Analysis of teaching materials

The garden uses three groups of characters to guide students to discover independently and use the rules of "plus one plus", "subtract one minus" and "unify one to combine" to learn characters. In addition, a display stand is used to guide students to learn to read characters on product packages or trademarks, stimulate students' interest in literacy, and help students develop a good habit of literacy in daily life. Oral communication has two parts: one is for students to communicate about the garbage issues around them; the other is to talk about their ideas, draw pictures, and then practice them outside class. Through reciting poems and oral communication, students can understand the importance of protecting the environment, learn, live, discover and be happy.

Teaching objectives

1. Be able to recognize 7 new characters such as "zi" and "dai". Stimulate the desire to take the initiative to read and cultivate the ability to read independently.

2. Read words and poems correctly and recite poems.

3. Dare to express your opinions boldly when communicating with classmates.

4. Know the importance of protecting the environment and consciously protect the environmental sanitation around you.

Preparation before class

1. Multimedia teaching courseware.

2. Students collect food packaging or trademarks before class.

Class schedule: 3 lessons

Teaching design and description

First lesson

1. Passion introduction

(Courseware provided: The beautiful scenery of spring.) Children, the flowers are in full bloom in spring, so beautiful! There are birds chirping and flowers blooming everywhere in the park and along the road, making people forget to leave. You see, flowers are blooming in the learning garden, and they are fragrant and charming! Hey, this is the "Rose Garden" adopted by our class. Let's go in and have a look!

[First grade students’ unintentional attention dominates. The multimedia courseware has bright colors and charming scenery, which immediately attracts students' attention. ]

2. I will recognize 1

1. (Courseware presentation: There are many rose flowers in the garden.) There are two flowers on one branch, and what’s even better is that they are also hidden Keeping a little secret! Ask students to click on the flower, click on the words and read them. If they have difficulty, other students can help.

2. A group of four people learn to read and help each other learn.

3. Ask students to be primary teachers to read the pinyin words.

4. Read it without pinyin and talk about how to remember these words.

5. Who has made new discoveries in literacy today? (A small red flower will be awarded to those who say the methods of "plus one plus" and "minus one minus".)

6. Recall the words you know, which ones can also be used with "plus plus, minus minus". " method to remember.

[Encourage students to treat learning with a master's attitude, develop the habit of independent learning, cultivate the spirit of cooperation, create a relaxed, harmonious and democratic learning atmosphere, and improve learning efficiency. ]

3. I know how to recognize 2

1. (Courseware presentation: The peach garden adopted by the teacher, and then a close-up of four flowers blooming on one branch.) Among these four flowers There are also secrets hidden, who will reveal them.

2. Ask students to click on one of the flowers, a word will appear, read it, click again, two small flowers will bloom under the big flower, which are the two parts of the word, and read again. Click on all four words in the four flowers.

3. Ask students to discuss ways to remember them.

4. Who has made new discoveries? (The red flower will be awarded to those who come up with the method of "unity and unity".)

5. The teacher uses the courseware to show a few small flowers. The words in the small flowers are: female, horse, son, mouth. Ask the students to Two small flowers merge into one big flower (one word).

[Encourage students to explore, discover, and find the rules of literacy independently. It also guides students to think reversely, learn knowledge, and gain a sense of accomplishment.

]

IV. Display stand

1. Ask students to take out product packages or trademarks collected outside class.

2. Read in groups of four.

3. Talk about some good literacy methods when collecting trademarks outside class.

4. Arrange it as a display board, and students can read interactively.

Children, your efforts have made my class’s rose garden bloom again with many flowers (see courseware). We have really gained a lot today!

[Chinese language is everywhere in life. Let life enter Chinese language learning and students' cognitive world to create a broader space. At the same time, students are encouraged to learn freely and discover independently, and build a platform for students to build new knowledge. ]

Second Lesson

1. Introduction

In the last lesson, the children made many flowers bloom in the rose garden of our class by collecting trademarks after class ( courseware display).

2. I can read

1. (The courseware shows the Apricot Garden of Class 102. There is a child at the door shouting "Buy a ticket to enter the garden") Class 102 students are selling tickets. Well, do you want to go in and have a look?

2. Click on the ticket and the words in "I can read" will appear. Whichever group of students can read first will go in first. Requirements:

a. Every student in the group will raise their hands after reading.

b. When checking word reading, each student in the group should read one word, and students in the group are not allowed to remind them.

3. Students prepare and teachers inspect.

4. Read in the order of raising hands, other students will be the referee.

5. Ask the group that reads accurately and quickly to introduce their experience.

6. Students set questions to test each other. (For example: using words to speak, looking for words with similar meanings, looking for words with the same structure, etc.) Help the classmates in our class who the other party does not know.

[The exercises here use the form of testing each other in turn, rather than the teacher setting questions for students to do. This will help students have a personalized understanding of the learning content and broaden their thinking space. ]

IV. Read and memorize

1. (Courseware provided: The children of Class 102 serve as tour guides to lead everyone to enjoy the beautiful scenery. There are birds singing happily on a tree.) Children, you are so capable, the birds are singing your praises!

2. (Courseware provided: the tour guide’s child’s poem “Little Bird”) He asked everyone to help talk to the little bird. Students read freely.

3. Discuss in the group why "I" want the bird to jump gently.

4. Read aloud in sections by name. At the same table, one reads and the other responds with actions.

5. Play back the scene of the bird jumping and screaming, and ask the children to warn the bird. (Read and recite) When students can read or recite emotionally, ask the bird to stop.

[Reading from back to back, with the help of birds as judges, students will be more engaged and their emotions will be more in place. Reciting can not only accumulate language materials and increase knowledge, but also accumulate language experience in an all-round way. ]

5. Practice

1. Read and talk: Nuan Nuan - Nuan Nuan and understand - Joy - Happy -

2. Extracurricular Collect your favorite poems, read them and memorize them.

[Teaching materials are only a carrier for inheriting culture, and classroom teaching is only a system for students to learn. Teachers should guide students to get out of the classroom, read a lot, absorb rich knowledge, learn happily, and grow up healthily. ]

The third lesson

The garbage around us (oral communication)

Teaching objectives:

1. Understand domestic garbage through investigation Sources of garbage, knowing that the generation of garbage is inevitable, but it can be dealt with well.

2. During the communication process, learn to listen to teachers and classmates and boldly express your ideas.

3. Through drawing, etc., imagine the disposal of garbage, and understand that you should care for the environment from an early age.

Preparation before class:

1. Check the source of garbage.

2. A set of multimedia courseware.

3. Materials required for painting, making models, etc.

Teaching design and explanation

1. Create situations and reveal topics.

Children, I have some very unfortunate news for you: Grandpa Earth is sick. Listen, he is groaning in pain! (Plays the sound of Grandpa Earth groaning), do you know who caused the trouble? Tell you it's garbage.

1. Show the class trash can and guess what’s in it.

2. Revealing the topic: These garbage appear around us unknowingly, so we call them "garbage around us". (Show)

[Oral communication is a verbal activity that occurs in a specific environment. It cannot be carried out without a specific environment. Life provides a living source for oral communication, and carefully creating communicative situations is conducive to stimulating students' desire to express. ]

2. Review the investigation and talk about the origin.

Children, Grandpa Earth knows about your investigation into domestic waste, and he wants to talk to you. (Play the voice of Grandpa Earth: Children, you have worked hard, can you tell me where the garbage comes from?)

1. Ask the children to divide into groups of four to talk about the results of their investigation.

2. The team reports the investigation results. If there are any omissions when the team leader reports, please ask the team members to add them in time.

3. Teacher’s presentation: When the teacher asked everyone to investigate how garbage is produced, he also acted as a thoughtful person. You see, this is the garbage on the street and the production of garbage. (Multimedia courseware) Show: On the street, there are plastic bags, fruit peels and other garbage; an old woman scattered a bag of medicine residue on the road in the community.

4. Ask the children to talk about what rubbish they found in the courseware.

5. Tell Grandpa Earth the conclusion: the emergence of garbage is inevitable, but we can let the garbage go into the trash can.

[The reappearance of life gives students an immersive and familiar feeling, and their emotions will become heightened and their enthusiasm for participation will be stimulated. ]

3. Carry out activities to deal with garbage.

Voice of Grandpa Earth: Since garbage is inevitable in your life, and it is impossible for you to live and study in garbage, garbage must be disposed of. Is there any good way to deal with it? I set up a "Golden Idea" award to see who can get this glorious award.

1. First dispose of the garbage on the street that the teacher saw.

2. Name and talk about the disposal of garbage on the street.

3. Create situations to stop littering. (The teacher plays the role of the grandma in the courseware, and the students stop the grandma from littering.) The teacher always praises students who pay attention to civility and politeness and speak appropriately.

4. Free combinations to carry out the "Golden Ideas" competition.

[Realize the interaction between students and students, teachers and students, people and scenery, cultivate students' communicative ability, develop students' language skills, and reflect the appropriateness of oral communication. ]

4. Interactive communication and language communication.

The on-site press conference on garbage disposal began.

1. Ask the team to send a representative to introduce the team’s golden ideas, and other team members can add them at any time. Is a drawing or model displayed on a blackboard.

2. Children in other groups listen carefully, see clearly, and wait for them to comment or question after they finish the introduction. The teacher always gives instructions and guides students to speak completely, with a loud voice and a generous attitude.

3. Please comment on which group has the best idea.

4. Grandpa Earth’s evaluation.

(Words from Grandpa Earth: Children, you really love to use your brains. You have found the root cause of my illness. It seems that you can all win the "Golden Idea" award. Congratulations.)

[The excitement of the students is A catalyst for oral communication. Through competition activities, students' emotions can be greatly mobilized. ]

5. Summarize the activities and extend them.

1. Children are really capable. You have helped Grandpa Earth find the cause of his illness, and we can help him treat his illness. However, only people in our class know what we think. How can we get everyone to take action?

2. Extension:

a. Go home and convince parents to dispose of the garbage.

b. Send the “golden ideas” to uncles and aunts at the garbage transfer station and ask them to adopt them.

c. Make paintings, models, etc. into promotional materials, and go to streets and communities to promote them, calling on everyone to take action to become environmental defenders.

3. Teacher summary: Through the efforts of the children, Grandpa Earth will soon be energetic and beautiful again. Let's look forward to the future of the earth together. (The multimedia shows the purity and beauty of the earth. Grandpa Earth thanks the children and says goodbye to them.) (In the sound of harmonious and cheerful music, the children leave the classroom and the get out of class is over.)