Chinese World II 1 Classroom 1 Instructional Design
First, the teaching objectives:
1. Read Karin Going to School to stimulate students' thoughts and feelings of forming good habits.
2. Dictate words.
3. Comparison of homophones.
Second, the difficulties in teaching:
Focus: 1. Read the article aloud.
2. Review the new words.
Difficulties: 1, new words.
Third, the teaching process:
(1) read the essay "Karin goes to school".
1. Read the passage freely and circle the words you don't know.
2. Students in groups can read together.
3. The whole class solves the words that no one knows.
From blackboard to blackboard: Oh, it's stuck.
The teacher takes everyone to read books.
4. Read this article in groups.
5. What do you understand by reading this article?
Students can answer freely.
What good habits do you have to introduce to everyone?
Students introduce their good habits in study.
(2) Reading contrast.
Work-courage-crow's tooth wish-originality
Address-Stop Code-Mazhi-Zhizhuan-Dedicated
Read and identify.
Tell the others in the group what you found. The whole class communicates.
(3) Dictation of words.
Children and grandchildren sing their ideas in private, okay? Crows cultivate dictionaries.
Understanding of Constructing Teachers' Scientific Bloody
Fourth, homework: 1, accumulate idioms.
2. Read two texts aloud.
second kind
First, the teaching objectives:
1, read the text aloud.
2. "Get rid of bad habits" in oral communication.
3. Learn to correct the wrong words.
Second, the difficulties in teaching:
Focus: 1, oral communication. 2. Correct the typo.
Difficulties: 1, oral communication. 2. Correct the typo.
Third, the teaching process:
(1) Read aloud the texts "Ask if you don't understand" and "Build a dictionary".
1, read the text for free.
2. Read the text in groups.
(2) Get rid of bad habits.
Illustration: 1 I always interrupt my classmates when they are talking. This is a bad habit.
2, I love picky eaters, I want to ask my mother to remind me to correct.
I want to get rid of the habit of biting the pen when writing.
The group discussed how to change these bad habits together.
The whole class communicates.
Tell me what bad habits you have and how you plan to change them.
(3) Show the "golden key": learn to correct typos.
I have a good habit. I use a small notebook to correct my typos, write them down and look through them often.
This is another good way to learn new words.
Students exchange good ways to remember new words and how to correct wrong words.
Fourth, summary.
Instructional design of Chinese World II I. Content analysis;
"The Ball Fell into the Hole" and "Bihua Style" are both articles about "How to use your brain to find a way to solve the problem".
"The ball fell into the hole" means that three children were playing football together and accidentally the ball fell into the hole in the tree. What can we do? So, the students use their brains to find a solution;
Painting Style is about three good friends, a kitten, a puppy and a pig, who draw together to see who can use their brains to draw the existence of the wind.
Second, the intention of instructional design
In view of these two problems, they are all centered around "how to use your brains to find a solution to the problem", so I thought about how to integrate these two activities into a whole and naturally connect them.
(Compared with instructional design)
1, create a story scene that you can talk about.
2. Contact life and exchange what you know.
3. Read the text correctly and feel it in reading.
4. Sublimate emotions, expand and extend.
5. Get in touch with life again and exchange what you know, that is, page 39: In life, you have your own brain to solve problems, right? Communicate with classmates. Put it at the end of Bi Hua style, so as to better integrate these two activities into a whole and naturally connect them.
Third, the teaching process
Teacher's behavior
Students' learning activities
Design intent
First, create a story scene.
Teacher: There are three children playing football together. They are very happy. They accidentally fell into a tree hole. What can we do? (Show the courseware).
Teacher: Yes, let's use our brains together and try to help them get the ball out.
Students watch courseware
No problem.
Teachers use inspiring language to create story scenes, which can arouse children's strong interest and produce the desire to "find a way" with their brains.
Second, contact life and exchange what you know.
Teacher: Think for yourself first, and then talk to your deskmate to see who thinks differently from others.
Group discussion and listening; And express their opinions.
"Think for yourself first, then talk to your deskmate" gives children broad time and space to be whimsical and find new ways.
"The way to see who thinks differently from others" encourages students to express their personalized and distinctive views.
Bi Hua style
Teacher's behavior
Students' learning activities
Design intent
First, read the text correctly and feel in reading.
1. Finally, the children's balls were fished up. Look, they can play football happily again. (Show courseware)
2. (Play the barking of kittens and puppies)
3. What's that noise? What's the matter? ) oh! When I saw it, it turned out that three good friends, the cat, the dog and the pig, were also playing together. Guess what they will do? Turn the book to page 40.
The students are satisfied with the way they catch the ball with their brains.
The students listened carefully with curious eyes.
1. Read the text by yourself and read it correctly and fluently.
2. Read in groups and then communicate what you want to say most.
"Read the text by yourself first" is to let students read the article fluently and perceive the content of the text as a whole.
Different students have different reading experiences; Rereading the article is to let students exchange their feelings and ideas about the article, so as to experience the happiness of learning.
Second, sublimate emotions and expand and extend.
Teacher: What else can you do to draw a style?
1, think for yourself before drawing (you can draw on your own drawing paper or on the blackboard).
2. Show and communicate with the class: Explain: Why draw style?
This design is helpful to improve students' ability and quality. At the same time, it embodies the integration of disciplines.
Third, contact life and exchange what you know.
Teacher: In life, you have your own brain to solve problems, don't you?
Communicate with classmates
Talking about feelings in connection with one's own life practice is the refinement of students' own life experience.
Lecturer: Mu Yuxin, Yanshan Road Primary School, Fengrun District, Tangshan City, Hebei Province
Instructor: Su Yan, Education Bureau of Fengrun District, Tangshan City, Hebei Province.
Cui, Yanshan Road Primary School, Fengrun District, Tangshan City, Hebei Province
Teaching Analysis of Teaching Design 3 of Chinese World 2;
This textbook includes: copying, reading aloud, reciting, showing your skills first, and opening books is beneficial …
Teaching objectives:
Master copying, reading, reciting, etc.
Teaching emphases and difficulties:
Upper and lower case letter exchange exercise
Teaching time:
2 class hours
first kind
Teaching process:
1. What should I pay attention to when writing the following words?
Grass, walking, harp, kindness, forgetfulness, green.
2. Can you write lowercase letters corresponding to uppercase letters? Spell it when you are finished.
Spring, Tianyu, Dian-
Feng, Zheng Jiao, Bu-
Li, Xiang, Long-
Third, copy a copy:
Decoration, instruction, furry, secret
Wings, architecture, dance
Hoarse, fluttering, tired, hazy and vigorous.
Fourth, read it out:
Spring returns to the earth, full of spring, and all love is full of beautiful spring.
Birds sing and flowers smell, birds sing and dance.
What other words do you know to describe spring?
Verb (abbreviation for verb) Read and compare:
Let her think about it in heaven!
She will fly to the sky to think about it.
She kept watching until the teacher's back melted into the green leaves.
The teacher's back slowly melts in the green Yuan Ye.
Which sentence do you think is better?
Second lesson
Teaching process:
First, read and recite in groups of four:
Cunju
(Qing) Gao Ding
Grasshoppers fly in February,
The willows on the embankment are drunk with spring smoke.
The children came back from school early,
Dongfeng is busy, flying kites.
Second, the first show:
Hold a small exhibition with the theme of "Steps of Spring";
Hands-on, brains and words, including poems, paintings, texts and songs. ...
Third, this book is useful:
Learning rain depends on learning to sing by yourself;
Look for new words and phrases;
Ask questions you don't understand;
Read aloud with emotion. ...
Fourth, the golden key:
Know "Four Treasures of the Study".
Verb (abbreviation for verb) self-check:
During the discussion, I heard different opinions and I was able to:
at peace
Think seriously
Absorb the correct opinions of others.
What else can you think of?
Chinese World II Instructional Design 4 Teaching Purpose:
Be able to copy the syllables of disyllabic words correctly and practice marking syllables; Review the words with twisted lines and fill in the radical list; Accumulate words; Continue to write "It's raining".
Teaching process:
One,
1, copy syllables.
China yǔ shǔi
Students copy independently and check by themselves.
2. Mark the syllables with key signature.
Water friend yang zhe ju da Peter
Who has such a big pen?
Second, review the golden lettering and the words next to the twisted wire, and fill in the side table.
1. Write the words with the following radicals to see who writes more.
Next to the lettering: () () () ()
Next to the noose: () () () ()
2. Fill in the radical table.
Examples of radical expressing meaning
succeed
Third, expand the word "rain".
1, reading words: it's raining cats and dogs, and it's sunny after the rain, with tears and sweat.
2. Expand your own words and see who speaks more and speaks well.
Example: rain, rain, rain, Mao Mao rain, Mao Mao rain, storm, sporadic light rain. ...
Fourth, continue to compose poems.
It's raining, and the snail says, "Don't be afraid, I've brought the house back."
When it rained, the mushroom said, "No, I did."
It rained and said, "I'm not afraid."
Complete in groups, think back and discuss in class. The judges evaluated.
Example: When it rains, the mushroom says, "Don't be afraid, I have a small umbrella."
When it rains, the beetle says, "Don't be afraid, I have a raincoat."
Blackboard Design: Chinese World
Mark the syllables with key signature.
Water friend yang zhe ju da Peter
Who has such a big pen?
The seventh and eighth class hours
Teaching objectives: read Umbrella by yourself and repeat it, so as to understand the relationship between characters; Recite Delighting in Rain on a Spring Night; Summarize your own hot words.
Teaching aid preparation: small blackboard.
Teaching process:
First, read Umbrella by yourself.
1, see for yourself.
2. Question: How many children are there in this story?
3. Read it again and repeat it.
Second, read ancient poems.
1, read by yourself and recite by yourself.
2. Hint: You see, Du Fu found it raining and stayed up all night. It was so quiet that he could hardly hear the rain. This is really "Delighting in Rain on a Spring Night"!
3. Discussion: Why did the poet have a happy evening?
4. Tell me about Du Fu's poems you have read?
Third, summarize your own literacy methods.
Read a passage of The Golden Key.
Class summary: What did you learn in this unit?
Blackboard writing: umbrella
Bao Xiao and her classmate Xiao Li and her classmate
On the Teaching Design of China Tiandi 2 5;
This time, the Chinese world has arranged four contents, including: expanding reading of Haicheng, speaking freely, showing your skills from the beginning, and the golden key. The content of these exercises is flexible and changeable, which can not only help students consolidate the words they have learned, but also exercise their ability to make sentences with words.
Teaching purpose:
1, ask questions strictly according to the idea of scenery.
2, encourage students to use a variety of ways to collect information, cultivate students' ability to collect and organize information.
3. Cultivate students to accumulate words and famous sayings and form a good habit of accumulation.
Teaching emphases and difficulties:
Cultivate students to accumulate words and famous sayings and form a good habit of accumulation.
Teaching aid preparation:
Courseware class arrangement: 4 class hours
Teaching process:
first kind
Look at Zhang Kangkang's Haicheng first.
Note: Cyclones, sea markets, rainbows and silk flowers are the sights that make the desert vivid, but these are the illusory hopes of travelers. "I" want to build a canal to divert water. I want to see green highland barley and bumper fields. ...
1, read the text freely, and you can use various learned methods when you encounter unfamiliar words.
What did you write about "Shanghai"?
After reading the text, ask any questions.
3. Group communication.
What can be solved in the group is solved in the group, and what cannot be solved is communicated in the whole class. Pay attention to the correct guidance when students ask questions, and praise those students who ask more meaningful questions in time.
4. Class discussion.
5, the whole class read aloud, read aloud in groups, and read aloud at will.
Second, let the students read aloud fully and understand the meaning of the article in the process of reading aloud.
1. Read Shihai again with the learning methods you have mastered.
2. underline the words you are interested in.
3. How many paragraphs does this article have?
4. Read the text paragraph by paragraph and think about what each paragraph mainly says. The teacher guides the natural paragraphs that are difficult to summarize.
5. The cyclone, the sea market, the rainbow and the Silk Road in the Gobi desert are described. Why is it named "Ocean Market"? How do you feel after reading this article?
Read in groups.
Second lesson
First, speak freely.
There are many amazing wonders in nature, such as Mount Tai sunrise, Yunnan Shilin, meteor shower and total solar eclipse ... If you want to know about them, you can learn about them by consulting books, surfing the Internet, asking your elders and so on, and introduce the most interesting wonders you have found to everyone.
1. Collect the wonders you are most interested in before class and tell the magical landscape vividly and smoothly.
2. Guide students to introduce and exchange their own collection methods and master some efficient, concise and clear learning methods.
3. Group communication.
4. The whole class promotes wonders around the theme of "Wonders".
Second, show your skills from the beginning.
1, what information about wonders have you collected through the pre-class preparation? Who wants to show the students?
2. Which of these works are you most interested in? Why?
3. Choose a young doctor. Students love to watch adventure. Let's make up adventure stories together!
The third category
Have literary talent
Students, we have guided so many wonders in this theme unit, and everyone's knowledge has also enriched a lot. While understanding this knowledge, have you inspired some ideas? So today, let's write an adventure story together, and the spectacle information collected at ordinary times can come in handy! I believe that as long as you can boldly imagine, the story will be bizarre and interesting, and you can also adapt one famous story after another.
1. What do you think should be paid attention to when writing an imaginary composition about wonders?
2. How are you going to write this composition? Group communication, * * * With the completion of the cooperation outline.
3, the whole class exchange and cooperation outline.
the fourth lesson
Students copy the teacher's careful inspection and guidance.
After-class notes:
Lesson 1 of Teaching Design 6 of Chinese World II
Teaching objectives:
1, practice the essays in the reading chinese world.
2. Practice using pictophonetic words and collocations.
Teaching emphases and difficulties:
Read the article independently.
Teaching process:
First, write as you see fit.
Jiao Jiao Jiao Jiao
mother
fan
should
Teaching process:
1. Show me the first typesetting. Please observe carefully. What are the characteristics of these words?
2. According to the characteristics of pictophonetic characters, please practice speaking the following three kinds of typesetting.
3, group cooperative learning: practice using these words to form words.
Second, even a company.
Cool home
Rainproof hand
highlight
warm braw
A neat umbrella
Teaching process:
1. Show these words and let the students read them aloud.
2. Connect the books, and the students in the mini-group check each other.
3. Collective discussion.
Third, read: Mother Gannet.
Teaching process:
1. Read this article freely and draw words you don't know.
2, group cooperative learning:
(1) Solve unknown words.
(2) Practice reading short passages in different roles.
3. Read this article together and think: Why did mother gannet stop laughing at first, but then she smiled?
Second lesson
Teaching objectives:
1, practice oral communication in the Chinese world: praise our mother.
2. Carry out comprehensive Chinese practice activities: do something for my mother on March 8.
Teaching emphases and difficulties:
Oral communication practice.
Teaching process:
First, oral communication: praise our mother.
Teaching process:
1. Show the pictures and tell me what these children are doing.
2, group cooperative learning:
(1) Praise your mother in the group.
(2) Select representatives for class communication.
3, collective communication, listening to students as judges, timely evaluation.
Second, practical activities: do something for my mother in March.
Teaching process:
1. Show the pictures and read them. What did these children do for their mother on March 8?
2. Discussion: It's March 8th, and I want to do something for my mother.
Write or draw what you want to do for your mother.
4. Communicate your own works in class.
Analysis on the Teaching Design of Seven Textbooks of Chinese World 2;
This time, the Chinese world has arranged seven contents, including: my excerpts and notes; Speak freely and accumulate good words and sentences related to words; Read and say; Opening a book is beneficial to an unforgettable sentence and so on. The content of these exercises is relatively simple, which can not only help students consolidate the words they have learned, but also exercise their ability to form words and sentences with words.
Teaching purpose:
Knowledge goal: learn to take notes and ask questions in strict accordance with the scenery.
Ability goal: encourage students to collect data in various ways and cultivate students' ability to collect and sort out data.
Instruct students to flexibly use the method of learning to find information
Emotional goal: to cultivate students to accumulate words and famous sayings, and form a good habit of accumulation.
Instruct students to use language in a specific environment;
"Vivid and colorful" is a higher standard to guide students to revise exercises.
Teaching emphases and difficulties:
Cultivate students to accumulate words and famous sayings and form a good habit of accumulation.
Learn to take notes and ask questions strictly according to the scenery.
Teaching aid preparation:
projector
Class arrangement:
2 class hours
first kind
Teaching content: learn the first and second questions of Chinese World and speak freely.
Teaching process:
First, introduce the new course:
In this lesson, we will learn about the Chinese world.
Second, teach new lessons:
Learn to extract notes and practice word formation.
1, slide show:
2. Students read the new words by themselves. Think about it: What is the function of understanding verbs?
3. Students communicate in groups. The teacher made a tour to find out the situation.
4. Refer to the students' answers. Ask the students to answer the questions completely.
These new words are similar in shape, how to distinguish them?
6. Guide students to understand the meaning of new words.
7. Practice word formation of new words. Students with ability can encourage oral practice.
Third, study ancient poems.
1. How much do you know about this ancient poem? (of students talking about what they know)
(About the meaning of poets, years and ancient poems)
2. The teacher guides the students to understand the words in the text.
3. Teachers can simply explain the meaning of ancient poems.
4. Read the sentences again and understand the dialogue by yourself.
Step 5 practice oral English
Fourth, the class summary:
In class, we practiced new words, words and sentences. After class, we are required to choose our favorite words to make sentences and read skillfully.
Blackboard design:
Show the corresponding questions and requirements with a projector.
Work design:
1. Recite ancient poems and talk about their meanings.
2. Collect polite expressions, put them on the teacher's message board in groups, and learn to use them.
Second lesson
Teaching content:
Opening books is beneficial to "water splashing festival", "grabbing spring water" and "speaking freely.
Learning process:
Let's watch the Songkran Festival first.
1, read the text freely, and you can use various learned methods when you encounter unfamiliar words.
What did you write about the Songkran Festival?
After reading the text, ask any questions.
3. Group communication.
What can be solved in the group is solved in the group, and what cannot be solved is communicated in the whole class. Pay attention to the correct guidance when students ask questions, and praise those students who ask more meaningful questions in time.
4. Class discussion.
5, the whole class read aloud, read aloud in groups, and read aloud at will.
Let the students read fully and understand the meaning of the article in the process of reading.
6. Read aloud with emotion.
Second, learn to "grab the spring water"
1. Read the essay "Grab Spring Water" with the learning method you have mastered.
2. Read the passage silently, consult the dictionary or communicate with others to solve new words.
Underline the words you are interested in.
4. How many paragraphs does this article have?
5. Read the text paragraph by paragraph and think about what each paragraph mainly says. The teacher guides the natural paragraphs that are difficult to summarize.
6. Read aloud in groups.
Fourth, speak freely.
Collect folklore before class and tell stories rich in spring farmer proverbs vividly and fluently.
Guide students to introduce and exchange their own collection methods, and master some efficient, concise and clear learning methods.
Verb (abbreviation of verb) course summary
After-class notes: