representatives to the class to say.

E. read aloud in groups.

F. A wall chart showing the dialogue between the white rabbit and the small fish and ants.

G. read by name and role.

H. Read aloud together and perform the reading aloud.

Course summary

Second lesson

Review and consolidate

1, memorizing new words.

Students can read new words freely.

B, reporting and communication, focusing on guidance.

C. students expand their words orally.

D. read the text in sections.

Learn paragraphs 8 and 9.

1, inspire students to think:

A, after listening to the little animal, did the little white rabbit believe it?

B, did it rain innocently?

2. Instruct students to read paragraphs 8 and 9 aloud. (Reading the anxious and affirmative tone of the White Rabbit)

3. Guide students to summarize the signs before rain: the activities of swallows, small fish and ants.

Recite the text guide

1, recite the text freely (students choose their favorite parts to recite).

2. Check the feedback: recite by name, recite in groups and recite together.

Extension extension

1. The students talked about their understanding of animals before it rained.

Students exchange interesting stories about animals and weather.

Write new words

1. Students should read the required words.

2. Points to pay attention to when communicating and writing; Teacher's template writing? Very very? .

3. Students color in red, write, show and comment on their homework.

Blackboard design:

It will rain.

Swallow: Fly low.

Fish: swim out of the water

Ant: Move things.

The second volume of the first grade Chinese "It's going to rain" teaching plan 2 teaching objectives;

1, you know? Basket, stretching? New words equal to 12 and new words with new words.

2. Read the text correctly, fluently and emotionally, and read different tones.

3. preliminary understanding? Swallows fly low, fish swim out of the water, ants move? Relationship with rain.

4. Cultivate students' interest in observing nature.

Teaching focus:

1, know 12 new words and new words with new words.

2. Read the text correctly, fluently and emotionally, and read different tones.

Teaching difficulties:

Preliminary understanding? Swallows fly low, fish swim out of the water, ants move? Relationship with rain.

Teaching preparation: 1, multimedia courseware

2. Pictures of small animals

first kind

First, import:

1, students, we have learned a lot of Chinese characters. Now come and watch me write, and read it aloud when you know it. Watch it together Is it raining? What kind of picture will come to your mind immediately? (health: it's raining, lightning and thunder? ) yes! Rain is a common natural phenomenon. Look again, the topic we are going to learn today is: (Courseware:) Reading together? Is it going to rain? It and? Is it raining? What is the difference? (Not yet? ) yes! The difference of this word means different things. The charm of language is really great! In this lesson, we will take a walk with the hero, the little white rabbit, to see what happened to the small animals before it rained.

2. Demonstration writing? Want it? Fingers? Want it? Students, can you concentrate? Want it? This is a word that we are asked to write in this class. This is an upper and lower structure. Western prefix? Be flat when writing. Two vertical letters in the first half of the western prefix? Horizontal? This is a crucial blow. Write longer. Do you want to hold it? West? The prefix should also be written at the bottom.

3. Supplement: 8 Look at the topic together.

Second, learn new lessons.

1, please set your books gently, read the text freely, read the correct pronunciation and sentences, and read the words you don't know in pinyin several times. Pay special attention to the new words circled in the preview.

2. Learn to read? Can you read?

Xiu: basket, why, so, fly low, wet, run, tell, speed up, stretch.

Teacher: Our new friends lined up to welcome us. Do you want to read their names?

(1) Read each other at the same table to see who can read quickly and accurately.

(2) Follow the train.

3 refers to reading? Stretch? Appear in this sentence.

(courseware demonstration)? The weather was stuffy, and the little white rabbit straightened up and stretched himself. ? Who wants to read this sentence? Can you do this action? Let's stretch out together. Is it comfortable? (? Stretch? Do you have any good ways to remember these two words?

(4) Are other new words remembered in this way? It seems that many reading methods can make us remember them faster and learn more interesting.

Now let's read these words again (together).

Now, let's invite the unfamiliar friends back to the text and let the students read the text again quietly and quickly to see how many natural paragraphs there are in the text.

4. Read the text by name. Other students read and thought: Who did the little white rabbit meet and what was she doing?

Step 5 solve the problem. Blackboard writing:

Swallows fly low to catch insects.

Little rabbits and small fish breathe some air on the water.

Little ants move high.

6. Why do these small animals have such changes? Read the text again in the way you like, and draw the rabbits and their conversations with horizontal lines. I believe you will find the answer.

Report: Teacher: Whose answer did you find from the conversation with the white rabbit?

Preset a paragraph 2 or 3 (show the corresponding paragraph)

Health: I found the answer from the conversation between the little white rabbit and the little swallow. Read the second and third paragraphs.

Teacher: The teacher has shown the dialogue between them on the slide. Look:

Teacher: What happened to the swallow before it rained? Why is there such a change? (Student answers)

Teacher: Oh, it turns out that before the rain, the wings of insects were stained with small drops of water and gained weight, so swallows had to fly low to catch insects if they wanted to eat them. If the students say it, you can omit the teacher's words. )

Teacher: Then let's see what the swallow said. What punctuation marks are there behind? (! ) Who wants to see it? What is the swallow thinking when he speaks? (I want to catch more insects) So when I read it, my tone rose and I read the swallow's anxious mood. Who wants to read this sentence completely? Let's look at the white rabbit. There is a question mark at the back of this sentence. It is necessary to read the tone of curiosity and doubt. Who wants to see it? What does the little rabbit say? (Shouting) Yes, let's look at the pictures. Why does the white rabbit shout? Now let's read this part of the dialogue in roles. (Boys and girls)

Presupposition 2, 4 and 5: Whose answer did you find from the conversation with the white rabbit?

Health: I know the little white rabbit and the little fish? Read the third and fourth paragraphs.

Teacher: Why do small fish breathe on the water? (Student answers)

Teacher: Yes, it's so stuffy in the water, how uncomfortable it is for the little fish! So we speak slowly when reading. Who wants to see it? He looked at the little fish again and said to the little white rabbit, Little white rabbit, please go home quickly, and be careful of getting wet. ? What can you feel? Then let's care about the little white rabbit and read the words of the little fish together. You see, there is also a question mark behind this sentence, so you should also read the tone of doubt when reading it. (group reading)

Premise 3: Teacher: Who else wants to report? (Life Report Little Ant)

Look at the picture. What are the ants doing? Where did they move here? Do you know why? Yes, heavy rain is coming. What is the mood of the little ant at this time? Here's another exclamation point. When reading this sentence, we feel that the little ant is very anxious. Who wants to see it?

7. Now do you know what happened to these little animals before it rained? Please choose one of your favorite characters to practice reading. Read the natural paragraphs of Text 2-6 in different roles later.

8. introduction: after listening to the little animals, the little white rabbit was also anxious, so he stepped up? Suddenly it thundered?

Third, expand and extend.

1, students, besides these, do you know which small animals changed before it rained?

2. Appreciate proverbs.

As long as we have a pair of observant eyes, pay attention to observation and think hard in life, we will certainly find more interesting things. This class is over. Class is over.

? Next page, more lesson plans for the next volume of the first grade Chinese "It's going to rain"?