Teaching Design of Chinese World ⅳ 1 teaching material analysis
This unit has arranged a fairy story, which tells that Jiuse deer risked their lives to save a drowning man, but was betrayed by the drowning man, and was finally punished for ingratitude. It praised the excellent quality of Jiuse deer in helping others without asking for anything in return, and condemned the shameful behavior of drowning people.
China's world is designed around sincerity, to test your sincerity, to write an article to praise or thank others or to advise others.
Teaching objectives
1, understand the content of fairy tales, and understand the different qualities and truth of characters by reading the text.
2. Understand the importance of sincerity to people and society.
3. Be able to praise others or appreciate and suggest others through specific things.
Preparation before class
Teacher: courseware.
Student: Preview the text.
second kind
blackboard-writing design
Jiuse deer is sincere.
It is a person's most precious quality to lay down one's life to save others without asking for anything in return.
Repay kindness with ingratitude.
Teaching activity design
first kind
First, the dialogue:
Students, in this unit, we will learn the text about sincerity, which is the best quality of human beings. Sincere or insincere things can happen everywhere in our lives. Today, we are learning a fairy tale, which is a very interesting story. Although this story is easy to understand, it contains profound truth.
Second, read the text for the first time.
1. Read the text freely and think about what this article is about.
2. Answer by name.
3. Check the new words.
Third, read the text carefully and understand the truth.
1, group discussion, talk about your own point of view: what kind of people do you think the protagonists in the text represent respectively? How do you evaluate their behavior?
2. The group sorted out the answers. Conduct collective communication.
3. Collective communication:
Evaluate "Nine-colored Deer" and "Drowning Man" respectively, and find out the corresponding sentences from the text to explain.
4. Write: What does this lie tell us?
Fourth, read the text emotionally with different roles.
Fifth, measure your sincerity.
1, sincere and perfunctory when entertaining guests.
Be sincere and perfunctory when admitting mistakes.
Praise others sincerely and perfunctorily
Be sincere and perfunctory when thanking others.
Be sincere and perfunctory when giving advice to others.
2. Fill in the form sincerely.
3. Thinking: the influence of sincerity on life.
4. Discuss and communicate.
5. Debate: Should everything be done sincerely?
Talk about your own views, well-founded, and have your own unique opinions.
6. The teacher made a concluding speech.
Second lesson
First, the dialogue:
Students, in life, we will find that many people and things can leave a deep impression on us. Who should we sincerely praise, thank and advise? Please recall and choose an aspect you want to write.
Second, the writing guidance:
If you choose to praise someone sincerely.
1, think about which one or several aspects you want to praise him.
2. What examples did you choose to praise him?
3. How to make this matter specific and touching?
This is the focus of writing. When describing things, we must grasp the movements, language and demeanor of the characters in things to describe them in detail.
Dialogue description should pay attention to different language forms to avoid repetition and monotony.
4. Pay attention to the writing of the beginning and the end, try to be concise and clear, and use the ingenious opening and ending forms to leave a deep impression on readers.
5. Pay attention to an appropriate topic.
There are many ways to start a topic: point out the central type and take the event as the topic.
Take a special matter as the topic, implicitly and so on.
Third, conceive your own composition and discuss and communicate in groups.
Fourth, start writing, and the teacher will patrol and guide.
Fifth, revise the composition and copy it.
Starting from the teaching focus of this paper, excellent quality education is permeated from content to thought. Understand the truth of being a man.
Guiding students to choose materials around the center and paying attention to guiding students to write concrete things are the focus of teaching.
work design
1, continue to finish this big composition.
2. Complete some exercises of Jiuse deer.
3. Read the text with emotion.
Analysis of Teaching Design 2 of Chinese World 4;
Fourth-grade students will find it fresh and interesting to be exposed to myths. However, students may only pay attention to the magic of the story itself, but ignore the attention to language expression and have no taste of the language in the text. In the teaching of this article, teachers should help students cultivate "discovering" eyes and feel the exquisiteness of language and writing. Students should also understand the literary genre of myth, experience the dedication of Pangu, a giant, and feel the rich imagination of the ancient people in China.
Teaching suggestions:
The article is full of rich imagination. When reading aloud, we should guide students to use their imagination, understand the content of the text through imagination, and stimulate students' love for myths. This article is more suitable for training students to retell. On the basis of familiarizing students with the text and understanding the narrative order of the text, students can be guided to practice retelling in their own language, and the sentences in class can be properly used and naturally integrated into their own retelling.
Teaching objectives:
Knowledge and skills
1. Read and write the new words and phrases in this lesson correctly.
2. Read the text correctly, fluently and emotionally, understand the content of Pangu's groundbreaking story and appreciate Pangu's dedication.
3. Accumulate beautiful words and phrases in the text and tell this story to others.
Process and method
1. Learn in the form of group cooperation and communication.
2. Perform, read aloud with music and go deep into the text to cultivate students' imagination and creativity.
Emotions, attitudes and values
Feel the legendary charm of fairy tales, the rich imagination of the ancients and the persistence of Pangu.
Teaching emphases and difficulties:
focus
Understand the epoch-making story of Pangu, stimulate interest in reading fairy tales and cultivate imagination.
difficulty
Retell the text in your own words.
Teaching preparation:
Teacher: Prepare Pangu's groundbreaking new word cards, multimedia courseware and music tapes.
Student: Preview the text and collect relevant information about Pangu's creation.
Teaching time:
2 class hours
first kind
Teaching objectives:
1. Learn the new words and phrases in this lesson.
2. Experience Pangu's persistence.
Teaching emphases and difficulties:
focus
Guide the students to understand the main content of the story.
difficulty
Cultivate students' imagination.
Teaching process:
First, the introduction of new courses.
1. Play animation clips of the Monkey King, Nezha and Huluwa.
2. Do the students know them? Who are they?
In ancient times, there were many magical figures like them. One of them split the heavens and the earth with a sharp axe. Students, do you know who this magical figure is? (Student answers: Pangu; Teacher's blackboard writing project, read together)
4. Questioning questions, students reporting, and the teacher summing up: Who is Pangu? How did he create heaven and earth? What is it like after the separation of heaven and earth? The text will tell us everything.
Second, the first reading perception.
1. Read the text freely and circle the new words. Recognize new words with phonetic symbols. Then read and check each other at the same table.
2. Remember new words. Students talk about how they know these words.
3. Consolidate literacy. Play the game "Find friends for new words". Show the new words with cards and ask the students to form words for them.
Read the words "creation", "darkness", "vastness", "endless flow" and "lush" with emotion.
5. Guide students to find out the central sentence in the text and understand the meaning of the key word "creation" initially.
6. Guide students to understand and summarize the main contents of the text.
Third, learning feelings.
Students revolve around the question of how Pangu, the ancestor of mankind, created a beautiful universe with his whole body.
1. Focus on the second paragraph of the text and realize the difficulty of Pangu's creation of the universe.
(1) Find out the sentences in the text, read them, draw a picture, talk about them, and realize how Pangu split the chaotic things.
(2) What did you find after reading this passage? Ask the students to find words with opposite or similar meanings.
(3) Through reading aloud, further experience the hardships of Pangu's creation.
2. Focus on the fifth paragraph and experience the magical characteristics of fairy tales.
(1) After reading this passage, tell me how you feel.
(2) Read it again and read out your feelings.
(3) What other scenes did you think of? Can you imitate the sentence patterns in the text?
3. Read the full text in various reading forms to further understand the magic of fairy tales.
Fourth, imagination and perception.
1. Imagine. The students read aloud to the music and imagined that Pangu created the universe with his whole body.
2. Display stand. Choose your favorite sentence and keep it in your mind, such as "thundering thunder" and "lush flowers and trees".
3. Students try to retell with the help of multimedia pictures.
The students read the central sentence "Pangu, the ancestor of human beings, created a beautiful universe with his whole body" emotionally again.
Verb (abbreviation for verb) assigns homework.
Retell the fairy tale of "Pangu started the world" to parents or friends and ask them to express their opinions.
Blackboard design:
The beginning of the world
Chaos → division
Body → beautiful universe
Second lesson
Teaching objectives:
1. Can write new words in this lesson and write them correctly.
2. Understand the rich imagination of fairy tales and be able to retell this myth to others.
Teaching emphases and difficulties:
focus
Understand the rich imagination of fairy tales.
difficulty
Can retell the story.
Teaching process:
First, retell the story.
1. Give clues about retelling and encourage students to add their own imagination when retelling.
Hugging: prompt students to say the meaning of each paragraph first, and then repeat the meaning of each paragraph together; You can also imagine the picture and repeat it; You can also repeat it according to the blackboard writing of last class; Or repeat the method of asking questions and solving problems.
2. Students practice retelling freely in groups.
3. Nomination and collective assessment.
Second, guide writing.
1. Show the new words to be written and guide the observation of the structural characteristics of the new words.
Pay attention to the left and right structures. Remind students that when writing, most words with left and right structures are narrow on the left and wide on the right. Pay attention to writing words in a semi-closed structure.
2. Teachers write new words in Tian Zige and students imitate them.
3. Students write and copy words. After writing, the group compares and comments.
Third, homework after class.
Read other fairy tales and tell them to others.
Blackboard design:
The beginning of the world
After Pangu woke up-after the separation of heaven and earth-after Pangu fell.
Teaching reflection:
In teaching, every design, presentation of every sentence and every question should be implemented step by step around the goal, rather than skimming.
In the teaching of Pangu's indomitable spirit, I let students understand the role and feel Pangu's hardships. Talking to Pangu, who was too tired to fall down, deepened the feelings of the students. But in this link, it seems that the link is in place, but the students have not read enough, said enough and experienced enough. In the future text teaching, I will let students read enough, realize enough and fully implement it.
The teaching design of Pangu Tiankai, the first volume of the fourth grade Chinese.
Teaching objectives
1, read the text with emotion, experience Pangu's persistence and tell stories in his own words;
2. Experience the imaginative features of fairy tales.
Teaching aid preparation courseware
Teaching design
First, introduce passion and review new words.
Last class, we met a legendary figure Pangu and read the text for the first time. The teacher will test you today. Let's dictate some words.
1, dictation words:
Turbid skin, exuberant blood, ancestor
Teachers collectively modify.
2. Who can tell the main meaning of the text:
Pangu separated the dark world and created a beautiful universe.
3. Which paragraph of the text tells us this information?
(1) Read it by yourself first, and then read Pangu together.
(2) Tell me about your impression of Pangu.
(3) Read the last paragraph.
Second, study the text and experience greatness.
(a) generate words:
Chaos is dark, bright and clear.
Heavy turbidity, rising slowly, falling slowly.
1, read by name
2. Find out the position of these words in the text. What is it used for writing?
Learn the first paragraph of the text.
1, students read the text by themselves and read the sentences by name.
2. What is this chaotic world like? A long time ago, heaven and earth were inseparable and the universe was chaotic.
Teaching objectives of Teaching Design 3 of Chinese World IV;
1. Learn the new words in this lesson and read poems correctly, fluently and emotionally. And can grasp the key words, read poetry with emotion, and understand the content of poetry in reading.
2, through learning, understand the importance and necessity of consciously abide by the rules, form a good habit of consciously abide by the rules.
3. Mobilize students' existing life experience and emotional experience to do imitation exercises.
Teaching emphasis: through discussion, we can understand the importance and necessity of consciously obeying the rules.
Teaching difficulties: imitate the text and continue to write poems.
Preparation before class: multimedia audio-visual education
Teaching process:
First of all, ask questions and lead to the topic. Students, yesterday, the teacher asked everyone to look for rules in their lives. Who can tell you the rules they collected and communicate with you? (Students report the collected rules one after another. ) It turns out that the rules are in our lives. There are rules in social life, rules in school life and rules in family life. Rules are inseparable from us. Today we are going to learn a poem-Who says there are no rules?
Second, read poetry for the first time and learn new words.
1, free to read poetry, you can read aloud, quietly or silently, read new words twice, and learn in your favorite way.
2. "Driving a train" tests students' mastery of new words.
3. Grasp the key words (such as "cake", "hello" and "staring") to understand the meaning of words and guide students to talk about the methods of memorizing words.
Third, re-read and understand poetry.
1, choose your favorite passage in groups of four, and discuss after reading: (1) What is the rule of this poem? (2) Why doesn't the hero obey the rules? (3) What words should we pay attention to when reading this section? How do you read it?
2. The spokesman of the group reported the learning situation of the group. The teacher grasps the key words such as "looking back and smiling", "indifference", "sorry" and "staring" to guide the students to read each poem emotionally and help them understand the content of the poem. )
3. Teachers and students read poetry emotionally.
4, deskmate illustration, if you don't follow the rules like the protagonist in the poem, what will happen? 5. Combined with real life, how should we abide by the rules?
Fourth, expand learning and divergent thinking.
1, the gang of four said: what bad phenomena do you find that don't follow the rules on campus and on the street?
2, according to the observed bad phenomenon, write a paragraph according to the poem.
3. Large-scale group activities: exchange works and recommend excellent works.
4. Exhibition of works.
Fifth, summarize and extend, and cultivate interest.
1. Students talk about their feelings after learning short poems.
2. Arrange activities and expand after class. Rules are inseparable from us. If we don't follow the rules for convenience and instant satisfaction, our life will be in chaos. Therefore, we should consciously abide by the rules, from now on, and form good habits by observing the small rules around us. In order to abide by the rules, I suggest that students start the activity of "being a pupil who abides by the rules" from today, and everyone will act as a supervisor and strive to be a pupil who abides by the rules. At the end of the semester, the "most disciplined students" in the class will be judged.
Teaching reflection:
Chinese teaching should not only complete knowledge teaching, but also cultivate students' innovative consciousness and creativity. Chinese teaching should be closely integrated with social life. Through colorful activities, students can experience success, feel the fun of learning, cultivate the spirit of autonomy, cooperation and inquiry, and improve their comprehensive Chinese ability. In this teaching design, I have paid attention to the following aspects:
1, guide reading and cultivate students' good sense of language. Reading more is one of the highlights of this class. My approach is to promote speaking by reading, so that students can fully perceive the content of poetry through reading. There are various forms of reading, such as reading aloud, silent reading, naming reading, group reading, group reading, "driving a train" reading, and competition reading for boys and girls. Under the guidance of teachers, through various forms of reading aloud, students can read poetry correctly, fluently and emotionally, accumulate language materials in the process of reading aloud, form a certain sense of language, and lay a good foundation for imitating poetry.
2, create an atmosphere, and strive to advocate independent, cooperative and inquiry learning methods. The new curriculum advocates independent, cooperative and inquiry learning methods. This poem is easy to understand. I take the way of letting students study by themselves in groups, choose favorite sections, create an atmosphere of "reading-discussing-creating-commenting", and guide students to learn independently and cooperatively. By arranging the follow-up homework, students are guided to carry out the activities of "pupils who obey the rules" after class, so that students can evaluate each other, learn from each other and supervise each other through competitions and form good behavior habits.
Teaching Design of Chinese World 4 I. Reading.
1. Read the first line of words and think about their characteristics. (Everyone has a word "tree")
2. Read the second line of words. What are the characteristics of these words and sentences? Everyone has the word "happiness". )
3. Many words we learn can form words, and several words together can form sentences.
Second, according to appearance.
1, read the sentence.
2. Show sentences: Teachers love me, classmates love me, and I love them.
(1) Say what should be filled in the horizontal line.
(2) How do teachers and classmates love me and how do I love teachers and classmates?
3. Imitate the first two groups of sentences and talk about what can be filled in the last two groups of sentences. Students can play freely, which reflects the openness of the classroom. )
Third, row by row, imitation.
1, read the word
2. Whose home is the forest? (Birds) Connect them and read them.
3. According to the appearance, complete the following exercises.
4. Communicate with the whole class. (You can choose more than one. For example, a school can be our home or the home of primary school students. )
Fourth, use the word "home" orally to see who has more groups.
1, showing "home", read by name.
2. What word can be used as "home"? The more groups, the better.
3. Show the snail map and write the words of the student group on the snail as much as possible.
Draw a family portrait and connect them with the following words.
1, recognizing words: father, mother, me, grandfather, grandmother, brother, sister, etc.
2. Connect.
This group of people said to each other, who are there at home? What do you look like?
4. Show.
6. Students introduce their homes to each other.
1. Tintin introduced his home to us. Who would like to introduce his home?
2. Show the small blackboard. (topic)
3. Talk to each other at the same table.
4. Roll call to the front and tell everyone.
7. Listen to the teacher and read "Building a Home for Birds"
1, dialogue import.
2. Show me the photos. who is it? What are they doing? What will Tintin say to the bird? What will the bird say to Tintin? Why did Tintin settle down for the bird?
3. Guide reading and adopt various forms of reading.
4. Summary: Do you like Tintin? What do you like about him? What do you want to do for birds?
Read the following words and talk about parents' occupations.
1, the teacher reads the words.
Tell me what your parents do.
3. Know your parents' occupation.
Our parents are ordinary workers, so we should be proud of them.
Nine, the "golden key" part.
1, guide: Who are Tintin's family members? What are they doing?
Tintin has something to tell you. Let's listen together. (read by an old teacher)
Go home and tell mom and dad what Tintin said, so that they can study with you, ok?
Teaching objectives of instructional design 5 of Chinese World IV;
Learn over time and show your skills at the beginning.
Learning to open books is beneficial, and the importance of obeying the rules is obvious.
Practice your homework.
Teaching focus:
Accumulate words and sentences.
Teaching difficulties:
Know the importance of obeying the rules.
Teaching rules:
Teaching method
Group cooperation and communication methods
first kind
Teaching process:
First, continue to guide students to take notes.
Observe the characteristics of words.
The second extraction method: it can be accumulated according to different types.
Accumulate words according to different types.
Second, read.
Show your skills first.
Play "Pass the Password" in groups.
Try to solve these problems.
Think about ways to solve these problems.
Third, make rules.
Play the game again according to the rules and continue to modify the shortcomings in the rules.
The benefits of perceptual rules.
Fourth, class assignments.
Second lesson
Teaching process:
First, learn the promise.
Ask questions according to the topic.
1. What is the promise? Who said promise? What promise did you make?
2. Read the dialogue in roles.
3. Take notes as required.
4. Exchange notes.
5. Expand your practice.
6. Practical homework: arrange textbooks and plays.
Second, exercise.
1. Write rules and instructions for your favorite game.
2. Looking at our campus life, where do you think we need to establish rules? Discuss with classmates and make rules.
3. Students communicate and do exercises.
Blackboard design:
Note: (1) Observe the progress of the game.
(2) When introducing, the language should be concise and the narrative should be clear.
(3) After writing, think about whether there are any omissions.
The third category
First, sports training.
Exercise requirements
State-owned laws, family laws, rules, and obeying rules can lead a harmonious and orderly life. Choose one of the following situations to write.
In front of the rules, I ...
Write instructions and rules for your favorite game.
Second, introduce the theme of the exercise.
What is the theme of this unit? (Rules), the topic of our practice today is to write rules.
Third, lead the examination of questions and open up new ideas.
Say the role of rules in life and imagine what life would be like without rules. What will the country become? What are you doing in front of the rules? What rules have you seen?
Guide the idea, exchange experiences in groups of four, and discuss in the whole class.
Fourth, finish your homework.
Teacher's comments.
Students think about their homework ideas.
The students began to work.
Modify the exercise.
Copy practice.
Ⅳ 6 Teaching Design of Chinese World I. Teaching Objectives:
1. Correct the students' mistakes and let them master the new words in this unit correctly.
2. Guide students to find sentences containing the following words from the text, and help students to build up their awareness of learning problems in the text.
3. Enlighten students to make heroic books, so that students can be educated and learn Chinese.
4. Read "Julien in Belgium" by yourself, and guide the students to learn independently to understand the story of Julien, the protagonist.
5. Read and recite the ancient poem "Song of Xia Sai" to understand the bravery and good fighting of border guards.
6. Guide students to learn new knowledge through association with the help of existing experience and knowledge.
Second, teaching preparation: writing on the blackboard before class
Third, the teaching process:
(1) Read the following words: Observe braille and ask: What should I pay attention to when writing braille?
The drama crisis is dyed red
Unfortunately, swimming is passionate and gathering increases.
The flame coughed quickly and panicked.
1. Students communicate in groups.
2. Name the students and say
3. Reading and writing (two people cooperate in dictation and check each other)
4. Teacher's Summary: (omitted)
Read the sentences containing the following words in the text:
1, covering the crisis and obeying grief and indignation
2. Struggle and fatigue, vague passion and gathering increase.
3. Divergent and calm thinking, groping for inclination
(1) Example: Read the second and third sections of P89 and understand the sentences about the crisis in the text.
② Group communication, (each group 1~2 words)
③ Group report
Third, make a hero book: (you can do it during the class meeting)
1, the teacher explained the purpose of making hero books.
2, students exchange their collected materials, screening (within the group)
3. Design heroic books in groups.
4. Requirements: communicate regularly and supplement regularly.
Fourth, read Julien in Belgium.
1. Show me the photos. Students, do you know who this child is? Why did the Belgian capital erect such a bronze statue?
Step 2 listen to stories
3, read the text by yourself, (read by yourself, watch by yourself, the teacher will patrol and check to help students with learning difficulties)
4. Read the text together
Tell me: What did you learn from Julian?
Five, back to read "plug"
1, two people read "Xia Sai Qu" together.
2. Q: Do you have any questions you don't understand?
Step 3 answer questions to each other
4. The two of them jointly recited "Xia Sai Qu".
5. Read Becky's Xia Sai.
6, check the recitation (2~3 people)
Six, learn to associate in reading:
1, the named students read the words in the golden key and talk about their own understanding.
2. Example: I read that "Erxiao listened to his words and went ahead, leading the enemy into our ambush."
What do you associate with it?
Read: "The ship sank, and the drowning man struggled desperately, waiting for the lifeboat."
What do you associate with it?
3. Students can give some examples.
4. Teacher's summary: In reading, we can associate with our existing experience and knowledge, and learn what we don't know or know in association.
Seven, homework:
① Write P95. 1.
② Making Hero Books: (Continue to search for information)
③ Read the passage:
④ Recite ancient poems.