The second grade of primary school 1 teaching plan "looking for spring" teaching objectives.
1, can recognize 9 new words such as "shame" and write 9 words such as "take off".
2. Grasp the three figurative sentences and rhetorical questions in the text, and guide the students to read the text correctly, fluently and emotionally, recite the text, and further experience the emotion and taste the beauty in the specific language.
3. Experience the beauty of spring, the interest of nature, and develop the habit of active discovery.
Teaching focus
Memorize new words, accumulate words and read articles.
Teaching difficulties
Experience the beauty of spring and the taste of nature.
training/teaching aid
New word card; Text illustrations or; Music tape "Where is Spring"
first kind
First, the introduction of new courses.
1, dialogue import. Gently, gently, Miss Chun came to our side. Let's greet her with beautiful language! Students say something about spring.
Words or sentences from heaven. ) Yes, spring is like a shy little girl, hiding away. Where is she hiding? Let's go to find spring together! (blackboard writing
: looking for spring)
2. Song import. Play the recording tape of "Where is Spring" or hum it by teachers and students. )
Teacher: Where is spring? In fact, Mr. Chun has quietly come to us, and only children who observe carefully can find out. Children, let's go to find spring together.
Oh, my God.
Second, the overall perception, read the text first
1, Miss Chun came to the classroom, and she hid in our text. Please read the text carefully and feel the breath of spring while reading. Borrow unknown words.
Help pinyin reading.
Do the students feel the breath of spring? Read the text again and see what else you can find in spring. (Students circle and draw a circle in the text)
3. What did you find? What did you find? Students talk about harvest.
Third, literacy.
1, read the text by name, and the teachers and students have the same sound.
2. Teachers show new words and students exchange literacy methods. The default method is as follows:
Look at the physical guess-Tibet, symbols, magpies; Painting and Reading-Bidding
Do word guessing-shame, cover, cover, explore and touch.
Riddle and smooth guessing-a sheep is ugly (shy); Hide after flowers (flowers)
3. Look up the sentences at the same table and evaluate each other.
(1) Spring is like a shy little girl, hiding.
The grass sticks out of the ground. Are those spring eyebrows?
(3) When spring comes, we see her, hear her, smell her and touch her.
Fourth, guide reading aloud.
1, read the text quickly and think: with what mood did "we children" find spring? Name reading-example reading-feeling reading.
Focus on the words "take off" and feel the urgency and excitement of children. Read the tape "!" Sentence. )
2. Read the third paragraph softly, understand "shyness" by changing words and doing actions, and talk about which words in the sentence describe the characteristics of "shyness" in spring.
Video Training of Teachers Imitating Words: Hiding or Not Hiding
Five, guide the writing
Instructions to write "take off, freeze, flow, cotton, probe, shake" six words.
1. Let the students observe the position of each word in Tian Zige first: What do you find? Students found that these words with left and right structures should be written with narrow left and wide right. )
2. Students remind each other what needs attention: Don't write "frozen" as "frozen".
Teachers focus on "flowing" and "shaking" according to students' writing practice.
3. Students practice writing and try to write standard and beautiful words. Teachers patrol, encourage students who write well and reward little stars.
4. Students exchange evaluations and grade each other.
Second lesson
First, check the import.
1, words: students voluntarily show the words they have learned.
2. Reading: Read what Mom and Dad think is good for your partner.
Second, review reading aloud.
1, read four to seven paragraphs freely and think: What is the spring we found?
2, guide students to question and answer sentence training:
Exodus: Q: Grass sticks out from the ground. Are those spring eyebrows?
A: The grass sticks out from the ground, which is the eyebrows of spring.
The grass sticks its head out of the ground, much like the eyebrows in spring!
The other three sentences can also imitate training.
3. Understand reading in various ways: introductory reading, competitive reading, performance reading, etc.
4. Where will spring be? Read the last paragraph together. Teachers and students can expand their collected pictures and come up with some poems.
Third, practice makes you recite.
Play the soundtrack of the text and read the tape. Students imagine the scene depicted in the text while listening, and then practice reciting in their favorite way (by reciting on the blackboard, looking at pictures,
Imagine the situation and recite it. )
Fourth, expand and extend.
"Spring in My Eyes" Competition: Students choose one according to their own specialties.
Reading Spring: Choose your favorite passage to read the beauty of spring.
Speaking of spring: combine your own life practice and describe the spring you see.
Write about spring: write about your own discoveries in spring.
Draw spring: draw the spring you see and think of.
Play spring: Sing Haruka and dance spring dance.
Five, writing guidance
1, learn to write the words "wild, hiding and solving". Guide the students to find that these three words are about the same width. The focus is on the change of the word "Ti" when it is used as a radical.
2. Students imitate writing and experience the beauty and standardization of fonts.
The second year of primary school Chinese "Looking for Spring" teaching plan II teaching time: 2 class hours.
Teaching goal: 1, can know 9 new words and write 9 words.
2. Read and recite the text correctly, fluently and emotionally.
3. Experience the beauty of spring.
Teaching emphasis: understanding, writing new words and emotional reading.
Teaching difficulty: experience the beauty of spring.
Teaching type: intensive reading course.
Teaching preparation: wall chart, recording.
Course arrangement: 2 hours
Teaching process:
first kind
First, create situations to stimulate emotions.
1, children, winter has passed, and Miss Chun is quietly coming to us again. Look! (Showing a wall chart) S: Look carefully.
2. What do you see?
Answer (omitted)
Miss Spring brought us beautiful flowers and green grass. Great changes have taken place in nature. Let's go to the text "Seeking Spring" together.
4, blackboard writing topic: looking for spring
Second, reading the text for the first time, cooperative literacy
1, read the text freely, read the sentences correctly, and draw unknown words with your favorite symbols. Health: Read the circle.
2. Show the new words and let the children think about how to remember them and make friends with them.
Students: Discuss in groups and teach each other at the same table.
3. The children learned really well just now. Now, look at the new words. Which word do you learn best? How to remember? Health: I will recognize the combination of "Tibetan", "body" and "flower" as "Tibetan", and all students will pronounce "Tibetan".
4. The teacher demonstrates "hiding". Take a small flower and hide it behind you. Let the students guess.
Health: Do actions and demonstrate "shame", "cover", "cover", "explore" and "touch".
1
5. Great, you have so many ways! Now please ask a little teacher to teach you to recognize these new words again.
6. The teacher calls the roll to read.
Third, read the text carefully and feel the discovery.
1. Where is spring? Listen (normal reading or record model reading).
What a beautiful spring the children found! Please read it again. After reading it, talk about what the children found in the text.
3. Read the text together and be evaluated by the teacher.
Student: Query on communication and cooperation (omitted)
Second lesson
First, read the text and learn from it.
Transition: Students, through our careful observation, we find that spring has come. Which sentence in the text do you think lets you know that spring has really come?
Health: For example, "Two wild flowers bloom early, are those the eyes of spring"?
"Trees spit out small buds. Is that a note of spring? "
2. What does "sticking your head out" look like? What does grass look like when it sticks its head out?
Do the action.
What lovely grass! Who will read it again? (Read by name)
4. Read the tone of the question.
5. Is there such a sentence in the text? Please find it and read it.
6. Who will perform? (Show paragraphs 4-7)
Student: Please show your hands.
7. Great, let's praise him.
Read the whole class: we saw her and we smelled her;
Third, strengthen feelings and sublimate feelings.
1, yes, beautiful spring is coming, flowers are in full bloom, birds are contending, springs are tinkling, flowers are fragrant, willows are soft, and streams are cool. Spring is really everywhere!
Please introduce the spring you found to everyone.
Please tell a child what spring he found.
Children, the spring you found is really beautiful!
Fourth, lessons learned:
Spring is like a shy little girl, hiding. She came to us gently. Let's praise it with beautiful words! ]
Five, the blackboard design:
The second grade primary school Chinese "Looking for Spring" teaching plan 3 learning objectives
1. Can know and write 9 new words.
2. Read the text correctly, fluently and emotionally. Recite the text.
3. Combined with the study of the text, guide students to observe and love nature.
Textbook description
"Looking for Spring" is the first text of "Chinese, the experimental textbook of compulsory education curriculum standard" in the next two years. By guiding students to discover spring and feel the infinite beauty of spring, this paper cultivates students' feelings of observing life, feeling natural beauty and loving nature.
content analysis
The teaching focus of this lesson is reading, reciting and reading and writing.
The teaching difficulty of this lesson is to imagine the vibrant scene of spring by reading aloud.
Instructional design concept
Before class, lead students into nature, observe nature, experience the changes of nature, show a beautiful spring in front of children, and have a desire to find spring.
In class, let students explore new knowledge, find problems and stimulate their learning potential. Let students read independently in class, taste the words, expand their knowledge after class and carry out Chinese practice activities.
Teaching strategy
1. Adopt independent, cooperative and inquiry learning methods.
2. Teaching aid preparation: spring outing video; New words courseware; Textbook illustration animation; Spring scenery props; Canvas.
3. Class arrangement: two classes.
teaching process
In the first lesson,
First, create situations and introduce new lessons.
Play the video and lead the students on a spring outing. )
1. Kid, can you tell me what you found in your spring outing just now?
2. Students speak freely and talk about their own gains.
3. Transition: Spring has come and great changes have taken place in nature. Let's see where the friends in the book found spring.
Writing on the blackboard: looking for spring
Second, reading the text for the first time, cooperative literacy
1. Read the text freely, read the sentences, read the pronunciation correctly, and draw the words you don't know with your favorite symbols.
2. Cooperate with each other, check each other and teach each other unfamiliar words.
3. Transition: Just now, the children taught themselves seriously. When they teach themselves, which words do you think are the most difficult to read? Who wants to be a primary school teacher to teach you to read?
4. Show new words (screen printing)
(1) Primary school teachers read and students follow.
(2) communication literacy. Tell me which words you already know and don't need to be taught. )
(3) demonstrate literacy methods.
Teacher: Take a flower and hide it behind you. Let the students guess what it is. (Hidden) Group words with hidden words.
(4) report literacy methods.
Look at the physical guess (hide, symbol, magpie);
Make action guesses (shame, cover, cover, explore, touch);
Drawing and reading (tender)
5. Show me the words. (screen printing)
Driving a train to study.
6. Read the text silently. Ask to bring new words into the text and read it again. Don't make any noise, read correctly and fluently.
Third, read the text carefully and guide writing.
1. Read this paragraph by name. Read and comment.
2. read with emotion.
3. Guide writing. Let the students observe the position of the fan in Tian Zige first.
Take off, freeze, flow, cover and explore
The Teaching Goal of Teaching Plan 4 of "Looking for Spring" in Grade Two Chinese
1. Can know 9 new words and write 9 words.
2. Read and recite the text correctly, fluently and emotionally. Experience the beauty of spring and the pleasure of embracing nature.
3. Love spring and be willing to observe and discover.
Emphasis and difficulty: recite new words, read the text aloud, and experience the feelings of loving nature expressed in the text.
Teaching methods: mainly reading, reading to promote enlightenment, reading and taking notes.
Teaching tools: media resources: courseware "Seeking Spring-Teaching Demonstration Courseware", text model reading video "Seeking Spring", Flash animation "Seeking Spring-Learning New Words"
Teaching time: two class hours.
teaching process
first kind
First, independent reading literacy.
(A) the introduction of teaching courseware
Play the video "Spring", "Spring Activities" and the picture series "Spring Comes" about spring in the courseware "Looking for Spring-Teaching Demonstration Courseware", and let the students talk about the characteristics of early spring.
Teacher: When spring first arrived, I was light-footed, looming and shy to hide. We must observe carefully to find traces of spring. When we discover spring, there will be surprises in our hearts and we will feel the joy of discovery. Let's read the text first and see what the children in the text found in spring.
(2) Read the text for the first time and recognize new words.
1. Play the model text reading video "Looking for Spring", so that students can read the text freely and softly while listening, and pay attention to correcting pronunciation with the help of Chinese Pinyin.
(2) Read the text by yourself or in groups, and read it correctly and fluently. After reading, talk about what the children found in the text.
2. In the group, the group leader leads everyone to learn new words they don't know and try to remember them.
Two. Cooperation and communication
1. The group sent representatives to report the new words they knew and exchange literacy methods.
2. Use the Flash animation "Looking for Spring-Learning New Words" to selectively select new words according to students' specific conditions for comprehensive and summative learning.
Third, reading comprehension.
1. After reading the text, how do you feel that "we children" are looking for spring? Read the second paragraph with this question.
What can you read from the third paragraph?
3. What is the spring discovered by the author? Read the text repeatedly with this question, and realize the spring from the process of searching, the joy of searching and the joy of discovery.
4. Read the last paragraph of the text with joy and experience the joy and excitement of finding spring.
5. Reading practice
Free reading, deskmate reading, group reading and challenge reading are all available.
6. Read aloud to the music and read your feelings.
Play the model and read the video "Looking for Spring" to create an atmosphere. Teachers and students read the text emotionally with videos.
Second lesson
Play the animation and video songs "Spring", "Rain sasha vujacic" and "Cuckoo" in the courseware "Looking for Spring-Teaching Demonstration Courseware" before class, so that students who have time and interest can have a further perceptual understanding of spring.
Fourth, consolidate and extend.
(1) review
1. Read and check the new words at the same table.
2. Read the text fluently with emotion.
(2) Select the text, accumulate independently, and practice reciting.
1. Show and read the most beautiful sentences or paragraphs you think, and talk about your feelings after reading them.
2. Choose your favorite words, sentences and paragraphs and accumulate them in your favorite way. You can read it later, read it, copy it, and try to write it silently.
3. Recite the text.
4. Personal withdrawal.
(3) Guiding writing
1. Know new words.
2. Practice expanding words.
3. Focus on guiding the words "flowing, shaking, wild and hiding", pay attention to tips, write strokes and parts that are easy to write wrong.
4. Students practice.
(4) Work together at the same table and complete the "find and talk" exercise.
(5), mobilize and use, expand the imagination.
Play the animation and video songs "Spring", "Rain sasha vujacic" and "Cuckoo" in the courseware "Looking for Spring-Teaching Demonstration Courseware". Students think about their discoveries in spring, and then write a sentence or two praising spring.
1. Show and read the most beautiful sentences or paragraphs you think, and talk about your feelings after reading them.
2. Choose your favorite words and paragraphs and accumulate them in your favorite way. You can read it later, read it, copy it, and try to write it silently. Then let some students show and communicate their accumulated words or paragraphs.
3. Practice reciting the text.
4. Draw your own discoveries in spring, and then write a sentence. 、
5. Sing the song "Where is Spring" together and end the teaching in imagination.
Write on the blackboard.
1, looking for spring
grass
wild flower
Tree bud
Thawed river
Looking for Spring is a beautiful article describing spring, full of childlike interest and literary color. Reading it gives people a fresh energy to make progress. Teaching this article well should not only guide students to feel the beauty of spring from the text, but also inspire students to find and discover spring in nature. Children have a certain understanding of spring, and these life accumulations can also make children have a good impression on this text.
Sexual knowledge. Before class, students should be guided to contact their past life experience, the texts they have learned before and the relevant characteristics of spring. After finishing this lesson, I feel that the teaching task has been completed according to the set goals, the students are highly motivated and the classroom atmosphere is more active. Here are some aspects that I think I have done better:
First, the teaching of literacy and writing runs through the classroom.
Literacy and writing are the focus of teaching in lower grades. When designing teaching, I mainly consider how to implement "literacy and writing" in teaching. Because I let students know new words in the first class, the task of literacy in this class is mainly to review and consolidate. Reflecting on this lesson will give us enough time to consolidate our literacy. At the beginning of the class, I use courseware to show the words that need to be recognized, so that students can check the pronunciation of new words through training reading and pay attention to correcting the wrong pronunciation. Then, I also showed the new word "I can write" for students to read together. The constant reappearance of new words has deepened students' impression of new words. Then, I show the practice of "reading and speaking" after class, so that students can know Chinese characters and turn them into different words. In class, I also pay attention to guiding students to review and understand new words. For example, when understanding words such as sticking out your head, hiding, and hiding. I ask students to understand the meaning of words by doing actions and remind students to observe glyphs in time, thus consolidating their understanding of the meaning of glyphs. Before class, I spent six or seven minutes instructing students to write the words "Liu Yao". Junior two students have a certain writing foundation. Before writing, I asked the students to analyze the structural characteristics and similarities of these two words, and then asked them to talk about the points that should be paid attention to when writing. Then the teacher will demonstrate and explain. Pay attention to the cultivation of students' writing habits in the process of writing.
Second, the design is ingenious, and reading is used instead of saying.
The new curriculum standard emphasizes that reading teaching should pay attention to the training of "reading" and guide students to perceive, comprehend, cultivate a sense of language and be influenced by emotions in reading. In junior reading teaching, we should strengthen reading training according to students' age characteristics, so that students can gradually perceive, comprehend and internalize the text content in reading. In the design of this class, I try to reduce the design of questions, replace speaking with reading, focus on reading as much as possible, and read through. Through various forms of reading, stimulate students' interest in reading, let students read the text accurately and fluently, and read out their feelings.
When learning 1 2, I let the students listen to the old normal school first, and understand the children's mood from listening and reading. I asked, "How do you feel about children? Where did you experience it? " Then, I caught two "!" Guide the students to read paragraph 1 and read the happy and excited tone. When reading the second paragraph, the instructor grasped the verbs "take off", "run wild" and "run wild" and read out the children's eagerness to find spring. Text 3-7 is a key paragraph. When studying this part, I guide students to read retrospectively, individually, in chorus, in action and in competition, so as to get familiar with this part. The third paragraph is also a difficult point to understand. I adopted the teaching of changing order, reading paragraphs 4-7 first, and then understanding the third paragraph, which broke through the difficulties. I asked the students, "What scenes of spring have we found in the fields? Please read paragraphs 3-7 and underline what we see. " According to the students' report, I show 4-7 paragraphs in time, let the students understand with the help of pictures and guide them to read aloud. Through various forms of reading, let students feel the beauty of spring from reading. Then I transition to the third paragraph and ask, "Why do you say' Spring is like a shy little girl, hiding'?" I ask the students to imitate the shy little girl first, and then guide them to understand the following contents: Spring has come, the grass has just come out, and there are only one or two small flowers. The characteristics of spring are not obvious, you have to look carefully to find it. "We look carefully! Look for it ... "The teacher describes it in words, sets the situation and guides the students to recite paragraphs 4-7.
Third, pay attention to cultivating students' language ability and intensive training.
To cultivate students' reading ability, students must be taught reading methods. In teaching, I pay attention to cultivating students' good habit of reading with pen and ink. In paragraphs 3-7, I asked students to think while reading and draw the spring scenery we found. In the eighth paragraph, I asked the students to mark the action words for finding spring. After learning paragraphs 4-7, I asked the students to look for language rules from these paragraphs. Capable students found "(), is that spring ()?" I ask students to do imitation training, and the training design is a gradient from easy to difficult, giving full play to students' imagination and speaking ability. I also grasp the "..." in the last paragraph to guide students to imagine, "What beautiful spring scenery did the author miss? Can you help me find it? " Ask the students to say "Spring has come, and I see (listen, smell and touch) it." Practice oral English.
Train students through a series of reading, thinking, searching, speaking and reciting. If we can stick to it, I think students' Chinese ability will improve quickly.
Of course, there are still many shortcomings in this course, such as: reading guidance is not in place, students can not read the beauty of spring. Because of borrowing classes, I don't know enough about the actual situation of students. In the pre-class inspection, I found that the students' reading voice was loud and neat, but it was too uniform and didn't sound cadence. In class, I didn't spend too much time instructing students how to read beautifully, because I was afraid I couldn't finish the teaching task on time. Students still can't change their previous reading habits when reading. If teachers give full play to their emotional model in teaching and let students imitate it, the effect of students' reading may be better, which can better reflect teachers' student-oriented and solid teaching.
The second grade primary school Chinese "Looking for Spring" teaching plan 5 learning objectives
1, 9 new words such as shame, and 9 words such as cancellation.
2. Read the text correctly, fluently and emotionally, recite the text, understand the characteristics of spring, feel the fresh and energetic beauty of spring, and experience the interest of being in the embrace of nature.
3. Love spring and be willing to observe and discover.
Preparation before class
1, music tape "Looking for Spring".
2. Video of beautiful scenery in spring.
3. New words teaching courseware.
teaching process
first kind
First, the introduction of new courses.
Children, what are the four seasons in a year?
Spring is the most beautiful season of the year. What can you say to praise her?
In spring, let's learn to find Chunwen together.
Second, read the text and remember new words.
The children read the text in a low voice and read the new words correctly with the help of pinyin.
Show new word cards and read them in various forms.
Third, read the text and feel the content of the text
1, read the text by yourself and read the text smoothly:
(free reading-random reading)
2. Read, think and ask some questions you don't understand:
Inspire thinking and solve it yourself.
Understand shyness through actions and hide.
Students solve each other.
The teacher replied.
3. Intensive reading and cooperative learning:
Read the title of the text and follow the children in the text to find spring? What did you find?
Write down spring in the text.
Report your own learning achievements and pay attention to students' understanding and sentiment.
Read the imagination and answer the questions.
What do we see in spring?
What have we heard about spring?
What do we smell in spring?
What did we touch in spring?
What did we () learn in spring?
Verb (abbreviation for verb) Read the text and consolidate literacy.
Sixth, courseware display, expansion and extension.
1. Watch the video and tell me what you found in spring.
2, in addition to these, please pay attention to observation in life, there will be new discoveries.
Second lesson
First, review the new words.
1, check students' reading and writing ability with cards.
2. Check each other at the same table.
Second, reporting and communication.
What's new about spring? Tell everyone.
Third, read aloud.
Now let's go into the text and enjoy the spring described by the author.
1. Students find their favorite sentences in the text and read them beautifully.
2. Read and share your favorite places with everyone.
3. Read the text with emotion.
Fourth, recite the text in the way you like.
Verb (abbreviation of verb) consolidates literacy and exchanges mnemonics.
Sixth, guide writing.
1, new words courseware, tell me what difficulties you have.
2, the key to know:
Flow: there are many parts on the right, and the writing is concise.
Freeze: Don't write two-thirds water as two-thirds water.
Joker: It's easy to have a curly hair on the right.
Hidden: next to the body characters, the right side of the sixth and seventh strokes is not prominent.
3. Students practice writing and teachers help them.
VII. Accumulation and Application
Accumulate good words and sentences independently.
Complete the exercises of discovery and dialogue.
VIII. Practical application
Draw spring.