Senior one language garden 4 1 teaching plan teaching objectives;
1. Know antonyms, learn to write "female" and "open", and learn new strokes.
2. Understand the four seasons, talk about the four seasons in your heart, and exercise students' oral expression ability.
3. Show literacy achievements in groups to stimulate students' interest in literacy.
4. Accumulate proverbs, read stories and cultivate students' understanding and reading ability.
Teaching focus:
Know antonyms and learn to write.
Teaching difficulties:
Exercise students' oral expression ability.
Teaching preparation:
Multimedia courseware and cards
Class arrangement:
Two class hours
Teaching process:
first kind
First, literacy gas stations
(1) The teacher reads the syllables in the book, and the students follow.
(two) to guide the writing of the word "female" and "open".
1. The teacher explained while writing on the blackboard: Don't bend the first point, the point is about 90 degrees from the point; The second stroke is slightly higher than the first stroke, and the part after the point is slightly shorter. The connecting line between the skimming end point and the end point of the first skimming point is inclined downward. The third stroke tilts slightly upward.
2. Teachers show "male-female" and "south-north" respectively with multimedia courseware and examples in life.
"Up and down" and other antonyms, and analyze their differences.
In pairs, one person says a word, and the other person immediately says its antonym.
Second, the use of words.
Use in context
(1) Students read the words together, and the teacher calls the roll.
(2) Show the characteristics of the four seasons on the multimedia courseware, and let the students tell which season it is.
(3) Ask the students to say a few words on the topic "My favorite season" and give the names for the students to answer.
Third, the homework arrangement
Write its antonym according to the given word. If not, you can ask your parents and teachers.
Up and down big-small long-short or so.
Before-after nothing-inside-outside is black and white.
Second lesson
First, the exhibition table
(1) The teacher sends cards to the students, and the students write down their names, grades and any words they can think of on the cards, and make phonetic notes.
(2) Exchange cards in groups of four and tell each other which words you don't know and which words you know.
(3) The teacher asked the students to say the words on the card at will.
Second, accumulate over time.
(1) Students spell proverbs by themselves first, and then the teacher reads them aloud.
(2) Students guess the meaning of these proverbs and discuss them in groups.
The teacher explained the correct meaning of these proverbs.
Third, read with adults.
(1) Students read aloud softly according to the pinyin marked in the text, and mark the words they know and the sentences they don't know.
(2) Teachers lead students to read aloud and read aloud by name.
(3) Group discussion: Who picked the peanuts?
(4) Expand practice and continue to make up stories.
1. Discussion: Did the squirrel find peanuts later? How did you find it? What happens when squirrels find peanuts?
2. Tell stories in groups. Name the students and tell them on the stage.
Teaching objectives of the second teaching plan of "Four Gardens in China" in senior one.
1. Guide students to find literacy methods through literacy.
2. Find polyphonic words by reading sentences; Different pronunciations have different meanings.
3. Guide students to accumulate good words and excellent paragraphs.
4, oral communication, cultivate language expression ability and practical ability.
Important and difficult
Self-accomplishment and active vocabulary accumulation.
Teaching time
3 class hours.
teaching process
first kind
First of all, an exciting introduction.
Teacher: Welcome to China Garden, children! The owner of China Garden is welcoming us! Let's see what's in this garden.
(Xiuyu Garden 4)
Second, I found that
Guide students to discover the rules and read independently.
Please open your's book and read the Chinese characters I found in this part to see what the rules are.
Student A: I found that the word next to the word eye has something to do with eyes.
Student B: I found that the words beside the moon are related to the body.
Student C: I found that the words beside the feet are related to feet.
Student D: I found that the words beside the hand are related to the hand.
1, let's look at these words.
2. Naming reading requires literacy:
Wipe, copy, pick up, throw, pull, block, touch (the teacher shows the new word card), practice expanding words, say sentences, and let the students do actions to understand the meaning.
3. Teacher's summary:
Pictophonetic characters are divided into two halves. Half is shape, half is sound, the same shape is the same kind, and the meaning of shape is different. From these Chinese characters, we can see that radicals are always related to the meaning of words. Can you still say some Chinese characters with radical meanings?
(Mosquito, grasshopper, duckling) (Catch up, get up) (Know, say, talk)
Second, I can read.
Accumulate vocabulary and enrich language.
1, the teacher shows the blackboard and the students observe these sentences. Is there anything special in the sentence?
(Some words have been added below)
2. Teacher, read and listen. What did you find?
(Words with dots have different pronunciations and meanings)
3. Free reading:
Pay attention to pronunciation in Braille.
4. Read by name and read together.
Second lesson
1, Xiutu asks:
Have you ever been to the seaside? You must have seen the waves. Tell us proudly what the waves are like.
2. Students who have never seen the waves need not worry. You will know after reading this short passage.
3, the old normal school reading.
Students try to read sentences smoothly and coherently.
5. Let the students pick up the dragon and read the passage.
6. Say:
What do you know now? What do you think of the waves?
(Cute and naughty)
7. Read together and by name:
(Instruct reading aloud)
Show a lovely smile and read this article with a smile. Read the passage and let others listen, as if you really saw the naughty waves.
8. Read this article with music.
The third category
Oral communication: continue telling stories
First, create a situation
1, show the illustration.
2. Illustrations showing rabbits:
One day, the rabbit was walking on a country road. The scenery on both sides was beautiful, but he was fascinated. The little squirrel appeared again, and the little squirrel hurried to him. Why are squirrels in such a hurry? Come to the rabbit, what do you want to do? At this point, the teacher can't go on. Please help me, look at the pictures carefully, give full play to your imagination, finish the story and see who can tell it well.
Tip:
What might the squirrel be anxious to find the rabbit for? What will the rabbit say?
How to help the little squirrel?
(1) Speak freely and tell it to your deskmate.
(2) Intra-group communication.
(3) Read the name on the stage, and other students will listen carefully. What's good about his story?
(4) Evaluation (learn to evaluate the advantages of classmates and then add your own views).
Transition: Everyone spoke really well and vividly, and the teachers were fascinated. Now, please be smart and draw your story and see who draws it well.
Second, draw a picture.
1, students are free to smoke, and teachers patrol.
2. Put the students who have drawn first under the physical projector for students to appreciate and evaluate.
3. Group communication.
4. Judge the little painter.
Third, expand activities.
Tell the story to your family or friends according to your own paintings.
The teaching objectives of four teaching plans and three teaching plans in senior one Chinese garden;
1. Guide students to find literacy methods through literacy.
2. Find polyphonic words by reading sentences; Different pronunciations have different meanings.
3. Guide students to accumulate good words and excellent paragraphs.
4. Oral communication, cultivate language expression ability and practical ability.
Teaching emphases and difficulties:
Self-accomplishment and active vocabulary accumulation.
Teaching hours: 2 hours.
Teaching process:
First of all, an exciting introduction.
Teacher: Welcome to China Garden, children! The owner of China Garden is welcoming us! Let's see what's in this garden. (Xiuyu Garden 4)
Second, I found that
Guide students to discover the rules and read independently.
1. Please open your's book and read the Chinese characters of "My Discovery" to see what the rules are.
Student A: I found that the word next to the word eye has something to do with eyes.
Student B: I found that the words beside the moon are related to the body.
Student C: I found that the words beside the feet are related to feet.
Student D: I found that the words beside the hand are related to the hand.
1. Let's read these words.
2. Read the words that you are required to recognize by name: erase, copy, pick up, throw, pull out, block, touch (the teacher shows the new word card), practice expanding the words, say sentences, and let the students do actions to understand the meaning.
3. Teacher's summary: pictophonetic characters are divided into two halves. Half is shape, half is sound, the same shape is the same kind, and the meaning of shape is different. From these Chinese characters, we can see that radicals are always related to the meaning of words. Can you still say some Chinese characters with radical meanings? (Mosquito, grasshopper, duckling) (Catch up, get up) (Know, say, talk)
Second, I can read.
Accumulate vocabulary and enrich language
(1) The teacher shows the blackboard and the students observe these sentences. Is there anything special in the sentence? (A little has been added under the word "some")
(2) Teacher, read and listen. What did you find? Words with dots have different pronunciations and meanings.
(3) Read freely and pay attention to pronunciation in Braille.
(4) Read by name and read together.
Four teaching plans and four teaching objectives in senior one Chinese garden.
1. Master a literacy method: start with the words of body parts.
2. Read words correctly, especially light words.
3. Master the stroke order rules of writing Chinese characters.
4. Accumulate ancient poems.
Teaching focus
Master a literacy method, master a stroke order law of Chinese character writing, recite and memorize ancient poems.
Teaching difficulties
Develop a good habit of accumulating new words, words and poems.
teaching process
First, check the import.
Students, we have learned several ways and means of literacy this semester. Let's recall, what are there? (Read by weather, read by quantifiers)
Today, we will learn to read in a new way.
Second, fun literacy.
1. Show new words and phrases:
Eyebrows, nose, mouth and neck
Arms, stomach, calves, toes
Read these new words and phrases at the same table and mark the new words that you can't read.
3, read by name, everyone is right.
4. Tell me what you found.
5. Summary: These words are all about body parts.
6. Work together at the same table. One student said the words of body parts, and the other student pointed to them.
Third, reading.
1, display text.
Courage zongzi mirror
Mom and dad brother
Story Moon Time
Read these new words and phrases at the same table and mark the new words that you can't read.
3, read by name, everyone is right.
4. Tell me what you found.
5. Summary: Add "Zi, Er, Tou" after the noun and read it softly. Such as: watch, old man. Overlapping nouns are pronounced softly, such as dolls and orangutans.
Fourth, write Chinese characters.
1. Observe the Chinese characters in Tian Zige and tell me what their structures are.
2. One of the words is the same. What's the matter, class?
Guess, in what order should such Chinese characters be written? When was the dot written? (the point is directly above or above the left, write the point first; The dot is on the upper right, and the dot is written at the back)
4. Teacher's guidance.
5. Students write and teachers check.
Five, accumulate over a long period
1. Guide the students to read the notes left when they are absent for the first time.
(1) With the help of Pinyin, you can pronounce poems accurately and read freely.
(2) Read aloud by name to check the effect of reading aloud.
(3) Teachers demonstrate reading, arrange students to listen to the illustrations in the book and think: What is this poem about?
2. Read and recite with emotion.
(1) The teacher guides the students to read.
(2) Perform deskmate reading.
(3) Try to read by yourself first, then read by name, comment while reading, and read aloud with music if possible.
(4) Recite.
Sixth, read.
1. Read Niu Niu driving a cow with pinyin, and pronounce it correctly.
2, read each other at the same table, if you have something to say, you can't Dangdang.
3. Read aloud by name and evaluate by teachers and students. (Whether the pronunciation is correct, whether the words are clear and whether the voice is loud)
4. What did you find after watching the cattle drive in Niu Niu? Have you ever read such a tongue twister before?
5. Go home and read with your parents, and compare them to see who can read quickly and accurately.
Seven. abstract
1. What did you get from this lesson?
2. Finally, let's recite Notes for an Absent ecluse and read Niu Niu Bull together, so as to end today's Chinese lesson by reciting and reciting.
Four teaching plans and five teaching objectives of senior one Chinese garden;
1, guide students to complete the "accumulation" independently, guide students to accumulate seven-character idioms and enrich their vocabulary accumulation.
2. Consolidate pinyin, improve reading ability and stimulate reading interest through reading activities with adults.
Teaching focus:
Guide students to accumulate seven-character idioms and enrich vocabulary accumulation.
Teaching difficulties:
Encourage students to cooperate, communicate and think creatively, and improve their reading and writing ability.
Teaching process:
I love accumulation.
1, lead: Students, what numbers have you learned? Let's count them together. What words with numbers do you know? (Students communicate freely) Chinese characters are very rich, including not only four-character cases with numbers, but also seven-character idioms with numbers! Let's accumulate together
2. Courseware shows the words in "Accumulate over a long period".
3. Students try to read seven-character idioms in groups.
4. Read the words by name in class, and the teacher corrects the pronunciation.
5. Read various forms of idioms, read and understand, and understand their meanings. (The teacher leads the reading, sits at the same table, competes in class and drives the train. "A year's plan lies in spring" is the experience summed up by our working people in thousands of years of production practice. A year's plan should be considered and arranged in spring. It is a metaphor to plan everything early and grasp it at the beginning. It emphasizes the importance of spring in all seasons of the year. "A day's plan lies in the morning" means making plans for the day in the morning. Metaphor means that you should prepare for what you want to do as soon as possible. It is also a metaphor to cherish the good time in the morning. "One inch of time and one inch of gold" means one inch of time and one inch of gold. Metaphor time is very precious. "An inch of gold can't buy an inch of time" means that an inch of gold can't buy an inch of time. Describe that time is precious and should be cherished.
Second, I love reading.
1, lead: reading makes people progress and reading makes people happy. Let's read together, shall we?
2. Guide: What should I do when reading together?
After discussion, the students made it clear that when reading together, everyone should try to keep quiet, don't disturb others, and keep quiet when others ask questions.
4. The courseware shows the content of "reading with adults"-"Little squirrel looking for peanuts".
5. Teachers and students read together.
(1) Transition: Read quietly and enjoy yourself. Does this feel good? What did you get from the story "Little squirrel looking for peanuts"? You can also talk about your feelings after reading this story.
(2) Students can freely exchange the gains or feelings of reading.
The first grade Chinese "China Garden IV" teaching plan 6 teaching material analysis:
1, combined with the previous unit, classify the words "hand-written", "ancestor-written" and "cursive prefix", consolidate the study of the word "sub-wood-written" and get to know people in combination with various life sectors.
2. Distinguish similar words and explain them with word combinations;
3, oral communication teacher tips, layered deepening.
Teaching objectives:
1. Students can distinguish similar Chinese characters and say sentences with "Yue … Yue …".
2, can see the picture operation, and verbally say the complete words.
Key difficulties and breakthroughs:
1. Classifying new words according to radicals is a way to understand radicals and a process to help students review new words. Let students recall more, which can supplement extracurricular words.
2. Explain the meaning of "Yue ... Yue ..." and let the students say a complete sentence with "Yue ..." after understanding the meaning.
3. Oral communication in this unit is a combination of hands-on operation and communication. For the first-year students, speaking only needs complete sentences, and the teacher should give the students a hint: use: first … then … then … then.
Mode and method: cooperative learning with pictures and teachers' tips.
Homework design: speak in sentence patterns and say one or two complete sentences according to the pictures.
Discussion points of teachers in the group:
1, students have more memories and more words, and new words are classified by radicals.
2. Students can read by recognizing billboards and trademarks.
3. Similarity is the content that confuses students, so that students can explain more and deepen their memory in the process of speaking.
4. Look at the pictures and speak at different levels, and give hints at different levels, so that students can speak in a certain order on the basis of fluency and gradually improve their oral expression ability.
First-grade Chinese "China Garden IV" teaching plan 7 I. Introduction of stimulating interest
1. Do you like games?
Let's play a guessing game first. (Courseware) Briefly introduce Oracle Bone Inscriptions in China, which is a hieroglyph.
2. Students watch the courseware and do word guessing games.
"Moon" and "Bird"
Through careful observation, the students have gained a lot. Life is to open your eyes and observe carefully, so that you can make more discoveries and gain more.
Next, continue to observe the things around us in our lives. What did you find? (courseware)
5. Observe and talk with your deskmate.
6. State your findings in one sentence.
Second, talk about the discovery in life.
1, yes, there are mysteries everywhere in life, as long as you observe them carefully. Listen, what did the three students say? (courseware)
2. What have you found in your life? Group communication. Requirements: Listen carefully to your classmates' speeches. Do you remember what some classmates said?
3. Report and exchange: What did you find in your group?
Students speak freely.
4. What are you interested in? Please tell this classmate in detail. Or you can ask relevant questions and let him answer them to satisfy your interest.
5. Students speak freely. The teacher's camera guide.
Watch the video and tell me what you found.
1, personal name.
2. Can you make your observation more detailed and clear? Several students in the group discuss it. Who do you think made it clearer? Learn from him.
3. Communicate with the whole class in groups.
Listen carefully to other students. Do you think what they said is good?
Teacher, camera director.
4. Show the observation diary (courseware) written by classmates. Free reading. Tell me about his writing.
5. You can also write the observation in your life as an observation diary. Communicate in the next class.
Four. abstract
Life is full of secrets that we all want to know. As long as we are willing to observe them attentively, we will find them everywhere.
The third category
Writing instruction
First, show the students' works.
1, student comments. What do you think are the advantages of this article? Do you think it would be better to change places?
2, students * * * with decoration.
3. Under the guidance of the teacher, the more carefully you observe, the clearer you write your observation diary, and the more you gain.
Second, students modify exercises by themselves.
Third, the whole class exchanges, and the teacher evaluates the works of outstanding students.