Unit 4, Volume 2, Grade 2 Chinese Four Teaching Plans for China Gardens 1 Teaching Objectives:
1. It can be found that the words formed by the same two words in turn have different meanings.
2. Be able to read independently according to the characteristics of pictophonetic characters. Accumulate and use vocabulary.
3. Be able to read short stories by yourself.
4. Conduct oral communication with the theme of "our little production".
5, independent learning, willing to show.
Key points and difficulties:
1. Key points: word recognition, oral communication and word accumulation.
2. Difficulties: the distinction between the meanings of words that enter the meaning, and oral communication.
Teaching methods: independent inquiry literacy, group cooperation, exchange and enjoyment.
Teaching preparation: projector, new word card, data collection.
Course arrangement: two class hours
Teaching process:
first kind
First of all, my findings.
1, display text.
cow
milk
drawing
Drawing design
bee
honey
toothbrush
Brush your teeth/teeth
pool
Pond water
hill
Go uphill
2. Read the words by yourself and share your findings in groups.
3, the whole class communication
They are similar in that the two words in each group are the same, but the front and back positions are reversed. The first group is all the words that represent the names of things. Because the word order is reversed, the meaning expressed is different. The first vertical line in the second group is a word indicating the name or geographical location of things. When the positions of words are reversed, they become words that represent actions.
4. Can you say something similar? In the form of a group match, see which group has more words.
Answer the teacher's blackboard with the students and then read aloud in various ways.
Second, accumulate over time.
(a) "reading and recognizing";
1, projection display text.
2. The discovery of intra-group communication theory. (pictophonetic characters; Learn new words by adding familiar words. )
3. Game literacy.
Card recognition tips for new words
Correct pronunciation of "surname, policeman";
Random card reading
Messenger game
Read at the same table. Draw a star for your deskmate if you read it correctly.
4. Practice reading freely and expanding words.
(2) it is "I will fill it out"; "I can fill in" is an exercise of choosing synonyms to fill in the blanks. )
1. Talk about the relationship between two words in each group. (Synonym)
2. Use these two words to make sentences with life.
3. Tell me the difference.
4. Fill in the blanks.
(3) It is "I can read".
"I can read" is reading the essay "Lu Ban made an umbrella".
1, students read silently and independently.
2. Reading comprehension: Lu Ban is good at thinking and creating.
3. Talk about your reading experience and thoughts.
Tell this story to children or parents.
Second lesson
First, oral communication
1, the students will take out the small productions arranged before class. For example, knitting bows with wool, making flower baskets with plastic bottles, making toy firecrackers with red peppers and origami. ...
2. Show your cute little production.
3, group communication, report the production process. When others are talking, students who are listening can ask questions, and students who are talking should answer them.
4. The group recommends students who have good performance and good speech to show and introduce their own small productions in class.
5. Comment on whose small production is good and who introduced it well.
6. Make the students' small productions into exhibitions.
Second, the exhibition table
1, Introduction
Son, what will you do when you meet something beautiful in our life? (student exchange. )
2. Presentation: communicate with the students in the group the pictures and materials they have collected. (unlimited content)
3. The whole class exchanges their own collection channels.
4. Summary: Everyone exchanges an apple and gets an apple; Everyone exchanges an idea, and you will get a lot of ideas. Former classmates always pay attention to beautiful things and share them with others.
5. Hold an exhibition on this theme.
Second grade Chinese Volume 4 Unit 4 China Garden 4 Teaching Plan 2 Teaching Objectives
1. Guide students to explore and discover the learning rules of words, stimulate students' interest in autonomous learning, and accumulate words and phrases in learning.
2. Through reading training, improve students' reading ability, enable students to accumulate knowledge and express their emotions.
3. Encourage students to fully display their talents from different aspects, and cultivate students' thinking innovation ability, hands-on operation ability and language expression ability.
Teaching focus
1. Read independently and accumulate new words.
2. Instruct students to read the passage silently and make oral communication with small productions.
Class arrangement
3 class hours
training/teaching aid
1. Multimedia courseware and new word cards.
2. Small production completed by students before class.
teaching process
Teaching case (1)
first kind
teaching process
First of all, an exciting introduction.
Children, you are all smart and good children. Please use your head and join me to discover the mystery in the kingdom of words!
── My findings
1. Read the words by yourself (the words you don't know are read several times with the help of Pinyin, and the pronunciation is correct).
2. Pronunciation (read by name and correct mispronounced sounds).
3. Read each other at the same table (tell me what the characteristics of each group of words are).
4. summary: The words of each group of two words are the same, but they are exchanged to form new words with different meanings. )
5. Encourage students to say similar words (the teacher writes them on the blackboard).
Abacus is calculating to achieve good news, good news, and joy.
6. Read the words together and summarize them for teachers and students (remember the rules and find more such words. )
Second, reading and recognition.
1. courseware demonstration (showing courseware: skin q: who knows this word? Read by name, and then show the pinyin. )
2. How do you remember this word? Show courseware: Yuefu (skin) tells the method of memory.
3. Guide students to summarize literacy methods.
4. Encourage students to memorize other Chinese characters in this way.
5. The teacher checks the literacy (read the name first, then read the train). )
6. Consolidate new words and encourage students to practice expanding words (show new word cards. )
Second lesson
Stimulate interest introduction
Son, the word baby is lost. Let's take them home, ok?
I can read.
1. Read the words and find that each group of words is related in meaning.
2. Read the sentence and choose the words to fill in the blanks (read it again after filling in and tell me why).
3. Instruct reading (the teacher demonstrates reading, reads by name, corrects exercises, and then reads by name).
4. Expanding exercise: say a sentence with the words in the sentence.
Second, I can read.
1. Read the passage silently (draw new words, you can learn by looking it up in the dictionary or communicating with your classmates).
2. Read by name (tell us what you want to tell us).
3. Guide reading (grasp key words and sentences, understand the content of the text, and read aloud in various ways, especially in normal schools).
4. What did you learn from Luban?
Tell this story to your classmates.
The third category
Oral communication: our small production
First, observe the introduction of the topic of small production.
The teacher showed lanterns made of canned food and guided the students to observe. What do you think of them? )
Second, let the students show their own small productions (put them on the desks).
Third, the blackboard writing project "Our Small Production".
Fourth, oral communication between teachers and students.
(1) Guide students to think about how to make the production process clear. Other students should listen carefully and correct.
(2) group communication.
(1) Students in each group take turns to introduce, other students evaluate, or ask questions, and students should answer in time.
(2) Compare which students in the group speak well and recommend them to have class communication.
(3) Teachers patrol and give individual guidance.
(3) Presentation (representatives of each group introduce and judge the excellent narrators and the best works respectively).
5. Hold an exhibition to show outstanding works.
Exhibition table
First of all, students compare who collects more stamps, choose the most distinctive stamps and introduce their contents to their classmates.
Second, students read their own famous sayings. Why should the author and himself collect them? And exchange famous sayings (among group members)
Third, students voluntarily show their recent outstanding works (such as calligraphy or art works, small production or composition, etc.). ).
Unit 4, Volume 4, Grade 2 Chinese Four Teaching Plans for China Gardens 3 1. Reveal the topic, read the topic alone, and pave the way emotionally.
Read the text for the first time and discuss "What kind of apple am I?"
1, teachers demonstrate reading, students talk about feelings.
2. Students can read and think freely: What kind of apple am I?
3. Teacher-student exchange "What kind of apple am I?" (shape)
4. Students read separately and together: "I am an apple, I am a little red apple."
5. The teacher randomly wrote on the blackboard: Cute and happy.
Third, read the text intensively.
(1) Read the second section and realize "What kind of apple am I".
1, let students read in their favorite way.
2. Let the students talk about their feelings.
3. Let the students read aloud with emotion.
4. The teacher summed it up and wrote it on the blackboard: ready to help others and contribute.
5. Inspired by the teacher, students ask questions.
6. Practice reading this part.
(2) Read Section 4 and realize "What kind of apple am I" again.
1, study in groups, find problems, think and discuss.
2. Teachers and students exchange their understanding of easy-to-understand sentences.
3. Instruct the teacher to read aloud and guide the students to sum up "What kind of apple is this?" .
4, collective learning difficult sentences, teachers give guidance, do reading guidance.
5. Students practice reading.
6. Teacher's summary.
Fourth, read the text beautifully and sublimate emotions.
Fifth, expand training and poetry creation.
Sixth, summarize the class and assign homework.
Second grade Chinese Book 4 Unit 4 China Garden 4 Teaching Plan 4 Introduction:
1, named "Little Crow Loves Mom" for life.
2. Children, do you still remember this text we learned in Senior One? The little crow who loves her mother is deeply loved by our children. "But how much love there is in an inch of grass, I get three rays of spring", knowing that children who love their parents in return will be loved by all. Today we are going to learn such a text.
3, the blackboard title, read together, pronunciation.
Second, the new grant:
1, the teacher reads the text and the students think, "There is only one son". Who said that? Underline the relevant sentences in the text.
2. Exchange demonstration: "Oh? Have three sons? Where are they all? " Grandpa said, "I only see one son."
(1) Guide reading sentences.
(2) Question: How many sons are there? The article clearly mentioned three sons, why did grandpa say there was only one son?
Please read the text again and underline what the three mothers said. Draw a curve to show the different expressions of three sons coming to the well.
4. Read the words of three mothers introducing their sons respectively, and ask them to read the different intonations of their mothers.
5. Summary and transition: A mother is proud of her son's intelligence and strength; Another mother is also proud of her son's beautiful voice. Only the third mother introduced her son flatly.
6. While talking about his three sons, three mothers finished drinking water and walked home with buckets. A bucket of water is heavy! How much does this bucket of water weigh? Ask a child to read the seventh section. See which sentence in the article says that this bucket of water is heavy. (practice)
7. When the mothers were most tired, three children ran head-on and saw their mothers carrying water so hard. How are they doing? Please share the sentence you just drew.
8, refers to the blackboard writing, yes, no wonder the grandfather who witnessed this scene said-I only saw one son.
Show it again: "Oh? Have three sons? Where are they all? " Grandpa said, "I only see one son."
(1) Grandpa who saw this really doesn't understand how many sons he has? Think about how to read. (Know perfectly well past ask)
(2) Various forms of practical reading.
Third, expand speech.
Now you understand why the old man said there was only one son, but the mothers still don't understand. Can you tell them? Students choose their favorite mother as the object and practice oral English.
Second grade Chinese Volume 4 Unit 4 China Garden 4 Teaching Plan 5 Teaching Objectives
1. Read the text correctly, fluently and emotionally;
By reading the text, you can be influenced by emotions, know how to cherish family ties, and learn to care for and honor the elderly.
Teaching process design
First, listen to music to attract interest and ask questions.
1. Play the song "Plant the Sun". Tell us what you understand. How do you feel? what do you think?
The teacher knows a little girl named deer. She wants to give sunshine as a gift to her grandmother. Do you want to know what happened? This is lesson 19, Sunshine for Grandma, which we are going to learn today.
3. blackboard writing: 19, sunshine for grandma
Second, try to read the text freely and memorize new words.
1. Read the text by yourself with the help of pinyin and read the pronunciation correctly.
2. Listen to the other person reading the text at the same table, and pay attention to correct the mispronounced pronunciation.
3. Read the new words in the word recognition table freely with the help of pinyin.
4. Check the new words read at the same table.
5. The teacher shows the new word cards and checks the new words. There are various forms to look up new words: looking up students with learning difficulties, reading by name, reading by train, reading together, etc. )
Third, read aloud and understand deeply.
(1) Why do deer send sunshine to grandma?
1, Teacher: Please read the text quietly, look for it while reading, and draw it on the book when you find it.
2. Communicate with the whole class. The camera displays the text content and reads related sentences by name.
(1) In the morning, when she opened her eyes, the morning sun shone through the east window, making the room bright.
(2) Purple flowers bloom all over the earth and smell fragrant; Birds are flying and twittering in the air. The whole earth is bathed in brilliant sunshine.
(2) What kind of scene is everything bathed in sunshine?
A. (Please close your eyes, imagine together, and feel with your heart: In the morning, the morning sun rises in the east and shines on the earth. Listen-twittering, birds are talking, you see-on the Yuan Ye, colorful flowers are blooming, emitting fragrance, the stream is clear and sparkling, and the willow girl on the bank caresses her long hair, in the sun and in the breeze.
B.what else did you see, children?
C. Teachers read the third part.
D. students guide emotional reading.
3. The deer is jumping, and its black hair is shining in the sun. She sat on the grass with her feet spread out. The little apron is full of sunshine.
4. The teacher reads the fifth section.
"ah! What beautiful sunshine! I want to take it back as a gift to my grandmother. "
5. The little deer's grandmother has a broken leg and can't go out. She always says, "I wish I could see the sunshine!" "
The teacher introduced:
The sun is shining outside and the spring is bright, but there is still a chill indoors. Grandma always said-
Listening to the birds flying freely in the sun and twittering from time to time, grandma always said-
Looking at the deer coming home from the outside, happy smiling face, grandma always chanting-
6. Why do deer give sunshine as a gift to grandma? Can you say "because ... so ..."?
(2) communication, individual said.
Transition: Because grandma's leg was broken, she wanted to see the sunshine, so the deer took this bright, bright and warm sunshine home and gave it to grandma. How does the deer give the sunshine to grandma?
1 Please read section 6- 10 freely and find out the words that describe the deer's actions in the process of sending sunshine.
2. Speak alone.
The teacher showed the sentence: the deer wrapped the sunshine tightly in an apron and went home.
As the deer spoke, she opened her tightly wrapped apron.
Teacher: Please read these two sentences.
Which word in the following sentence has the same meaning as "tight" here?
So what do "tight" and "tight" mean here? This means that the deer hides the sunshine ...
What does the deer think at this time?
3. Organize a discussion: What else have you read from these words?
It says "Once ..."
The deer wrapped tightly in the sunshine, and went straight to grandma's room as soon as she entered the room, shouting-
Along the way, the deer thought how happy grandma would be when she saw the sunshine. She can't wait to tell her the good news-to guide her to figure out the psychology of the characters. (Excited, anxious, happy)
4, practice retelling, plus the psychological activities of the deer.
5. Come on, let's send grandma sunshine. Repeat the text 6- 10 when doing the action.
(3) Transition: Did Grandma get a gift from the deer?
1, communication: no.
(1) Follow-up: Where did you know that? Read the 1 1 section separately.
(2) Read section 1 1. Thinking: Why did the deer "almost cry"?
(3) Why does grandma laugh when she sees a sad deer?
The camera shows 14: Read grandma's words freely. "My good baby, don't worry, the sunshine has already reached your heart."
Read and think: What does Grandma feel from the deer's behavior?
(4) say it alone.
(5) What is in the deer's heart that is as bright as sunshine, which will make everything bright and warm? (a passionate love, filial piety to grandma)
2. Although the sunshine is gone, has grandma received a gift from the deer?
No wonder grandma is "extremely happy". What do you want to say to the deer at this moment?
Fourth, expand and extend, and enhance emotions.
1. Let's read the text again. What a lovely deer!
2. Summary: The teacher feels that the sunshine has also reached the hearts of each of our children. Teachers also believe that every child has a heart as bright as sunshine, which will make the light of love illuminate every corner.
Verb (short for verb) homework
Do one thing for your elders to show your love for them.