1. Recognize 11 new words, read the text correctly and fluently, and be able to read by role. 2. Educate students to be brave and face-to-face when encountering difficulties, and to use their brains optimistically to find ways to overcome difficulties. And develop a good habit of helping others. 3. Combining pictures and texts to read aloud and comprehend the content (1) Study the first natural section Teacher: Imagine what the dry well the little frog fell into looked like? (Sheng Ziyi means black; deep; can’t jump out?) Teacher: Your imagination is so rich! At this time, if you were a little frog, what would you do? Life Freedom Talk (Nervous and Fearful Teacher: You are really good kids who like to use your brains, you have come up with so many solutions? So how did the little frog in the story do it? Let’s see who can find a way to save the happy little frog first! (2) Learn natural paragraphs 2-6. While reading, use horizontal lines to draw what the little frog says, and use curved lines to draw what the elephant says. Teacher: (show the picture and perform) Look, the elephant is walking. , suddenly heard? Teacher: Yes, it’s so strange, so I was attracted. Who will follow Uncle Elephant and ask? Student: Who is singing in the well? (Sentence) Teacher: I think The voice of Uncle Elephant is a bit too thin. It should be pronounced thicker. Then read it again. Comment: The voice of Uncle Elephant is much calmer – very good.) Who else wants to ask? Let’s try it too! Teacher: If you were a little frog in the well, after waiting for so long, and finally heard the voice coming from above, how would you feel? Teacher: What kind of tone do you want to read? ——(Anxious and happy tone for the little frog) What a compassionate child! ——Reading (personal reading) ——Add some expressions and movements.

(Individual reading, group reading) Teacher: Hearing the cry for help, the elephant became even more strange. The elephant asked? The student answered: "You fell into the well, why didn't you cry, and why did you still have the heart to sing?" (Sentences provided in the courseware) Student: "I sing because I believe that my friends will come to save me when they hear my singing. If I encounter any difficulties, I will cry. If I do not cry, I will believe that my friends will save me. If I encounter difficulties, I will not cry." Nose, what kind of tone should we read? (Student: confident, firm) Who will try to read again and read out his confidence. Teacher: (Comment: It’s a good read. I believe you are also a confident child.) Who Do you want to read it again? (Comment: The teacher believes that you will also be a strong and brave child) Teacher: Using singing to attract friends to save him, what kind of little frog is this? (Student: Smart. Teacher writes on the blackboard ) When faced with difficulties, he doesn’t cry but instead faces them by singing. What kind of little frog is he? (Student: Optimistic. Teacher writes on the blackboard) Teacher: Yes, Uncle Elephant also wants to praise the little frog. Well, let us brag with Uncle Elephant. Teacher: As the elephant said, he stretched out his long trunk and rescued the little frog. Teacher: Please look at the picture. The rescued little frog sat happily. On the elephant's trunk, what do you think the little frog would say to the elephant? What did Uncle Elephant say? Teacher: You are such good and polite children. Uncle Elephant's noble character and the little frog's The spirit is worth learning. Teacher: Through study, we met two good friends. We were moved by this beautiful story. Let’s read this touching story in different roles.

OK? (Group reading by role) Teacher: You are doing really well in reading. The teacher also wants to join, okay? The teacher reads the narration, and the little frogs have to remember to add actions. (Teachers and students read the text together in different roles) My classmates, in our daily study and life, we will also encounter some difficulties. How did you do it? What will you do next? Teacher: We have learned so many advantages from the little frog. We must pass on these advantages. Can we do this? The happy little frog is smart, brave and optimistic) The elephant heard the rescue suggestion. Number of hours of study: 1 class hour, 11 words, and can write the five words "well", "heart", "come" and "you" "The happy little frog" is a standard experiment in the compulsory education curriculum of the Chinese Language Society Contents of Lesson 19 of the first grade textbook. This text is a fairy tale. It tells the story of a little frog who accidentally fell into a dry well, sang a song in the well without panic, and was finally rescued by an elephant. This story tells us that no matter what difficulties we encounter, we must have an optimistic attitude, face them bravely, actively use our brains, and find ways to overcome difficulties. This is a fairy tale with simple and vivid content without preaching. It is suitable for students to read and understand the purpose of this lesson design during reading. Studying this course will not only help students improve their Chinese literacy, but also help cultivate students' optimistic attitude towards life and the good habit of using their brains when encountering difficulties. Pay attention to the integration between subjects, and use the song "Little Frog Looking for a Home" to stimulate interest and integrate it into the teaching of this class. Pay attention to students' autonomy, cooperation, inquiry learning, independent reading, cooperative literacy, and self-enlightenment through inquiry. 1. The teacher played "Little Frog Looking for a Home". A student wearing a little frog headdress jumped out to accompany the music, and the whole class also sang along.

A little frog, croak! I want to go home, ah! Jump, jump, quack! Hopping, croaking, hopping, croaking, croaking! 3. The teacher draws a little frog on the blackboard. The guide said: Now that the little frog has fallen into the well, who will find a solution for him? Ask a few students to talk. 3. Learn to read in groups. Students show each other new word cards (new word cards can be written by the students themselves, or written by their parents.) 4. Teachers use various methods to check the learning status of new words. The teacher shows the cards of new words, words, and short sentences, starts the train reading, rushes to read, and the study group reads together. 2. Read the passage you like emotionally to others, whether it is your deskmate, the teacher, or your best friends. 3. Read the passage you like emotionally to the whole class. Listen, let the students comment and compare to see who reads the best and reads with the appropriate tone. 2. Think about it: Why did the little frog still sing when he fell into the well? What else could he do if the little frog didn't sing? Do you like this little frog? Why? 4. Teacher summary: This little frog is a happy one The little frog, the smart little frog, the brave little frog. The teacher wrote on the blackboard happy, smart and brave. The teacher played "Little Frog Looking for a Home", turning each student into a happy little frog, a smart little frog, and a brave little frog while singing and jumping out of the classroom. Version 1 of Chinese Language, Volume 1, Baiyuan Garden Three Abilities, Speaking, Listening and Storytelling 1. I can listen carefully to the story of "The Happy Little Frog" and understand the content of the story. (Develop a good habit of listening carefully) I can listen carefully to the story of "The Happy Little Frog" and understand the content of the story.

(Develop a good habit of listening carefully) Today the teacher brought you a story about small animals. Do you want to hear it? Who is this little creature? The teacher draws on the blackboard and looks at it carefully. (Teacher’s simple drawing) Yes, today we will tell a story about a little frog. What do the students know about little frogs? Ask the students to turn the book to page 34 and listen to the story while looking at the pictures. (Write on the blackboard: Listen to the story) You listen very carefully (Write on the blackboard: Listen carefully). Only by listening carefully can you know what is going on. The teacher tells the story again. (Write on the blackboard: tell a story) Observe the teacher’s voice, movements, and expressions. How is the content of the story different from what the teacher just told? Finally, the teacher added: before telling a story, you should say hello to everyone and name the people you want to tell the story to. The story is over, and I would like to bow and thank everyone for listening. Be polite. Now we are going to hold a "Golden Microphone" story-telling competition. Everyone tells "The Happy Little Frog" in the group, and a representative is selected to speak on stage to see which students can win the Golden Microphone Award. Which group comes first? The other students are all judges. Listen carefully, observe carefully, and then evaluate from these aspects to see who speaks well and what are the advantages? Through today's study, we learned how to listen to stories, listen carefully and learn to observe at the same time. He also mastered the skills of storytelling, with a loud voice and clear words, rich expressions and beautiful movements, complete plots and imagination, greetings at the beginning, thanks at the end, and politeness. I hope everyone will become a good child who is good at listening, willing to express, and polite.Listen to the story carefully, the voice is loud, the words are clear, the plot is complete and imaginative