The original text of Article 1 "Hand Shadow Play" in the first-grade primary school Chinese language Ningning was playing hand shadow play under the street lamp. He flexed and stretched his hands and saw a chick looking for its mother on the wall.

Suddenly, a cat jumped out from opposite the chicken and rushed towards the chicken. It turned out that a boy I didn't know also made hand shadows.

Ning Ning’s hand changed, and a dog ran out of the wall and rushed towards the cat. The boy immediately turned the cat into a big tiger.

Part 2 of the first-grade primary school Chinese language "Hand Shadow Play" lesson plan 1, text description

This text is about Ning Ning and an unknown little boy making hand shadow plays under the street lamp. . There are four natural paragraphs in the full text. The first, second and third natural paragraphs are about Ning Ning’s vivid hand shadow contest with an unknown little boy. In the fourth natural paragraph, Ning Ning thought for a while and took the initiative to give in. The little boy was embarrassed and stopped fighting. They started playing happily together. The text is close to children's life, full of interest and educational significance.

2. Teaching objectives

1. Recognize 14 new characters, be able to write 7 characters, and recognize a new stroke, slant hook.

2. Accumulate words independently.

3. By reading the text, you can experience the joy of playing games with children.

4. Read the text correctly and fluently.

3. Teaching preparation

1. New words and vocabulary cards.

2. Projector.

3. Color pictures. (Ning Ning, street lamp, little boy, chick, cat, dog, tiger, two pigeons)

IV. Teaching hours

2 class hours

5. Teaching process

First lesson

(1) Create situations and introduce new lessons.

1. (The teacher plays the role of a magician) Today, the magician will do magic with the children. Children, please open your eyes and watch carefully! (Use a projector to make various hand shadow plays on the screen: birds, cats, dogs, tigers, pigeons...)

2. Reveal the title: The game the teacher just played for the children is called Hand shadow play. (Blackboard writing topic, understanding the words "shadow and play") There is a child named Ning Ning. He and a little boy he doesn't know are playing shadow play under the street lamp. Let's go and have a look!

(2) Read it and read the text thoroughly.

1. Ask the children to read the text aloud in the way they like. Teachers and students work together to determine learning goals, read the pronunciation of new words accurately, underline words they do not understand, and read the text correctly and smoothly without adding or missing words.

2. Check literacy. (Show cards of new words and new words)

Play with hand shadows on Ningning street lights and play with him and me opposite each other

Show up and look at boys you know before and rush at pigeons

Encourage students to learn on their own: these Which new words don’t need to be taught by a teacher? You already know them?

3. Check the reading situation.

Teacher: Which student is now confident that he can read the text correctly and fluently? (Evaluate in a timely manner according to the requirements of "correctness and fluency", and pay attention to encouragement).

(3) Enlightenment and understand the text.

1. Ask the children to read the text again, think about it while reading, and communicate after reading to talk about what they have understood.

2. On the basis of communication, let students explain the main content of the text in an orderly manner based on writing on the blackboard.

3. Guide students to discuss: Why did Ning Ning and the boy later turn into pigeons? (Can inspire students: Ningning thought for a moment, what was she thinking? Why did she think of conjuring a pigeon? What does the pigeon represent? What did the little boy think?)

4. Give play to the leading role of teachers , let students study again and carry out education.

Ning Ning started to have a vivid hand shadow contest with an unknown boy. Later, Ning Ning thought about it and gave in. The little boy was embarrassed and stopped competing, so they stayed together. Have fun playing. Children must also learn tolerance.

(4) Have a competition to read the text well.

1. Children, you are amazing, you have read this story on your own. So now, how do you plan to read this text well?

2. Reading competition: Let students practice reading first, and then compete in reading.

When students practice, they should think about the mood of Ning Ning and the little boy at that time. They can choose their favorite paragraphs to practice, or they can read to each other at the same table. During the competition reading process, pay attention to the use of language to stimulate students' competitive spirit. For example: "Who is willing to challenge him?" "The teacher also wants to give it a try." At the same time, guide students to read some key sentences, such as: "Suddenly, a cat jumped out opposite the chicken and rushed towards the chicken.", "Ning Ning's hand changed, and a dog ran out of the wall and rushed towards the cat." "Two pigeons playing together."

(5) Read my vocabulary library and tell me what other words you have accumulated.

Second Lesson

(1) Check the reading aloud.

1. Read the names in natural paragraphs.

2. Group competition to read aloud with emotion.

3. Read the full text together.

(2) Act out and bring the text to life.

1. The children read so well! Such a nice story, do you want to act it out?

2. Organize students to play hand shadow games.

(1) Let the students be the “directors” first.

Q: How can we perform? What suggestions do you have? Which child will be the "director"?

For example: Ning Ning’s expression when she started playing; after the little boy came, Ning Ning’s expression, the little boy’s expression; what was Ning Ning’s expression afterward? What about the little boy?

The gesture should be used for "chicken, cat, dog, tiger, pigeon".

(2) Free practice.

(3) Name the character to put on a headdress and perform, and the teachers and students will comment unanimously.

(3) Writing.

1. Read: I, find, also, many, books, bags, rain. (Read by name, read together)

2. Understand new strokes.

(1) Show the projection

(2) Model reading, name reading, and collective reading.

(3) Writing method: slant the pen all the way down, and then hook it up.

(4) Let students talk about the difference between lying hook and lying hook.

3. Find the words with "": I, find.

4. Analyze glyphs and guide writing. (Emphasis on stroke order and reading and writing postures, pay attention to the upper and lower proportions of words, and write words evenly)

(1) For example: I show the syllable wǒ and demonstrate the name of the strokes while writing. Words, speaking.

(2) Think about which words you can remember, how you remember them, and report them on stage.

(3) Students practice writing on the grid notebook.

(4) Homework arrangements.

1. In the field grid, write 7 new characters and form words.

Part 3 Reflection on the Teaching of the Chinese Language "Hand Shadow Play" in the First Grade of Primary School "Hand Shadow Play" is a text in the first volume of the first grade. It is a small text full of children's interest and beautiful pictures and texts. It tells about two children playing a hand shadow game under a street lamp. It praises an innocent friendship through two little boys completing a hand shadow game under the street lamp. In order to better highlight the characteristics of the teaching materials and better cultivate students' Chinese literacy, I focus on the following three aspects of teaching in this class:

1. Pay attention to the cultivation of students' good reading habits.

When reading texts to themselves, students are put forward with the simplest and most practical requirements and guided to solve pronunciation problems on their own during reading, thus cultivating students' good reading habits. Later, when checking the self-reading status in small sections, teachers and students listened carefully together to help students reading each word accurately. This not only allowed teachers and students to participate in the learning process together, but also focused on cultivating students' ability to listen carefully and be good at evaluation. Habit. Because for first-grade children, it is extremely important and necessary to develop good study habits. Only by listening carefully can they absorb and evaluate. At the same time, in listening carefully and in friendly and pertinent evaluations, students' humanistic qualities also improve. Keep improving.

2. Pay attention to literacy teaching and cultivate the ability of independent and cooperative literacy.

When analyzing the teaching materials, I classified the new words in this lesson according to the students' cognitive patterns and levels. Some of the easier words can be learned through students' independent cooperation, which allows students to learn words in their own way, such as adding words. Various literacy methods such as writing words, changing radicals, counting strokes, forming words, making sentences, making up children's songs, making up riddles, telling stories, etc. cultivate the ability of independent learning, and at the same time cultivate the spirit of cooperation in literacy cooperation with classmates. The other part is more difficult and can be studied along with the text under the guidance of the teacher. Students are also very interested and have deep memories. In this way, through two stages of literacy, learning presents a gradient and reduces the difficulty. At the end, interesting literacy games are designed for students to consolidate while playing, and the literacy efficiency is greatly improved.

3. Pay attention to reading teaching, develop students’ innovative thinking, and gain unique emotional experience.

The teacher guides the students to achieve the purpose of literacy in the language environment through multiple solid readings. How important is this process for students to go from reading and listening to reading on their own, from needing help from others to reading fluently to gaining their own unique emotional experience! In fact, the process of reading is not only a process of students' literacy, but also a process of students' active thinking and emotional experience.