Unit 8: Getting along with each other

1. Analysis of textbooks and book series

1. Analysis of teaching materials

This unit focuses on the theme of "getting along with each other" , compiled 4 texts and 1 Chinese garden, "Fox Pretends Tiger's Power", "Fox Shares Cheese", "Paper Boat and Kite", "Wind Doll".

"The Fox Pretends to Pretend the Tiger" is a fable, with simple language content and a truth conveyed through storytelling. "The Fox Divides the Cheese" is a folktale. Folktales are passed down orally and contain some truth. "Paper Boat and Kite" and "Wind Doll" are fairy tales. Fairy tales are a type of children's literature that use rich imagination, fantasy, and exaggeration to create artistic images and reflect life. The plots of these texts are vivid and interesting, and the characters have distinctive personalities. They guide students to pay attention to getting along well with others in their study and life.

"Comprehensive use of multiple methods to independently read and read freely" is a focus of this unit's teaching. The first grade arranges comic book texts to guide students to guess and read unknown characters by using pictures, glyph characteristics, context and life experience. On this basis, this volume arranges "Paper Boats and Kites" and "Wind Doll" The two texts without phonetic notation are designed to guide students to comprehensively apply the methods they have learned before and the radical search method they learned this semester and other literacy methods into the study of the texts. This arrangement also paves the way for the study of the second volume of second-grade texts, which no longer requires full-text phonetic notation. In literacy teaching, it is appropriate to use the method of classification and memorization to help students memorize, and to help students accumulate knowledge in the text context and life situations. Regarding independent reading, we must continue to learn to read texts by characters. When reading aloud, through character experience, we can feel the characters in fairy tales, understand the principles conveyed in folk stories, and understand the meaning of the language. Storytelling, performance and other methods can be used in teaching to achieve the purpose of accumulating and using language. When studying "Paper Boat and Kite", continue to learn to read silently, so that you can read without pointing and without moving your lips.

"Retelling the text with the help of prompts" is another teaching focus of this unit. The after-school question of "Wind Doll" requires students to tell stories according to prompts. When teaching, students need to be guided to tell the story with the help of prompts on the basis of understanding the main content of the text "where the wind doll went and what it did". The after-class questions of "Fox Fake Tiger Power" require the words to be classified first. After classification, students need to be guided to perceive how they say and do according to the two types of words, and use prompts in the dialogue to help students understand the psychological activities of the characters. On this basis Implement the role-based performances in place.

Each part of the "Chinese Garden" in this unit should focus on students' language accumulation and application. When teaching, it is necessary to establish the connection between them and the text, pay attention to the participation of all, let students accumulate learning experience in new language practice activities, and stimulate their learning potential. 2. Series analysis

This group of teaching materials focuses on the above "double main lines". The "Chinese Theme Learning" series "Story Happy Valley" mainly arranges the "Me and You Hand in Hand" module, with a total of 11 articles. article. Among them, 8 articles are arranged for model reading and 3 articles are arranged for group reading (see the table below).

Most of the articles organized in the series are written in concise, lively and interesting language. From the perspective of children, most of them use small animals familiar to students as the protagonists, and help students understand the world through extremely interesting storylines. , feel the kindness and cuteness of small animals. And accumulate language in reading, cultivate sentiments and improve literacy in reading. Among them, "The Little Fox's Treasure Box" writes about the kindness and cuteness of the little fox from another perspective. After the article, we arranged to act out the story with the help of related words, which coincides with "The Fox Pretends to Be the Tiger" in terms of language elements. After the lesson of "The Fox Divides the Cheese", a role-based reading is arranged. "Birthday Flower Shop" has many characters and is also suitable for role-based reading. Therefore, it can be used as an article for integrated teaching. "Birthday Flower Shop" consolidates the method of using role-based reading. Read the article well and understand the text. "Paper Boat and Kite" writes about the sincere friendship between a squirrel and a little bear. It requires silent reading for the second time. It is consistent with "White Rabbit and Gray Rabbit" in terms of content, theme and language elements. Focusing on "how to learn to get along with others", collect famous quotes about friendship. "Wind Doll" trains students to tell stories according to prompts and think about what else they can do if they have a stroke in life. "Wind Aunt" can train students to speak in sentence patterns. "Aunt Feng's Photo" also writes about the effects that wind brings to the surrounding things. Magical changes, the same theme as "Wind Doll".

In addition to reading the three articles in the "Group Reading Class", the "Group Reading Class" also needs to complete three practical activities.

2. Unit teaching objectives

1. Be able to recognize 53 new characters such as "false" and "wei", accurately read the two polyphonic characters "zhuan" and "boring", and be able to write "food," "Things" etc. 31

2. Use a variety of methods to learn Chinese characters independently, use the characteristics of phonograms to guess onomatopoeic words, and use them appropriately according to the context

3. Continue learning Read silently, trying to be silent. Learn to read the text aloud by role.

5. Understand the people and things in the story during the reading process, guide students to boldly communicate their ideas, and cultivate students' initiative

6. Understand the truth contained in the story, and distinguish between right and wrong, beauty and ugliness. , know how to do things and how to get along well with others.

Reflection: Use a variety of methods to learn literacy independently and read freely. Retell the text with the help of prompts. Let students focus on language accumulation and application to stimulate their learning potential. Learn to read silently and read aloud by role.