Primary school Chinese teachers' classroom teaching design template 1 teaching objectives;
1. Learn 9 new words in this lesson, read the pronunciation correctly and know the font.
2. Be able to read and recite the text skillfully.
3. Learn from Huai Su's positive attitude and write well.
first kind
Teaching process:
Look at the picture first to reveal the topic.
Huai Su was a famous calligrapher in the Tang Dynasty, who was good at cursive writing, and wrote Forty-two Classic Chapters and Thousand Characters. His calligraphy is fluent and has a great influence on later generations. How did he become a talent? You will know after learning the text.
Exhibition Title: Written by Huai Su.
Second, the first reading guide
1, the teacher demonstrates reading, and the students won't understand the words marked "?" Point of
2. Students are free to read the text once, and are required to read the correct pronunciation, read the sentences and mark the natural paragraph numbers.
3. Check the pronunciation of new words.
New words: gǔHJǔnxiānyàngri
In ancient times, you had to look at such days to make progress.
Hao Zhang
Calligraphers after eternal life
Read by name, and guide students to distinguish the similarities and differences of braille pronunciation from the aspects of flatness, warping, nasal sound before and after, and three pinyin.
4. This article is divided into several natural paragraphs.
5. Read the natural paragraphs in groups, correct the pronunciation and guide the pause between sentences.
Third, learn new words.
1, show all the new words, read them by yourself and correct each other at the same table.
2. Name reading, pronunciation and word formation.
3. How to remember this word?
4. The teacher writes.
5. The students paint red.
Postscript: Students can write carefully.
Second lesson
Teaching process:
First show calligraphy (sixth grade students) and introduce the text:
Is this handwriting good? Do you know how long it took him to write so beautifully? Next, we learn the text "Huai Su writes" and write on the blackboard: Huai Su writes. See how he practices calligraphy.
Second, read the text for the first time and read the pronunciation correctly.
1. Read the text freely.
2. Check the preview:
(1) Show the new words on the blackboard and draw some students to read.
(2) The team leader checks the parents' signatures.
3. Read the text carefully and understand the meaning of the text.
(1) Learn the first paragraph.
Draw a student reading the text aloud.
The teacher asked: What kind of child is Huai Su? Are we the same?
(2) Learn the second and third paragraphs.
① Read the second and third paragraphs freely.
The teacher asked: How did Huai Su learn to write?
(3) The teacher read the summary in the fourth paragraph.
(4) Read the text with emotion and realize the significance of the class.
Fourth, learn new words and write them carefully. (Classroom exercises)
1, the teacher writes in Tian Zige first, and indicates the font structure and correct stroke order.
2. Students write and teachers patrol the classroom for guidance.
Fifth, extracurricular extension.
Think about how to write beautifully after class and write a picture for the teacher to evaluate.
Postscript: This writing has made great progress and is much more serious than before.
Primary school Chinese teachers' classroom teaching design template II. Introduction of teaching materials
This lesson is a fable about the dialogue between a river and a blade of grass. From this, we can perceive the interdependence of all things in nature, and at the same time realize that we should be modest and prudent and see more advantages of others.
Second, the teaching objectives
Knowledge and ability: learn the correct spelling of "Qing" and know other new words.
Process and method: deepen the understanding and experience of the text content in positive thinking and emotional activities.
Emotion and attitude: read the text with emotion, initially perceive the interdependence of all things in nature, and at the same time realize that you should be modest and prudent and see more advantages of others.
Third, the design concept.
1, with learning and teaching, to stimulate the interest of autonomous learning.
Students are the main body of learning, so teachers should attach importance to the independent construction of learning subjects, trust students, let students fully develop autonomous learning by using the knowledge, skills and methods they have learned, and give full play to teachers' role as "organizers".
2. The orientation ability of junior students is still at a low level, and their attention state still depends on the intuition and visualization of teaching, which is easy to be mobilized by intuitive and new stimulating activities to stimulate their interest in learning.
3, reading grade, cultivate reading comprehension ability.
Reading comprehension ability is based on perceptual experience, and reading aloud is an important link for students to gain emotional experience. Teaching should focus on reading, with repeated purposes, repeated effects and various forms. Try to get every student involved.
Fourth, the teaching process
(1) Direct import
1. In this lesson, we will continue to learn about rivers and grasses.
Synchronous reading theme
2. change the word "and"?
(2) Intensive reading of the text
1, Teacher: The teacher brought you here.
Show me the map: this river.
Stick "grass" on the river and say "grass".
Sticking the intuitive river and grass on the blackboard attracted the students' attention. At the same time, pay attention to the cultivation of students' language ability]
2. Display the first part of the text
(1) Q: Is grass just a cluster? Which word in the text tells us?
Let the students get up. Map: It's all grass.
(2) Introduction: Child, is it beautiful? Read it in a beautiful tone.
Read by name, all at once.
By sticking a lot of grass on the river, students can understand "Man" skillfully, naturally and vividly. ]
3. Teacher: Why is the river full of green grass? Let's hear what they have to say.
Show the second and third sections (the first conversation)
(1) What did the grass say to the river?
Show me a glass of water: What do you think of it?
Put a picture of a small fish at the bottom of the cup for students to observe on stage. Q: What do you see?
Teacher: It's called "seeing the last at a glance". The teacher gave everyone a word: crystal clear.
Read the words by yourself, by name, and read them all at once.
Who can boast about this river?
Read it by yourself, by name, and read it all at once.
[By observing the real thing, let students understand "Qing" and "you can see the end at a glance", which is close to the reality of students' lives. At the same time, let students read more and learn more, and pay attention to the accumulation of words]
(2) After listening to the grass, is the river proud? What happened to him? What did he say?
Read Xiao He's words by name.
Show: Hold it tightly and look at it separately.
Teacher: Who can perform this word?
Read it by name again. Read it together.
What does grass use to support the river?
Courseware demonstration: Grass holds the soil tightly with roots.
What would the river look like if there were no grass attached to the soil on the banks?
Add soil to clear water to make it turbid, and understand "turbidity".
Performance is a form that students like very much. Reading with performance can stimulate students' interest in reading, and at the same time, they can better understand "hug". In addition, the demonstration of multimedia courseware can not only attract students' interest in learning, but also visualize abstract words. ]
(3) talk: because the grass holds the soil on the river bank tightly, the river.
Name theory
Instruct reading: read the tone of gratitude.
Read by yourself, by name, by role.
Through oral training, students can better understand the content of the text and cultivate their language ability. At the same time, let students enter the role reading scene and get a better understanding in reading]
Then, they talked about whispers.
Show the fourth and fifth bars.
(1) Look at this conversation by yourself.
(2) Comparative reading: Your green color really makes people love you.
You look green, which makes people like you.
If you were a grass, which sentence would you like? Why? Read the roll call and praise the grass.
(3) Is the grass proud of what the river said? What did he say?
If you read grass
Physical contrast: green grass.
hay
Q: Under what circumstances will the grass dry up?
(4) talk: because, so.
(5) Guiding reading: reading the tone of thanks.
Read by yourself and read by roles.
4, because the river and grass are mutual, so (show section 6)
(1) Read this part by yourself.
(2) Q: Why are they "happier" and "more environmentally friendly"?
(3) Guide reading: read in a cheerful tone.
[Let students experience the use of words through comparative reading and feel it in reading. At the same time, through the speech training, it is required to improve on the basis of the last speech and gradually cultivate students' language expression ability. ]
4. Read the full text with emotion in different roles.
(3), expansion and extension
1. What do you want to say after learning this text?
If I were a small fish in the river, I would like to say to the grass. ...
If I am a child who loves to swim in the river, I want to say to the grass. ...
Let students spread their imagination wings to speak, cultivate their thinking ability and imagination ability, and deepen their feelings.
(d) teaching "green"
1, observe words and talk about mnemonics.
Step 2 guide writing
Primary school Chinese teachers' classroom teaching design template 3 teaching objectives
Learn to write 9 new words and words.
2. Understand the content of the text and read the text correctly and fluently.
Emphasis and difficulty in teaching
Key points: Learn to write 9 new words and words composed of new words in this lesson.
Difficulties: Understand the content of the text and read the text correctly and fluently.
Teaching process:
First reading instruction
1, free to read the text, requirements:
(1) Pronunciation is correct, with no words missing or added. Do "five noes"
(2) Use "———" to draw the words that need to be written, and use "~ ~ ~" to draw the recognizable words.
(3) Number each natural paragraph.
Second, check the self-study situation.
1, show the new words (write them on the blackboard in advance)
2. Read the text by name.
Third, guide writing.
1, recognize new words: green, edge, right, able, arrived, lived, got, divided and dried.
(polyphonic characters)
2. Guide writing.
Qing: upper and lower structure. The fourth stroke is horizontal and the fifth stroke is vertical.
Right: left and right structure, narrow left and short right, wide right and long right, and the second stroke is a point.
Students paint red and imitate writing.
Implementation modification opinion
Practice every day: I will show my hand.
Recite the second paragraph of Huai Su's writing emotionally.
"Qing" is a word with upper and lower structures.
Jing sou Cai Ji innovation yi Xi
Brilliant idea:
Reading the text freely requires:
(1) Pronunciation is correct, with no words missing or added.
(2) Use "———" to draw the words that need to be written, and use "~ ~ ~" to draw the recognizable words.
(3) Number each natural paragraph.
Implementation modification opinion
Do industrial practice and work
Must do: 1, listen to the tape three times.
2. Read the text correctly and fluently.
3. Pinyin the new words four times.
Implementation modification opinion
Teaching notes
The children like this fairy tale very much. The mutual help and love revealed in the beautiful language of this article actively mobilize students' inner feelings and enthusiasm for participating in the language. Although the text is very long, the children just read it with relish. Especially in the dialogue between grass and river, students unconsciously read aloud in different roles in the form of deskmate cooperation. I think students' good reading and high interest have a lot to do with their persistent "daily practice".
Primary Chinese teachers' classroom teaching design template 4 Teaching objectives:
1, can read and recite the text correctly, fluently and emotionally.
2. Learn the new words in this lesson and understand the words composed of new words.
3. Understand the content of the text and realize the fearless spirit of Xiaoyu in the face of strong north wind.
Teaching emphases and difficulties: literacy, writing, reading aloud and reciting.
Teaching aid preparation and auxiliary activities:
1, physical projector.
2. Pictures and new word cards.
Main blackboard writing plan:
Operation design arrangement:
In class: paint in red and write temporarily.
Extracurricular: reading aloud and reciting.
Teaching process:
first kind
First of all, introduce new lessons, reveal the topics discussed by teachers, and write the topics on the blackboard. Read it together.
Second, the first reading guide
1, learn the text by yourself.
(1) When reading the text, correct pronunciation is required. If you can't call it directly, spell it first and then call it directly. If it is difficult to read, read it several times.
(2) Read the text for the second time and mark the section number in the natural paragraph.
2. Check the effect of self-study.
(1) Check reading, read in groups first, learn to evaluate each other, and then enroll. The teacher corrected pronunciation and pause.
(2) Display text: (omitted)
(3) roll call reading, camera stress.
3. Read the text softly.
4. Read the text by name in the natural paragraph, and the teacher will give directions with a camera.
5, clear the context, think about which part of the following text is written:
(1) Some plants and animals are afraid of the north wind, which is very proud.
(2) The north wind is self-righteous, but the light rain is not afraid.
Third, guide writing.
1. Show and read new words.
2, memory font, guide.
3, Fan writes, reminding attention.
4. Students practice painting red and writing temporarily on the Book of Chinese Characters. Teachers tour to guide and correct writing posture.
Second lesson
First, review and check.
1, recognize new words.
2. Read the text by name.
Second, continue intensive reading training.
1. Learn the first paragraph of the text. Listen to the recording of the text.
(1) Q: When the north wind comes, the weather turns cold. When the north wind blows, who does it blow to? Read it by yourself, find it out and draw it with strokes.
Are they afraid of the north wind? Where did you see it?
(3) Guide reading. What do you think of the north wind?
2. Learn the second paragraph.
(1) Read by name.
(2) How did Beifeng say this sentence? Can you read the tone that feels great?
(3) Transition: Are you really afraid of the north wind?
3. Learn the third paragraph.
(1) How do you know that light rain is not afraid?
(2) How to read? (firm and brave)
(3) transition: small fish are not afraid, and the north wind is angry. How did it perform?
4. Learn the fourth paragraph. The violent north wind blew a sigh of relief. What happened at this moment? What does the north wind want?
Transition: Did the light rain freeze to death?
5. Learn the fifth paragraph. The north wind can't see the light rain. Why is it so proud? Is there really no light rain? Where have they all gone? Read the fifth paragraph together.
Third, summarize.
Who do you like, the north wind or the light rain? According to this fairy tale, although the strong north wind can scare many animals and plants, the brave and clever light rain is not afraid of it.
Fourth, read aloud and recite.
1, practice reading repeatedly.
2. Try the back part.
3. Recite emotionally.