Teaching objectives of Chinese pinyin teaching plan 1
1. Learn the vowels I, U and U, read the correct sound, recognize the shape and write correctly.
2. Master the four tones of I, U and U, and can read the tones directly.
3. Learn to use the four-line grid.
focus
Teach students to pronounce the three vowels of iuü correctly.
difficulty
Learn the four tones of iuü and read two or three tones well.
teaching process
first kind
Teaching objectives
1. Learn the three vowels I, U and U, read the correct sounds and recognize the shapes.
2. Master the four tones of I, U and ü.
First, guide the review of monosyllables A, O and E.
Show me the cards and read them all.
Today we are going to learn the second lesson of Chinese Pinyin.
Second, learn the pronunciation of I, U, U and the four tones.
1. Teaching single vowel I
(l) (Showing the first picture) Q: What did you find? (a dress)
(showing the card of I) Q: Can you understand it? Pronunciation and name reading.
(2) master the four tones of I.
Show me the four tones of I and ask: Who wants to try to read it? Pronunciation, reading by name, reading together.
2. Teaching single vowel U
(1) (Showing the second picture) Q: What do you know? (a crow, u is pronounced the same as crow's black)
Guide reading, name reading.
(2) learn the four tones of u.
Try reading in groups and refer to reading.
3. Monovowel teaching
(Show the third picture and {four tones} Q: What do you think of?
Fan reads, Qi reads, and reads.
Third, review the four tones of iu.
Second lesson
First, check the import.
Reading iu{ cards together is the four tones of reading iu{.
Second, guide the study of iu{
1. Teachers guide students to observe iu in four-wire grid.
Q: What grid do they occupy? (me, {case and capital, u case}
2. Teacher's demonstration writing: iu
Students write three times in their exercise books. Pay attention to the stroke order of {}: write U first, and then write two points on two vertical and two curved lines.
3. Let the students practice I, U,
Third, summary.
We learned the second lesson of Chinese Pinyin and mastered the sound, shape and writing of three single vowels of IU.
Fourth, homework
1. Write the four tones of iu{ in the exercise book.
Read this article after class.
(People's Education Edition "Chinese Pinyin i u ü Teaching Plan II" Volume I) Teaching Focus
1. Read the three vowels correctly, identify the glyphs and write correctly.
2. Accurately read the four tones of a single vowel.
Teaching difficulties
Accurately pronounce four tones of a single vowel, of which two and three are more difficult to master.
Teaching process:
first kind
First, review.
1. Show me the aoe letter card for students to read.
2. Read the four tones of aoe.
3. Let the students recall how they learned the pronunciation and shape of the single vowel aoe. On the basis of students' summary, show three pictures and three letters of Iu. Let the students look at the pictures and talk about how to remember the sound and shape of Iu.
Second, learn the sound shape of iu.
(a) learning the single vowel I
1. Observe the diagram of I.
What is the (1) graph?
(2) How to pronounce this letter? Read the sound of I through clothes,
(3) The teacher's demonstration reading focuses on the key points of pronunciation: when I sound, the mouth is very small, the upper and lower teeth are aligned, the front of the tongue is raised, and the corners of the mouth are slightly sideways.
(4) Students practice reading aloud and experience the key points of pronunciation.
(5) Students at the same table read and correct each other.
(6) study by train.
2. learn the shape of I.
(1) Look at this picture carefully and see if there is any good way to remember the shape of I!
(2) Learning and Memorizing Children's Songs: Tooth Arrangement III
3. Learn the four tones of I
(1) Show me the vowel I. Q: Do you know how to mark the tone of I? You can read books. Who wants to talk?
(2) The teacher emphasized that when the vowel I is marked, the dot on the head of I should be removed. Teacher's blackboard writing: blackboard writing.
(3) Try to read the four tones of I by yourself.
(4) Teachers demonstrate reading and students follow (sequential reading)
(5) Students at the same table read aloud to each other (order)
(6) Read by name. The teacher corrected the pronunciation of two tones and three tones.
(7) Q: What words can be used to pronounce the four tones of I in daily life?
(and hospitals; Doubt; Yes; √ Art)
(8) Students at the same table disturb the four-tone reading order. Direct Call of Toned Vowels
(9) Read four tones.
(B) learning the single vowel U
1. Observe the U-shape diagram.
What is the (1) graph?
(2) How to pronounce this letter? Try to learn the U sound by yourself with the help of Crow Black.
(3) The teacher demonstrates the key points of reading aloud: when pronouncing the U sound, try to gather your lips into a circle with your mouth protruding, leaving only a small hole in the middle and your tongue shrinking backwards.
(4) Students practice reading aloud, understand the key points of pronunciation and correctly read the sounds of letters.
(5) Read by name.
(6) Read and correct each other at the same table.
Step 2 learn the shape of u
(1) Observation diagram: Which part do you think is similar to U?
(2) Learn and remember U's nursery rhyme: uuu with a prominent mouth.
Learn the four tones of u
(1) Show the four tones of U and try to read them by yourself.
(2) Read by name, and pay attention to correct the pronunciation that students can't understand.
(3) Q: Who can practice word formation with the four tones of U?
(4) The four tones are read out of order, and the melody is directly called vowel.
Third, guide the writing of iu
1. Displays the written iu with four lines and three squares.
Please observe the occupation of iu.
2. Write I on the instruction manual
(1) Know the basic strokes of pinyin letters: vertical strokes and dot strokes.
(2) The teacher said the stroke order while writing: first write a small vertical in the middle case, and then write a dot in the middle of the capital. Please tell me my stroke order after writing.
(3) Say that the rhyme I is written in a small children's song: the middle grid is written in a small vertical position, and a dot is on it.
(4) Students practice writing, teachers patrol, and individual counseling to correct students' writing posture and writing methods.
Instruct writing
(1) The teacher said the order of strokes while writing: first write a vertical right bend in the middle grid, and then write a vertical small bend. Note that whether it is a vertical right bend or a vertical small bend, it must be straight.
(2) Let the students try to compose a small children's song: write a vertical right bend in the middle, and then write a vertical small bend, first big and then small.
(3) Students practice writing, teachers patrol and individual counseling.
(4) In the process of inspection, find out the representative problems and put them on the physical projection for your comments. Please tell me which is good? Which one are you dissatisfied with? How should I write it?
(5) Students modify the letters they are not satisfied with.
(6) Show students' good writing style again, praise and encourage them in their progress, stimulate their writing enthusiasm and let them have a successful experience.
Four. abstract
Just now, we learned the sound patterns of I and U and their four tones. The students study very hard!
second kind
Teaching process:
First, review iu and iu with tune.
Second, learn single vowels.
1. Observe the picture with the letter ü:
What is the (1) graph?
What did this letter say?
(3) The teacher said: The first sound we read aloud with the help of the little fish is U.
(4) The teacher demonstrates reading aloud to explain the key points of pronunciation: when pronouncing, the lips are oblate, and after the tongue touches the lower teeth forward, the flute is played.
(5) Students practice the key points of pronunciation by themselves.
(6) Students at the same table read and correct each other.
(7) roll call reading, train reading.
Step 2 learn the shape of u
(1) Q: All the students who pronounce the U sound are quite accurate. How do you remember the shape of u?
(2) look at the picture. What part is it similar to?
(3) Reading and memorizing nursery rhymes: I like to play the flute.
Step 3 learn four tones
(1) Compare the four tones of I with the four tones of u, what do you find?
(2) The teacher emphasized that when a single vowel is less than or equal to four tones, don't delete points, but write points.
(3) Try to read the four tones of U by yourself.
(4) Read by name.
(5) Please read aloud by students with accurate pronunciation.
(6) Teachers emphasize the pronunciation of two tones and three tones.
(7) Please select a tone group word.
(8) Read the four tones of ü out of order.
Instruct writing
(1) Guide the students to read books in order, what to write first and then what to write? Observe the position of two o'clock.
(2) The teacher's model essay emphasizes that the two points are slightly closer, and it is written at the next point and below the capital.
(3) Write children's songs with vowels ≤: vertical right bend, vertical small bend, and then write two points on it.
(4) Students practice writing, teachers patrol, praise good writing posture and writing methods, and correct students' writing posture and writing methods. Individual counseling for students whose writing is not standardized.
(5) Let students appreciate the well-written homework through physical projection.
Third, read children's songs.
1. Show the children's songs in the book and read the red rhyme.
2. Teachers demonstrate reading or ask students to read.
3. Students should be the primary teachers leading reading, and students should follow them.
Students at the same table read aloud to each other.
5. Read by name.
Fourth, summary:
Last class, we learned three single vowels. In this lesson, we met three pinyin friends, namely the single vowel I, U and U. Now we have learned six single vowels, namely aoei, U and U. Can you try to recite them? The students study well and write carefully. If you want to learn pinyin letters well, read more books when you go home!
Chinese Pinyin Teaching Plan 2 I. Teaching Objectives
1, four initials, t, n, l, correct pronunciation, correct shape recognition and correct writing.
2. Spell monosyllables and tonal syllables.
3 is fresher than 5 new words and can read children's songs.
Second, the description of teaching materials
This lesson consists of five parts.
The first part is the initials D, T, N and L, each with a picture.
The first picture is a team drum and a pair of drum hammers. The drum sound "got" the sound of D, and the figure composed of the team drum and the drum hammer represents the shape of D.
The second picture is a jumping fish, and the posture of the fish suggests the shape of a T.
The third picture is a doorway, and the shape of the doorway implies the shape of n.
The fourth picture shows a little boy driving a pig with a small stick in his hand. The sound from the boy's mouth represents the sound of L, and the stick in the boy's hand represents the shape of L.
The second part is the pinyin practice of D, T, N, L and single vowels.
The third part is the writing format and order of D, T, N and L.
The fourth part is to know five new words by using tone pinyin festival. There is a picture in front, a horse is carrying a rice bag, and a rabbit is following it, telling it that your rice bag is leaking.
The fifth part is a nursery rhyme.
Third, the teaching focus:
Pronunciation of initials d, t, n and l and spelling syllables of d, t, n and l with vowels.
Four, teaching difficulties:
Pronunciation of n, l and spelling of n, l and vowels.
Five, teaching preparation
1 audio tape with d, t, n and l pronunciations; Letter cards of d, t, n and l; D, T, N, L flop with single vowel spelling; Draw a small blackboard with four lines.
2. Investigate the new word cards of confusing words in the north.
Sixth, the class schedule
3 class hours
Seven. teaching process
first kind
(1) Review B, P, M, F and six single vowels.
(2) teaching initials d
1 Look at the picture, showing the initial d and looking straight.
2. Do you know, little friend? Try to read by name. The teacher asked: Why do you read so well? Teachers demonstrate pronunciation to guide students to read correctly, so that students can exchange learning experiences and learning methods.
3. Students imitate reading, practice reading, read in pairs, and check each other's reading in the same seat. The teacher used the camera to guide the correction of pronunciation.
Using pictures, the first picture is a team drum and a pair of drum hammers. The drum sounds "De" D, and the figure composed of the team drum and the drum hammer represents the shape of D, and the pronunciation is assisted by speaking, and D is accurately pronounced by "De".
Attention to teachers:
1, d, the tip of the tongue is pressed against the upper gum (upper gum), and the airflow is held down, then the tip of the tongue is suddenly released, and a weak airflow is spit out, and the vocal cords do not vibrate.
2. Students practice pronouncing D and understand the key points of pronunciation. When teaching D, students can feel different pronunciation methods by putting their palms in front of their mouths: when pronouncing D, they can't feel the air rushing out. 1/2 1 2 Last page
3. teach the font of d.
(1) Look at the picture, D is like a horseshoe print;
2 read the jingle "left lower semicircle D D D D";
Compare it with the letter B.
(3) Teach initials T, N, L as described above.
note:
1, when you pronounce t, the pronunciation action is basically the same as d, except that the airflow from your mouth is stronger. N When pronouncing, the tip of the tongue is pressed against the upper gum, and when pronouncing, the vocal cords vibrate, and air flows out of the nasal cavity. L When pronouncing, the tip of the tongue is pressed against the upper gum. When pronouncing, the vocal cords vibrate and air flows out from both sides of the tongue.
2. The method is the same as above, focusing on the pronunciation of N and L. When teaching N and L, students can hold their noses and pronounce L, and feel the air coming out from both sides of the tongue. Let go of your nose and make an N sound. Feel the airflow coming out of your nose.
3. The pronunciation parts of D, T, N and L are all on the tip of the tongue and the upper gum, which is called the tip of the tongue.
4, teaching the shapes of D, T, N, L, can be combined with pictures, making up jingles to help students remember, such as "team drums and hammers d d d, fish dancing t t a doorways N N N N N small sticks l l l.
(4) Writing instruction
In addition to explaining the order of strokes of D, T, N and L and the position of each stroke in the four-line grid, students should also be reminded to distinguish D, T and N from the letters they have learned, such as D-B, D-P, T-F and N-M. The name of the stroke is called left semicircle.
Second lesson
First, review the pronunciation and writing of d, t, n and l.
(1) Practice reading by yourself.
(2) read each other.
(2) Read by name.
(3) draw cards to read
Second, guide pinyin
1, teach initials d, t, n, l and monosyllabic syllables, and guide students to practice repeatedly with the pinyin methods they have learned and master pinyin skillfully.
2. Take D-E → DE as an example, the teacher demonstrates spelling and explains pinyin methods.
3. After the students practice pinyin repeatedly, the teacher shows the syllables da, di and du for the students to consolidate.
4. When teaching syllables composed of N, L and single vowel, we should use contrast to distinguish the subtle differences between N, L and the same vowel.
5. Help students distinguish and remember by spelling in tones. For example, N-ω→N-ω is the anger, and L-ω→L-ω is the road. N-ǐ→N-ǐ is the "female" of female students, and L-ǐ→L-ǐ is the "brigade" of tourism.
Third, practice repeatedly, summarize and praise the students who have performed well.
The third category
First, review the initials d, t, n, l and monosyllabic syllables.
Second, writing guidance
1, explaining the stroke order of d, t, n and l and the position of each stroke in the four-line grid.
2. Remind students to distinguish D, T and N from the letters they have learned.
For example, d-b, d-p, t-f, n-m stroke names: "D" is called left semicircle on the left.
Third, read words and children's songs.
1 First of all, guide the students to understand the picture: a horse is walking on the road with a bag of rice on its back, and there is a large area of land by the roadside. I don't know when the rice bag leaked, and the pony didn't notice it. It was the little rabbit who caught up with him and told him.
2. Pinyin festival with tones, read the words, know the words "big, rice, earth, land and horse", and know that the field on the roadside is "land".
3. Consolidate reading and use the words "big, earth, earth and horse" orally to consolidate memory and new words.
4. Read the syllables marked in red, and then guide the students to read the children's songs.
note:
Children's songs in the text, full-text phonetic notation, syllables learned for the first time in this lesson are marked in red.
The purpose of arranging children's songs is to review and consolidate pinyin in the language environment, carry out preliminary language training and cultivate students' interest in learning Chinese pinyin. In teaching, students can read the syllables marked in red first, and then guide them to be familiar with children's songs. Teachers don't have to explain or ask students to understand nursery rhymes.
Four. Extended activity
1 "Let's see who can pick it up quickly and accurately".
The teacher said the first half of the jingle, and the students grabbed the second half.
For example, the teacher said "an umbrella handle" and the students answered "t t t"; The teacher said "a crutch" and the students answered "f f f".
2 Disadvantages "See who can find it accurately and find it quickly."
Listen to the teacher or classmates read syllables and see who can find the corresponding initials and finals on their cards accurately and quickly, and read them in syllables.
Forced cooking materials to go to the country.
L ē Dande Duterte
4 shortcomings "find friends."
Distribute new word cards and corresponding syllable cards to students of 10. Students with syllable cards look for them one by one and ask, "Where is my friend?" The classmate with the corresponding new word card replied, "Your friend is here." The two stood side by side reading new words.
5. Praise the students who have done well in this class.
Chinese Pinyin Teaching Plan Part III Teaching Objectives:
1. Learn three vowels, I, U and ü, and two initials, Y and W. You can read the pronunciation correctly, recognize the font and write correctly.
2. Learn to read one, five and three syllables.
3. Master the four tones of I, U, U, yi, wu and yu, and can directly read their tones.
4. When you know the sound on I, you don't write the point on it, and it is just a little bit on your head when you tune it.
Teaching focus:
1, know the sounds and shapes of I, U, ü, Y and W, and write correctly.
2. Pronunciation of I, U, U, Y, W, yi, wu, Y, and vowel tone.
Teaching difficulties:
Read the second and third sounds of I, U and U correctly. I look up a little during calibration, and u look up a little during calibration.
Teaching aid preparation:
1, the teaching chart of this lesson.
2.I, U, U, Y, W, yi, wu, yu and letter cards with tones of I, U, U, yi, wu and yu; Draw a small blackboard with four lines.
First, review and check, and introduce new lessons.
1, card review the single vowel a o e and its four tones.
2. The teacher opened the topic: Today, I came to know three pinyin friends, the single vowel i u ü. I hope every child will read carefully, listen carefully, read correctly and remember it firmly. The teacher writes on the blackboard and reads the sounds of letters in a clear and loud tone. )
Second, learn the letter I.
Watch the wall chart to learn the pronunciation of letters.
1. What's in the picture? (learning the sound of borrowing clothes I)
2. The pronunciation of clothes is the same as the letter I, with the mouth slightly open and the lips not round.
3. The teacher demonstrates pronunciation and pays attention to the teacher's mouth shape. How are the teeth when the teacher pronounces? Make a jingle: clothes, clothes, ii ii.
Students learn to read (teachers should pay attention to let more students read alone and correct problems in time. )
(2) learn the four tones of I.
1, I can wear four hats like a o e. Look carefully, what's the difference between me in the hat and the original one? (Show: τ τ) Children's songs: I am polite, and I will take off my hat when tuning.
2. Practice four tones in groups. Miss Fandu: What a beautiful skirt! Hey! Where is my pencil? Take a chair and sit down. I know what you mean.
(3) Observe the font and guide the writing.
1, watch the wall chart and learn the shape of the letters. Where is the letter I similar to the picture? A lace in the middle of the skirt and a button at the top of the skirt are similar in shape to I)
2, teaching children's songs: a vertical occupation, more than one point.
The stroke order of 3, I is to write a small vertical line in the middle grid to fill the grid, and then write a small dot where the vertical line head leaves the second line. When writing, be careful not to order it big and black, or the homework will look dirty and messy.
4. Students practice writing, and teachers observe and guide.
Second, learn the letter u.
Watch the wall chart to learn the pronunciation of letters.
1, look at the picture and talk to lead to u: It can be said: "A crow is making a nest in the tree." The crow's "black" is u.
2. The teacher demonstrates pronunciation, so that students can watch the mouth shape while listening. Pronounce a U sound, round lips, leaving only a small hole, retract the tongue, raise the base of the tongue, and keep the mouth shape unchanged. Mandarin: crow crow u u u
3, students learn to read u (guided reading, collective reading, named students reading. )
(2) Learn four tones.
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The first hat is plain. Who can read it? The train whined.
(2) the second hat up the hill, who can understand? →→→→→→ Nothing means "nothing".
Turn the third hat over, who can read it? One two three four five.
The fourth hat went down the mountain. Who can understand it? We love public property.
2. Students practice reading.
(3) Observe the font and guide the writing.
1, remember the glyph: where is the picture like a u? The bird's nest looks like a u-shape. ) What else is it like? (Like a teacup)
2, teach children songs: U is like a teacup.
3.U's stroke order is to write vertical and right bends first, then vertical and middle squares.
4. Students practice writing, and teachers observe and guide.
Third, learn the letter ü
Watch the wall chart to learn the pronunciation of letters.
1. What's in the picture? Look at the picture and speak. A big fish is blowing bubbles in the water. Display: ü
2. The teacher demonstrates pronunciation and the students look at the mouth shape. The pronunciation of fish is u, and when it is pronounced, the mouth is approximately closed and the lips are pinched into a small round hole.
3. Students learn to read. Sometimes students can't pronounce correctly, so they can pronounce I first and then u) with round lips.
(2) Practice four tones ≤
1 and u also put on their hats. Who wants to be a little teacher?
His surname is Yu, Yu. I eat fish, fish. It's raining, it's raining A piece of jade.
2. Students practice reading.
(3) Observe the font and guide the writing.
1, back glyph: the glyphs of u and u are a little similar, but a little different. Who says what's the difference? Teach the jingle: add a little to the U and let the fish take the bait.
2. For middle case and capitalization, write U first, and then write two points on the head. When you write two points, you should move the two points to the middle, so that the letters you write will look good.
3. Students practice writing, and teachers observe and guide.
Fourth, consolidate practice.
1. Disrupt the order and read six single vowels.
2. Play the "Star Picking" game. The teacher reads a vowel with a tune and asks the students to pick the stars corresponding to the letter.
Step 3 practice writing letters