Chinese Pinyin Speaking Lessons

In the teaching of Chinese Pinyin, we should be guided by the concepts advocated by the new curriculum standards and creatively design rich and colorful teaching interactive activities to entertain and educate. Only by focusing on integration can we help students get rid of the feeling that pinyin is boring and difficult to learn.

First of all, let me talk about my overall guiding ideology when designing these two courses:

1. The "Implementation Suggestions" in the "Chinese Curriculum Standards" " pointed out: "Chinese Pinyin teaching should be as interesting as possible and should be based on activities and games." According to this requirement and the characteristics of first-grade children who are lively and active, they are easy to accept intuitive and vivid things. In teaching, we should strive to create rich and colorful teaching situations, combining abstract and boring Chinese Pinyin with interesting games, children's songs, stories, competitions, etc., to bring students into a "colorful" Pinyin garden to learn. Let students play while learning, learn through play, and educate through fun.

2. Students are the main body of classroom teaching and learning activities. Therefore, in teaching, we should respect students, let students be the masters of learning, and give full play to their initiative and creativity. In class, we strive to do this: support as much as we can, and release as much as we can. Adopt the method of "supporting first and then letting go" to encourage students to use existing knowledge to independently explore new knowledge. In this way, their potential can be unleashed, their thinking can flourish, and their eyes and faces can be filled with the joy of success from beginning to end.

3. Make Pinyin teaching life-like. Children's learning of Chinese Pinyin is a process that starts from language practice and returns to language practice. In teaching, we should strive to create a language environment for students, mobilize multiple senses, reproduce the existing knowledge and experience in the mind, combine the new knowledge learned with the existing life experience, and establish a Create a bridge between abstract Chinese pinyin symbols and concrete things. In this way they will learn to be more proactive, happier and more confident.

(Since the teachers can clearly understand the teaching objectives of the two lessons in Pinyin from the teaching reference, I will not go into details here. Now I will focus on the teaching process and teaching of these two lessons. Strategy.) "g k h"

Part One: Create Situation Review and Introduce New Lessons

In this part, I designed the following links:

1. Create a situation where the train arrives at the station and you greet an old friend (b p m f d t n l). I created this situation from the first lesson on initial consonants, and it will be continuously connected in my 9 lessons on initial consonants. The specific operation is as follows: I regard the 24 initial consonants as 24 guests on a train, and the initial consonants of the 9 lessons are arranged in 9 carriages of the train. (That is, b p m f sits in the first carriage, d t n l sits in the second carriage, and so on. We have to meet several new friends in each carriage in each class.)

Learning new initial consonants Before g k h, I used this situation for inspection and review: Step 1: Create a situation where the train starts and arrives at the station. That is, a train with b p m f and d t n l is shown first, and the teacher then introduces: Children, look, the initial train is coming to us. The students followed and naturally learned to make the sound of "woo-ka-cha, ka-cha" when the train was moving, and made the movements while pronouncing it. Then, the teacher made another introduction: It’s time for the train to arrive. The students also made the sound of the train arriving at the station. Step 2: Check and review the initial consonants you have learned. I introduced this link like this: After the train arrived at the station, they got off the train to rest. Come and say hello to them quickly! The students read the 8 initial consonants out of order. After reading, guide them to talk about the similarities in the pronunciation of these initial consonants. Step 3: Check the students' recognition of the syllables composed of these eight initial consonants and single finals. The introduction is as follows: These initial consonants have found many good friends on the train. Do you still know each other after they hold hands? As soon as students hear that the initial consonants have found good friends, their interest in reading immediately rises.

Introducing a new lesson: Today, three new passengers are going to get on this train. Do you also want to get to know them?

The design of this part has two main purposes. : 1. Interest always arises in a certain situation.

Therefore, during the review, in order to avoid being simple and boring, I created the situation of initial consonant train, so that students can be cultivated, infected and motivated by a pleasant and harmonious atmosphere from the beginning of class, thereby arousing students' interest in learning pinyin. interest. 2. Arranging the initial consonants in the initial consonant train can make students naturally connect the initial consonants in their minds, which has the effect of "moistening things and making no sound".

Part 2: Observe the situation map and elicit the initial consonants

Part 1: Show the "situation map" and tell the students in a suspenseful way: Children, what we are going to know today These three new friends are hidden in this picture! If you don’t believe it, tell this story with your deskmate first.

Second link: Refers to a student coming on stage and pointing to the "situation map" to talk about the content on the map. When the student is talking, he asks other students to listen carefully, and after listening, the students are encouraged to supplement or correct the content. . And focus on guiding students to imagine and practice how a good brother teaches his younger brother to release tadpoles, so that students can subtly receive the ideological education of protecting tadpoles and frogs.

The third link: teaching "contextual songs". Before teaching, you can introduce it like this: The children spoke really well, and the teacher also wanted to show off his skills and made up a nice children's song. Do you want to hear it and learn it? Then the teacher leads the students to read the children's song rhythmically while clapping their hands: "Brother by the River" While catching tadpoles, his brother came to dissuade him. The little brother was very obedient and hurriedly sent the tadpoles home.

The fourth link: elicit the initial consonants. Look, by pronouncing the first sound of "brother" in "brother", "tadpole" in "tadpole" and "ri" in "river" softly and shortly, we can get the pronunciation of the initial consonant "g k h" that we are going to learn today. Is it simple?

The design of this part cleverly uses "situation map" and "context song". In particular, the "Context Song" is short and concise, the language is catchy, and full of childishness. Students are easy to accept it and are happy to accept it. They can immediately connect the letters they have learned with their existing oral experience and life experience, turning difficulties into problems. It is easy and provides a good foundation for students to read letters well.

Part 3: Learn the initial consonants using phonetic charts

Part 1: Group study of the pronunciation of initial consonants:

Students learn the pronunciation of initial consonants by themselves Before, I motivated the students like this: "Children, when we were telling stories and reading children's songs just now, you have actually pronounced "ge ke he" correctly. I believe that you can learn what you want to learn today without the teacher's guidance. Can you pronounce the three initial consonants correctly? Give it a try. I believe you are the best!

Students work in groups and, based on the light and short pronunciation characteristics of initial consonants they have learned before, contact the words in the book The phonetic chart reads these three initial consonants well.

Since the pronunciation of the initial consonants g k h is not difficult to master, the open teaching ideas can be fully reflected in this part of the study, giving full play to students' autonomy and creativity. The spirit of cooperation allows students to try pronunciation on their own during interaction, allowing students to feel that Pinyin is not difficult to learn, and at the same time giving students a sense of accomplishment.

The second step: using various forms to check students’ pronunciation. Pronunciation, such as reading by name, if the reading is correct, ask him to be the teacher to read, read in a train race, etc.

The third link: discuss with the table to remember the shape of the initial consonant g k h: first let the students contact the words in the text. Find the similarities in the phonetic graph, and then ask students to recall things similar to g k h that they have seen in real life, and encourage students to learn to memorize rhymes.

In this link, When the monotonous Pinyin letters are combined with things that students are interested in in real life, students will happily and firmly remember the appearance of the Pinyin parts. Letting students make up jingles can cultivate students' creativity, and jingles are good for children. They participated in making it up, which is very popular with them, and they also have a sense of accomplishment by letting the children use their own discoveries to master the knowledge!

After mastering the sound shape of the initial consonants. , we can then design a consolidated listening game: Compare who has the best ears! (When the teacher introduces it in this way, students can gently guide their ears and say back: I have the best ears! ) Increase the interaction between teachers and students in the classroom and increase interest.

The specific operation is as follows: the teacher first writes the initial consonants of "g h n k l d" on the blackboard, and then listens to the teacher's pronunciation, and the students find the corresponding letters. And use gestures to tell the teacher the location of the letter.

For example: the teacher pronounces the sound n, and the student quickly makes the "3" gesture, indicating that the teacher pronounces n in the 3rd position.

This link is designed for first-year students who are active and inattentive. It integrates boring review into interesting games, allowing students to consolidate their knowledge easily and happily by using their hands and minds. Initial consonants distinguish the initial consonants that are close in shape.

Part 4: Teaching syllables composed of initial consonants and single finals

I introduced this part like this: "g k h" saw that other initial consonants have found their own good partners, So enviable. So they also politely invited their friends. Look, who are these friends? (At this time, the teacher showed the rhymes e and u) and then continued: After they held hands, do you still know each other?

Next, the students can practice reading the syllables freely - —Then, read by name and ask students to pronounce the syllables as much as possible if they can pronounce them directly, and talk about how they pronounce it directly. Those who cannot pronounce it directly can spell it, but the spelling speed must be fast, and gradually improve the students' pronunciation of syllables. speed and ability.

On the basis of students' large-scale recognition and reading, students can be organized to read syllable cards out of order to achieve a consolidation effect. The introduction can be designed like this: Do you still recognize these syllables after they are out of order? Let's drive a train and compare which train reaches the station first and win the red flag of victory.

This part is also intended to stimulate students' interest in reading syllables. It is introduced in the form of a short story and uses a competition mechanism to compete and win the little red flag.

Part 5: Teaching how to read syllable words by looking at pictures

When teaching the two disyllabic words "dǎ gǔ and bá hé", I designed the following links: < /p>

1. Create a situation: First, a sound of "beating gongs and drums" is played, and then the words of the little announcer are heard: Dear students, dear students, the autumn sports meeting of Licheng Central Primary School is about to begin. The teacher then gave guidance: Children, listen, the sports meeting is about to start. Do you want to go and see the wonderful scenes? (The students were very interested in going to the sports meeting when they heard that)

2. Show the words in the book With two pictures, ask students: What did you see at the sports meeting? At this time, students are required to not only speak completely, but also describe the scene vividly, paying attention to the cultivation of students' speaking ability.

3. When the students are speaking, the camera will show the two pinyin words "dǎ gǔ and bá hé" and organize students to read them.

When teaching the three syllables "gē hǔ hè", I designed the following links:

1. The teacher first introduces it vividly to stimulate interest: tell the children a Good news, today the teacher will take you to a lively place - (show the door of "Animal Paradise") to meet some animal friends. Are you happy?

2. Use multimedia to display animals Prints of the paradise: snow-white doves are flying in the air with olive branches in their mouths, a mighty tiger is walking on the green grass, and several beautiful cranes are playing leisurely by the river.

3. Immediately afterwards, I asked the students to say hello to the small animals they knew or liked. After the students greet the animals freely, the camera shows the syllables to guide the students to read and speak as directly as possible.

4. On this basis, organize students to introduce their favorite animals to everyone in one or two sentences.

These two links of looking at pictures and reading syllables make good use of teaching materials, creating two vivid situations close to life, truly turning classroom teaching into living life, and students are adapting to daily life. Their eyes lit up and their mouths moved in class, stimulating their endless desire to participate in learning. We also say that life has "emotions", such as joy, anger, sadness, and joy. Chinese is undoubtedly a subject full of emotions. When students introduce their favorite animals, their eyes and words must contain deep affection, which also enriches their knowledge.

Part 6: Game practice to consolidate new knowledge

In this part, I designed two games:

1. The first one is immediately following the above I designed a game of "Sending Animals Home": I first drew four houses on the blackboard with simple drawings, and wrote the syllables "tù, lù, mǎ, hú li" on the roof of each house to represent The home of "rabbits, deer, horses and foxes".

Then use language to create a situation: "Today, there are so many little animals playing in the zoo, look! (The teacher shows pictures of four animals at this time) Unknowingly, the sun has set, but they can't find their home. , what should we do? (Let students express their opinions)

When students say that they want to be sent home, praise them in time: What a group of helpful children, let’s send them home quickly! Then Students began to send animals home, and the specific operation was as follows: For example,

A student took a picture of a rabbit and prepared to send the bunny home. During the process of sending the bunny home, other students asked: "Bunny Where is your home?" The child holding the picture of the little rabbit said after finding the little rabbit's house: "The little rabbit's home is here. "The teacher asked again: "Children, is it right?" If it is right, other students said: "Yes, yes, yes, this is Little Rabbit's home. Finally, the student holding the picture of the bunny began to read: "Please read with me, tù tù tù." "If it's wrong, the other students say, "Wrong, wrong, wrong." Look again. ”

2. The second game is a designed “mushroom picking” game: [The teacher cuts some mushrooms out of cardboard in advance and writes the tonal syllables or syllables learned today on the back. And on the blackboard Draw green grass below, and you can also draw some small flowers to embellish it]

During the game, the teacher used language to create: In the forest, it rained. After the heavy rain, many green grass grew. (At this time, the teacher posted the mushroom picture on the grass) Mother Rabbit saw it, and she was happy and shouted loudly: "Little white rabbits, come out and pick mushrooms." "At this time, the student put on the bunny headdress and went to the stage to pick mushrooms. After picking them, he had to read them correctly before he could award the mushroom to him. For specific operations, we can refer to the familiar apple picking.

This game has the following two purposes: (1) Psychological research shows that primary school students mainly think in concrete images and gradually transition to abstract logical thinking. For this reason, we must work hard to create opportunities for students to play more and do more. Act more. (2) Students have just graduated from kindergarten, and 40 minutes of classroom teaching is a bit long for them. When reviewing and consolidating, we need to use games to stimulate them and skillfully integrate what they have learned into these enjoyable activities. During the activities, let them unknowingly consolidate their knowledge in the game practice "an en in"

Part 1: Create situations, review introduction:

In this part. , I designed the following links:

The first link: song introduction: before playing the song, the teacher first uses language to create a situation: Children, today, let us go to the Pinyin Garden with beautiful music. Autumn outing, okay?

Then play the relaxing and cheerful song "Outing" and let the students sing and move freely along with the music)

A good start is a success. Half. The song "Outing" opened the door to classroom teaching in this class, bringing students into a relaxed and pleasant classroom atmosphere from the beginning, and into a "sound and color" Pinyin Garden learning, inspiring Students’ interest in learning Pinyin.

Second link: (Click) The teacher points to the balloons with different colors on the blackboard, with the compound vowels they just learned written on the back, and the overall recognition of the syllables, and continues to introduce the language. : Before you know it, the Pinyin Kingdom is here. Children, look! There are many balloons in the Pinyin Park. Do you like these beautiful balloons? Pick whichever one you like. The teacher gives each balloon a name. Can you introduce it to everyone? (Students come up to the stage to pick their favorite balloons and introduce the names of the balloons. The following students will read them twice)

Then let the students classify the "balloons"

Have you noticed any characteristics of the names of balloons of the same color? (The names of yellow balloons are all compound vowels, and the names of red balloons are all syllables)

This link The purpose is to hide the boring pinyin letters on the balloons that students like, and tell them that this is the name of each balloon, which is full of interest in life, so that students can review the pronunciation of complex vowels and overall recognition of syllables in interesting and interesting activities. . And arranging the review content in this way reflects flexibility and hierarchy.

Introducing a new lesson: In today’s lesson, we will continue to get to know a few final friends in the Pinyin Park. However, these final friends are a bit special. What is special?

< p>This is a suspenseful introduction that is fascinating and can arouse curiosity.

Part 2: Observe the situation picture and elicit the front nasal vowels

1. Show the "situation picture": let the students talk about what the children in the picture are doing? (Compare one Compare who can say it more specifically and brilliantly) and take the opportunity to penetrate the ideological education of loving the motherland.

2. The teacher leads the children to clap their hands and read the contextual song: press the remote control, Tiananmen Square is reflected on the screen, the colors are bright and the music is beautiful. The more the children watch, the happier they become.

3. The camera leads to the three front nasal vowels to be learned in this lesson: an en in

Part 3: Learn the three front nasal vowels and recognize the syllable as a whole

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I divide this part into the following teaching links:

The first link: focus on teaching the vowel an.

Step one: The teacher first tells the students that the pronunciation of "an" in Tiananmen is the same as the pronunciation of the first vowel we learned today. Then read it twice.

Step 2: Let students analyze by themselves which two letters make up this final?

Step 3: Focus on teaching the pronunciation of the front nasal final: due to the pronunciation of the front nasal final The method is difficult for students to master, so teachers should use gestures to demonstrate while explaining. The specific operation is as follows: Children, please watch the teacher's hands, one hand acts as the palate, and the other acts as the tongue. When we read an, we must first form the mouth shape of a, then push the tip of the tongue up, make a nasal sound, and breathe out through the nose. Say an an an to the teacher. In this way, I think students will learn more intuitively and easily.

Step 4: Practice with students at the same table - read by name - read by driving the train. Teachers can come closer and listen carefully when students are pronunciating. They should patiently correct and guide students for inaccurate pronunciation. At the same time, they should encourage: "Teacher believes that through your efforts, you will be able to pronounce it accurately. Try again!" For students who can pronounce the correct pronunciation after correction, they should also praise a few words: "That's great! Just pronounce it like this." "Good job." etc., so that students can regain their confidence.

Step 5: Teach the four tones of an. Before teaching, you can introduce it like this: an is really talented. He can phoneticize many Chinese characters. Do you want to know them? Then the teacher shows the four tones of an, reads them out of order, and then guides him to learn the four tones of ai in the language environment. . For example: the teacher asked: ān ān what ān? The student answered: ān ān the security of Tiananmen; àn àn what àn? àn àn is the answer.

The main purpose of the design of this link is: only by learning in a method can learning be effective and interesting. In the teaching process, we must teach students to open the door to the treasure house of knowledge themselves. This part focuses on teaching students the pronunciation method of an, which provides the key for students to learn the pronunciation of en in.

The second link: teaching the final rhyme en in

The first step: elicit the pronunciation of en in from the "press" of "press the remote control" and the "ying" of "screen".

Step 2: Students analyze the letter composition of en in and find that en in, like an, is composed of a single vowel plus a nasal sound n.

Step 3: Encourage students to try to pronounce en in according to the pronunciation method of an. During self-study, four people read in groups to see who is the better teacher! During the inspection, the group is also used as a unit, and the "Best Cooperation Award" can be selected.

This link, "from support to release", uses the methods that students have mastered, through group cooperation, and strives to be a little teacher to guide students to conduct self-study, mobilize the enthusiasm of students, and cultivate their initiative The ability to inquire.

The third link: teaching the overall recognition and pronunciation of the syllable yin

This link uses multimedia courseware to demonstrate: in felt very surprised when he saw that an en could be pronounced separately, but he could not. Wronged. One day, he was playing alone on the grass with a hula hoop, and it happened that Dayy also came out to play with a hula hoop. So in told big y about his troubles.

After hearing this, Dayy smiled and said to In: "Little In, don't be sad. The sound of my Dayy is similar to that of your first letter, Little i, and I am the initial consonant. Can't we phonetically pronounce words together? "So, they moved together to form a whole that will never be separated and read the syllable yin.

Then show the four tones of the syllable as a whole, organize students to read it, and call their names.

This link is intended to allow students to learn to read the syllable yin in a lively and interesting way through stories that students love to hear and vivid and intuitive pictures, and to master its pronunciation and use.

Part 4: Teaching the syllables composed of an en in and initial consonants

This part of the teaching is mainly completed through the games of picking apples and pears: children, spell out the fruits in the garden Mature. Look! The red apples and the yellow pears are nodding and waving to us under the breeze. Each fruit has a pinyin name. If you call it correctly, the fruit will be yours. (The teacher wrote the syllables composed of an en in and the initial consonant on the back of the fruit in advance, among which the words pear are followed by three pinyin syllables)

The students whose names were called quickly went to the stage to pick the fruits, and the other students shouted loudly: " "Quick, quick, pick the fruit."

After the students picked it, in order to save time and give more students a chance to read the syllables, they directly held up the syllables behind the fruit and read: "My." What is the name of the fruit?" Read it correctly, and all the students will read it three times, for example: "Yes, yes, ná ná ná"

Chinese Pinyin is a boring string of characters that you want students to learn. Get it quickly and master it firmly, and you will turn boring into interesting. So here we turn the monotonous reading of syllables into an interesting fruit-picking game, allowing students to achieve the predetermined teaching goals by picking and reading.

Part 5: Teaching to read syllable words by looking at pictures:

When teaching the three disyllabic words "shān shuǐ, zhěn tou, jīn yú", I designed the following Links:

1. Teachers use language to create situations: There are many Pinyin dolls in the Pinyin Park. Today, there is a Pinyin doll enthusiastically inviting us to visit his home? Then, the multimedia playback Pinyin doll's words: Welcome, welcome all children to my home.

Then, "landscape painting, pillow, goldfish" appeared on the screen one after another, and the teacher immediately asked: "Children, what did you see in the Pinyin Doll's house? Please tell everyone, and use such things to say something "(For example, the student said: I saw the pillow, and I sleep on it every day.)

2. The camera shows the syllables: shān shuǐ, zhěn tou, jīnyú and the students can read them in various forms.

This link creates a situation of visiting a Pinyin doll’s house to attract students’ interest in pinyin. At the same time, by using landscape paintings, pillows, and goldfish to talk, the students' memories of life were awakened, and the students' language expression skills were also trained.

After this teaching session, I promptly arranged a consolidation game: posting trademarks

(Preparation: The teacher placed pen sharpeners, pencils, and pencil cases on the podium in advance , notebooks and other physical stationery, and paste the scrambled corresponding syllable word cards on the blackboard)

The game operation process is as follows:

1. Teacher’s introduction: Children, look, A batch of stationery was bought into the stationery store today. But the brand names of these stationery have not been pasted yet. Could you please be the salesperson uncle or aunt for the time being and paste the trademarks on the blackboard onto the corresponding stationery?

Several students will come together. "Trademark". When these students came up to choose and post, the other students clapped their hands together and said: "Look, look, post, post, post, the correspondence is wonderful!"

2. The students took the words from the blackboard and were able to read them. Once you have a syllable word card, stick it on the corresponding item.

3. Students hold up the stationery with the logo on it and read it aloud. The whole class will be the judges.

If the student reads and pastes correctly: (student Qi: "Bang Bang Bang!") The student reads it again.

If the student makes a mistake in reading or pasting: (Student Qi: "Wrong, wrong, wrong! Think again!")

This link is intended to pass a lively and interesting trademark pasting game. , help students establish the connection between things and Pinyin words, thereby improving the efficiency of reviewing and consolidating the Pinyin they have learned.

Part 6: Teaching to read pictures and read pure Pinyin sentences:

The first link: The multimedia courseware shows the children putting together the tangram puzzle. The teacher asked: "Children, how to put together the puzzle in the music garden?" What are the children doing?” (Students answered: playing jigsaw puzzle)

In order to mobilize students’ life experience and attract interest, the teacher continued to ask: “Have you ever played jigsaw puzzle? What things have you made with jigsaw puzzle? ”

Immediately afterwards, a multimedia demonstration of the assembled aircraft was given. Then the teacher introduced: This kid can also spell a lot of things, and look! He was talking excitedly while spelling. Do you want to know what he said? The teacher then clicked, and the syllables popped up on the screen one by one. (Due to time constraints, the syllables will not be jumped out one by one)

wǒ de jī zhēn hǎo wán,

dà jià fēi jī fēi lán tiān.

Second link : Students freely read the pinyin line by line - then you read to me, and I read to you, helping each other to read the pinyin sentences well. ——Finally, check, name and read line by line, read in conjunction——-Reading competition for boys and girls-Read together, etc.

This part uses multimedia teaching methods to teach vividly, which not only meets the age characteristics of students, but also breaks through the difficulty of reading pure Pinyin sentences.

After this teaching, you can also conduct extended reading exercises in time:

Step 1: The teacher continues to guide: the children become more energetic as they work harder, and voila, change! Change! Change. ! (The "bird", "kitten" and "little house" made up of tangrams are displayed on the screen respectively.)

Step 2: The teacher continues to guide: What did the children say? Then Click on the screen to display Pinyin sentences respectively:

My building blocks are so fun, I can build a bird to fly into the blue sky.

My building blocks are so fun, and the kitten is so cute.

My building blocks are so fun and the hut I build is so beautiful. < /p>

This extended reading practice is intended to further expand students’ thinking and further cultivate their ability to spell pure Pinyin sentences. Moreover, by choosing the Pinyin sentences that interest them for practice reading, the individual needs of the students are respected, the students are fully given the space to choose freely, the students' thirst for knowledge is greatly stimulated, and the world for students to show themselves in the classroom is truly opened up.

The seventh part should be a summary of the class.

Interest is the key to learning Chinese Pinyin well. As long as we can carefully design the teaching process, use a variety of teaching methods, and skillfully create a learning environment, we will surely be able to mobilize children's enthusiasm for learning. Finally, let us all wish that our students can enjoy the joy of learning Chinese in the paradise of Pinyin. ;