Model essay on the design of Chinese teaching plan for the first grade of primary school
Squirrel looking for peanuts: teaching goal
1, know 12, find new words such as living, sketch, harmony and fruit. Know two radical mothers.
2. Read the text correctly, fluently and emotionally, and continue to write stories according to the content of the text.
3. Know that peanuts bear fruit underground and stimulate students' interest in observing plants.
Emphasis and difficulty in teaching
1, can read and write, can read aloud. Know the characteristics of peanut fruit.
2. Guide students to make up stories according to the text.
Teaching preparation
1, peanut, computer multimedia courseware, video display stand,
2. Ask students to observe the flowering and fruiting of trees and plants in the field.
Teaching time is 2 hours.
first kind
First, the teaching objectives:
1, know 12, find new words such as living, sketch, harmony and fruit. Know two radical mothers.
Teaching emphasis: reading and writing, reading comprehension. Know the characteristics of peanut fruit.
Teaching difficulties: guide students to continue to make up stories according to the content of the text.
Fourth, the teaching process:
Interesting topic
Look, children, what is this? (learning new words)
Peanut is a very delicious fruit. Not only we but also squirrels like it. Today, let's learn lesson 16. The little squirrel looks for peanuts.
What do you want to know after seeing this topic?
(2) Read the text for the first time and recite new words.
1, students watch multimedia animation, and teachers watch the full text.
2. Students read the text by themselves with the help of Pinyin, and read the new words several times, paying attention to correct pronunciation.
Step 3 learn new words
(1) (The computer shows new words without phonetic notation) What words on the screen have you known in your life? (Name) What should I do if I meet a word I don't know? (Ways to remind students of literacy)
(2) The teacher taught the students to read the new words at the same table. Pay attention to finding, planting and living correctly.
(3) learn new radicals, evening and mother.
(4) Memorize the glyphs in groups and say how you remember these words.
Step 4 consolidate words
(1) Help each other at the same table and read the words in the exercises after class.
(2) Recognition of new words in literacy maze (courseware demonstration)
(3) Game: Driving a train to find friends.
Writing Guidance: Health, Indoor and Fruit
1, teachers write new words, students pay attention to observation and find key strokes.
Students communicate with each other. How to write these three words?
3. Students comment on each other after writing, and teachers should pay attention to guiding students to perceive the overall beauty of Chinese characters.
5. Homework assignment: Go home and write the words "Sheng", "Li" and "Guo" in Pinyin.
6. Design of blackboard writing: Sketch the words "inside" and "fruit" of Tian Zige.
Second lesson
First, the teaching objectives:
1. Read the text correctly, fluently and emotionally, and make up stories according to the content of the text.
2. Know that peanuts bear fruit underground and stimulate students' interest in observing plants.
Teaching emphasis: reading and writing, reading comprehension. Know the characteristics of peanut fruit.
Teaching difficulties: guide students to continue to make up stories according to the content of the text.
Fourth, the teaching process:
(a) Review and consolidation
1, read the word card by train.
2. Dictate new words.
(B) overall perception, reading comprehension
1. Read the full text freely with illustrations and mark natural paragraphs.
2. Thinking: Which paragraphs write the content of the first picture? Which paragraphs write the content of the second picture? (The natural section of 1-2 is the content of Figure 1, and the content of Figure 2 is written in paragraphs 3-5. )
3. Learn the paragraph 1-2.
(1) Read the paragraph of 1 and tell me what you know.
(2) look at the picture. What do you think of peanut flowers? What words are used in the book to describe it? (Bright) Understand that bright colors are bright and beautiful.
(3) Thinking expansion: What are the highlights? Five-star red flag, beautiful clothes, colorful shells, etc.
(4) Read the sentence well: golden flowers are particularly bright in the sun.
(5) How did the squirrel ask the mole when he saw the flowers of peanuts?
Read the dialogue between mole and squirrel in different roles. )
Cuddle: What kind of flower is this? Emphasize the tone of the question. Peanuts are delicious! Highlight the sigh tone and read the child's childlike innocence.
4. Learn 3-5 natural paragraphs.
(1) Read the third and fourth paragraphs: What did the squirrel do when he listened to the mole?
Student read: Little squirrel goes to the field every day to see if there are any peanuts. )
What was the result? (Students read: It waits and waits until all the flowers are gone and peanuts are not visible. )
(2) Reading instruction: How does the squirrel feel when he doesn't see peanuts? (Strange and disappointed) Who can read this sentence again in such a tone? (I read it by name: it waited and waited until all the flowers were gone and there was no sign of peanuts. )
(3) Leading question: If you are a squirrel, what is your problem at this time?
(Computer shows: Who picked the peanuts? Read the tone of the question. )
Hug: This sentence is said by the little squirrel himself, which is called soliloquy.
(4) Discuss this problem in groups. Use courseware to help students understand that peanut fruit is underground. )
(5) Thinking expansion: Do you know which foods we eat are grown in the soil through preparation before class? (Lotus root, potato, sweet potato, radish, sweet potato, sweet potato)
(The student who answers correctly will win the peanut prize.)
5. Read the whole article with emotion.
(c) Practical activities: the sequel to the story of "Finding Peanuts"
1, discussion: Did the squirrel find peanuts later? How did you find it?
Ask the mole, check the information on the internet, ask the father of the land to come out and help, etc. )
2. What happens when squirrels find peanuts?
Eating with moles, hiding peanuts for the winter, etc.
3, inspiration: storytelling should not only tell the story clearly, but also tell how the squirrel thinks and says it.
4. Speak in the group first after free preparation.
5. Name the stage and tell everyone.
6. Collective evaluation (whether Mandarin is correct, whether the language is fluent, whether the story content is reasonable, etc.). )
Homework: Recite the text and preview lesson 17.
Model essay on the design of Chinese teaching plan for the first grade in the second primary school
Go by yourself: teaching requirements
1, know the new word 12. Can write four words: self, self and thing. Know the new radical.
2. Read and recite the text correctly and fluently.
3. Understand the content of the text, know how to establish independent thoughts from the bottom up, learn life skills by yourself without relying on parents.
Teaching focus
Read aloud and practice reading aloud.
Teaching difficulties
From reading, I understand why the mothers of ducklings and eagles want their children to learn life skills by themselves.
Teaching preparation
Duckling, Eagle Map, Headdress, Text Description, Teaching Courseware.
Course arrangement 2 class hours
first kind
First, the teaching requirements:
Know the new word 12. Can write four words: self, self and thing. Know the new radical.
Second, the teaching focus: reading aloud and practicing reading aloud.
Teaching difficulties: reading and reciting texts correctly and fluently.
Fourth, the teaching process:
(A) reveal the main body
1, import: We know that ducks can swim and eagles can fly very high. How did you get this skill? (blackboard writing topic)
2, read the topic together, recognize yourself, recognize yourself, and read the right sound.
3. Question: Go by yourself. Who said that? Do what?
(2) Reading the text for the first time
1, studying in normal school.
2. Students are free to read, and they are required to read pinyin correctly and find out new words to mark.
3. Read the sentence, read it correctly, pay attention to the pause and connect the words.
(3) Literacy
1, check the pronunciation of new words.
(1) Look at each other at the same table and read new words.
(2) Show new word cards for spelling, read by name and read by train.
2. Learn in groups and talk about how to remember new words.
3. Expand vocabulary activities.
4. Group work: Find out the sentences with new words, draw a picture and read aloud.
(4) written guidance
1. Students observe their position in Tian Zige.
2, first draw a trace, find the characteristics of the word, and talk about how to write.
3. Compare glyphs.
4. The teacher writes.
5, students practice writing, teachers patrol, correct writing posture.
5. Homework arrangement: Write two lines of pinyin for "Zi" and "Ji" respectively.
Blackboard Design: Writing from myself and myself in Tian Zi.
Seven, after-school reflection:
Second lesson
First, the teaching requirements:
1. Read and recite the text correctly and fluently.
2. Understand the content of the text, know how to establish independent thinking from the bottom up, learn life skills by yourself without relying on parents.
Second, the teaching focus: reading aloud and practicing reading aloud.
Teaching difficulties: reading and reciting texts correctly and fluently.
Fourth, the teaching process:
(1) Play the song "Mother Duck and Duckling" and ask the students to do actions.
2. Introduce the popular science knowledge about ducks to students, and let them know that the flat and webbed bodies of ducks are adapted to life in water.
Teacher: Duck, do you know what you can do now? Students can answer freely.
Teacher: My duckling is great! You have a duck brother coming!
3. Put a duckling courseware that has just hatched, then put the illustrations of the text and tell it to the music teacher.
Statement: On a sunny spring day, mother duck's baby was born. He looked at the beautiful world with a pair of curious eyes, ah! There are flowers, grass and streams. It's beautiful. The duckling croaked with joy. What will he think when he sees a clear stream?
Students can answer freely.
4. Teacher: What did the duckling say? Please open lesson 14 of the Chinese book, read the text quietly and draw what the duckling said.
(B) learning the first natural paragraph
1, Teacher: Who found the duckling? Read by name.
Teacher: So this duckling wants to go swimming. Do you want to go swimming? Let's read the duckling's wish to go swimming. Focus on the tone of pleading and your pronunciation. )
2. Teacher: What did Mother Duck say to the duckling? The students answered.
Teacher: This mother duck is cruel. She doesn't love her children at all. If I were you, I wouldn't want my children to suffer hardships and take risks! Ducklings, which mother duck do you like?
Students can answer freely.
Teacher: That's good. I'm really cultured. Let's read aloud in different roles!
4. Teacher: Everyone reads well. It would be better if you read and perform at the same time, right? Please perform in groups first. I'll see which group performs well. Please bring the teacher's beautiful headdress to perform on stage.
5. Free group performance
6. Report performance.
7. Teacher: The performance is really good. I will give you a small fish to eat.
8. Teacher: Ducks, you have not only learned skills, but also learned a lot of knowledge. Now, another small animal is in trouble. Do you want to help him? (showing pictures of the baby eagle)
Learn the second paragraph
1, Teacher: What happened between Kitty Hawk and Kitty Hawk? Ask each group to perform reading or read in combination with questions. Students choose their own learning methods. )
What did Kitty say to her mother?
What did mom say?
What about Kitty Hawk in the end?
What will Katie say to her mother?
2. Report.
3. Abstract: What did Mother Duck say to the duckling? Let the students go to the blackboard and swim by themselves. What did mother eagle say? Students come up and write on the blackboard: Go and see for yourself.
Students, what should you do in your daily life (do your own thing)? Who can tell me what you have learned? (Students take their own photos, be small stars and stick them on the blackboard. )
(4) Guide reciting.
Verb (short for verb) Task:
1, performance: Go home and show this story to your parents.
2. Draw. You can draw ducklings, mother ducks, baby eagles and mother eagles.
3. do it. Go back and learn what you should do, and come back and introduce your experience.
Model essay on the design of Chinese teaching plan for the third grade of primary school
Make progress every time: teaching goal
1, know 12 new words, such as ci, gua, Yan, what, Yao, sample, harvest, etc., and can write back, pieces and skins.
2. Read the text correctly and fluently.
3. Understand the content of the text and know that only by careful observation can we understand the characteristics of things.
training/teaching aid
Multimedia courseware, all kinds of new word cards, vegetables, animal headdresses.
Course arrangement 2 class hours
first kind
First, the teaching objectives:
1, know 12 new words, such as ci, gua, Yan, what, Yao, sample, harvest, etc., and can write back, pieces and skins.
2. Read the text correctly and fluently.
3. Understand the content of the text and know that only by careful observation can we understand the characteristics of things.
Second, the focus of teaching: read the text correctly and fluently.
Third, teaching difficulties: understand the content of the text and know that only by careful observation can we understand the characteristics of things.
Fourth, the teaching process:
(A) the creation of review situations, the introduction of new lessons.
Teacher: Yesterday, the teacher made some animal friends with you. Do you remember who they are?
Teacher: Yesterday, I made friends with the duckling and his mother, and the baby eagle and his mother, and made friends with them.
Teacher: In order to let their children learn life skills, Mother Duck and Mother Eagle have established their children's sense of independence since childhood and always let them go by themselves! These mothers really have good intentions!
Teacher: Today, the teacher met another good mother. Do you want to see him? Want to know what the mother has done for her children?
Teacher: Let's learn lesson 15 "Make progress every time" to get to know this good mother and see what she has done for her children.
Writing on the blackboard: improve students' reading tasks together every time.
(2) Look at the pictures, know the characters and understand the text.
1, do you want to know who this good mother is?
Show courseware, photos of mother swallow and little swallow under the eaves.
2. While knowing the characters, help students understand the meaning under the eaves.
Teacher: What are mother swallow and little swallow talking about? Let's guess.
Teacher: Did the teacher tell you that they are talking about two kinds of vegetables?
Show the multimedia courseware: wax gourd and eggplant, and let the students find out the difference between them by looking at the pictures.
5. Teacher: What is that?
(3) Reading the text for the first time
1, students read the text softly, read the pronunciation correctly, and mark the unknown words with their favorite symbols.
2. Read the text and mark the natural paragraphs.
Read the text again and remember the new words.
1, listen and read.
(1) Reading the text in sections (playing the courseware with new words in another color) requires fluency.
(2) Read new words together
2. When all new words (with pinyin) appear, read the unknown words first, and then read pinyin for the unknown words. Read by train.
3. Read the text in groups to consolidate literacy.
4. Remember the new words, and all the new words (no pinyin) appear again. Ask the students to be primary school teachers and read aloud. What words did you know before? How did you meet? Do you have any good way to remember which one?
(5) Read the text carefully and understand it.
1, learn the first paragraph.
(1) Students can read freely.
(The first paragraph is displayed on the big screen, with pictures of the related content in the first paragraph next to it. )
(2) Discussion: Why do you write melons and eggplant in the vegetable garden in the first paragraph of the text? Does this have anything to do with the text?
2. Learn the second paragraph.
(1) Students read for free first. What does this paragraph say?
(2) The teacher reads aloud, listens to the teacher and thinks: Who said this passage? What did you say respectively?
(3) What's the difference between a mother swallow and an eggplant? What does this sentence mean (meaning what is the difference between winter melon and eggplant)
(4) What can students use to make sentences after understanding?
The swallow has gone. Did he find any difference between winter melon and eggplant?
Show courseware, highlight the difference between melon and eggplant.
(6) Teacher: Did you find this one different?
(6) Summary
We have gained a lot in this course. We met so many friends who are not familiar with Chinese characters. We also went to see wax gourd and eggplant with swallows and found the difference between them. Do you still want to find their differences? Shall we let the swallow take us to see it next class?
5. Homework: Go home and get familiar with the text.
Sixth, blackboard design: progress every time.
Second lesson
First, the teaching objectives:
1, know 12 new words, such as ci, gua, Yan, what, Yao, sample, harvest, etc., and can write back, pieces and skins.
2. Read the text correctly and fluently.
3. Understand the content of the text and know that only by careful observation can we understand the characteristics of things.
Second, the focus of teaching: read the text correctly and fluently.
Third, teaching difficulties: understand the content of the text and know that only by careful observation can we understand the characteristics of things.
Fourth, the teaching process:
(1) Review new words and introduce new lessons.
Teacher: Last class, Swallow took us to see melons and cucumbers, which made us discover their differences. In this class, the swallow wants to take us to see them again, but the swallow has a small request: the students must know all the unfamiliar friends around him before he can take us to see them. Can you do it? (Play the courseware)
(2) teaching new courses
1, learn the third paragraph.
(1) Teacher: The swallow went to see the wax gourd and eggplant for the first time and found that the wax gourd was big and the eggplant was small. His mother praised him when he came back. What did she say?
(2) Read out what your mother said by name, and read out the feelings (compliments) expressed in the right words. What is the difference? encourage
(3) The swallow has gone again. What difference did he find when he came back this time? Is there any difference between this discovery and the last one? What did he say to his mother when he came back?
(4) Students are free to read and see whose swallows learn best.
(5) Swap roles at the same table and read the dialogue between the swallow and its mother in different roles.
(6) Read paragraphs 2 and 3 together, so that students can read the differences between the two visits and get a preliminary understanding of the progress of Swallow.
2. Learn the fourth paragraph.
Teacher: Mother Swallow heard that Swallow had discovered the difference between winter melon and eggplant again. How did she praise Swallow?
Teacher: But Mother Swallow thinks that Little Swallow has not observed enough, so let him observe carefully. What can the swallow find this time?
Show the courseware, highlighting that there are fine hairs on the skin of winter melon and small thorns on the handle of eggplant.
Teacher: This time, the swallow found the difference between winter melon and eggplant. What, is mom's compliment the same as before?
Teacher: Why can swallows find that there is such a big difference between winter melon and eggplant?
Teacher: Because of careful observation of swallows, he found a bigger difference between wax gourd and eggplant. Through this sentence, let the students understand the meaning carefully and make sentences carefully.
Verb (the abbreviation of verb) reads the text in different roles and performs.
1, read each other at the same table
Step 2 read in groups
3. Compare between groups to see who reads better.
The students took the little swallow's headdress and the little swallow's mother's headdress and went to the podium to perform for the students.
Sixth, guide writing.
1, students carefully observe and find problems, so that students can feel progress every time.
Students found no problems to give guidance:
(1) Write the small opening inside first, and then close the door.
(2) Slices should be skimmed vertically from heavy to light, and the ends should be skimmed lightly.
(3) It is a newly learned stroke, which is low on the left and high on the right when writing. The hook is short and powerful, pointing to the center of the leather character.
Seven. Extended activity
1. Talk and read after class.
2, take out the real thing: let students carefully observe two kinds of vegetables or fruits, find their characteristics, find out the shortcomings.
8. Homework arrangement: Write two lines in Pinyin for each word of the meeting and film.