The second volume of Chinese in the second grade of primary school is to find a spring lesson plan design. 1 teaching objectives
1. Can know 9 new words and write 9 words.
2. Read the text correctly, fluently and emotionally, recite the text, experience the beauty of spring, and experience the interest of being in the embrace of nature.
3. Love spring and be willing to observe and discover.
Teaching focus
Read the text correctly, fluently and emotionally, experience the beauty of spring, and feel the interest of being in the embrace of nature.
Class arrangement
2 class hours
Teaching preparation
Wall charts, spring pictures, new word cards, slides, recordings and tapes.
teaching process
Teaching case (1)
first kind
First, look at the pictures and import them to stimulate interest.
1. Show text illustrations.
2. Look at the picture and talk, revealing the topic.
What scenery did you see? What are the children doing in the picture?
The pace of spring is so light, we must pay attention to it, so that we can find the traces of spring and feel the joy of finding spring. Let's read the text and see what the children in the text found in spring. Write on the blackboard.
Second, read the text for the first time and read independently.
1. Students read the text aloud and encourage them to read it in their favorite way.
2. In the group, the group leader will lead everyone to learn new words that they don't know, and pay attention to the correct pronunciation with the help of Chinese Pinyin, and guide students to find words that are easy to mispronounce and correct them: "Cue" and "touch" are tongue twisters, and "cue" is pronunciation. The vowel of "tender" is en, not un.
3. The group sent representatives to report the new words they knew and exchange literacy methods.
Familiar words plus radical literacy: Tibetan (body+flower) touch (horn+insect) magpie (past+bird) symbol (bamboo+cross)
Combine life experience with action to show literacy: covering, hiding and exploring.
Self-made riddle literacy: shame (crooked tail sheep riding cattle)
Gentleness (a bunch of flowers in the middle with girls sitting on both sides)
4. Understand the meanings of "shame", "tenderness" and "touch" according to students' life experience.
Third, read the text again and feel the discovery.
1. Read the text in groups and read it correctly and smoothly. What did the children find after reading the text?
2. Feel the early spring and experience the joy of discovery.
(1) Guide students to feel how "our children" look for spring. Desire, longing, excitement.
(2) Let the students talk about "Spring is like a shy little girl, hiding, hiding." What can this sentence realize? So as to understand the characteristics of early spring and experience the happiness of "finding" spring.
(3) What is the spring that children find? Instruct students to read the text in a childlike voice, and experience the beauty of the text language and the feelings contained in it.
(4) Read the last paragraph of the text with joy and experience the joy and excitement of finding spring.
(5) Show pictures about spring and ask students to observe and talk about the spring they found.
Fourth, memorize new words and guide writing.
1. Show the new words to write and name them.
2. Guide to write the words "wild" and "solution".
(1) Show the demonstration words, guide the observation, and let the students find out the characteristics of the words and their positions in Tian Zige.
(2) What should students pay attention to in communication.
(3) The old teacher wrote that the right half of "Ye" is "Yu" and the right half of "Xie" is "Tao+Niu".
(4) Students practice writing twice.
(5) Show the selected.
Five, music reading, deepening discovery
Play light music to create an imaginary atmosphere. Teachers and students read the text with light music.
Sixth, summarize the full text and advocate discovery.
In spring, a shy little girl has quietly come to our side, on campus, on the playground and in the fields. As long as you observe carefully, you will find the footprints of spring and how wonderful nature is! I hope all the students have a pair of eyes that are good at discovering and make our life full of beauty!
Second lesson
First, review the import and display.
1. Review the text and tell me what the children found in spring.
Show what you learned in the last class.
(1) Words: Read and say which words do you think are well used in the text?
(2) Sentences: Show the sentences and let the students read and write them down.
We children, taking off our cotton-padded jackets, rushed out of the house and ran to the fields in search of spring.
Spring is like a shy little girl, hiding.
There are two kinds of wild flowers that bloom early. Are those the eyes of spring?
(3) Fill in the blanks:
Spring has come, we _ _ _ _ _ _ killed her, we _ _ _ _ _ _ killed her, we _ _ _ _ _ _ _ killed her, we _ _ _ _ _ _ _ _ killed her, and we _ _ _ _ _ _ _ killed her.
Second, consolidate literacy and guide writing.
1. Show the words you want to recognize, read the words by name or make sentences.
2. Show the model essay that you are required to write "Take off, freeze, flow, cotton, explore, shake and hide".
(1) Guide students to discover the structural features of these words (all words are narrow on the left and wide on the right).
(2) Observe carefully, and remind the other party of the noteworthy places when writing.
(3) Teachers should focus on guiding "exploration and concealment" and carefully analyze and guide the right half of "exploration" one by one. The bald cover should not be too wide, the dot is on the right side of the "small eight", and the word "wood" should be short and stretched. The seventh stroke of the word "Tibetan" cannot be highlighted, and the word "flower" is written in detail.
(4) The comparison between students' practice writing and model writing.
Third, accumulate independently and practice reciting.
1. Read.
Looking for willow branches, hiding.
2. See who talks a lot.
(1) Do "find and say" exercises after class.
(2) According to the appearance, fill in:
Concealing and concealing _ _ _ _ _ _ is serious _ _ _ _ _ _ _ _
___ __________ ___ __________ ___ __________
3. Select articles and accumulate independently.
(1) Show and read the most beautiful sentences or paragraphs you think, and talk about your experience after reading them.
(2) Choose your favorite words, sentences and paragraphs and accumulate them in your favorite way. You can read the back, the performance or the copy, or try to write it silently, and then let the students show and exchange their accumulated words or paragraphs.
(3) Practice reciting texts, practice reciting in groups, and introduce memory methods.
Fourth, transfer and use, and expand imagination.
1. Draw what you found in spring, and then write a sentence.
2. Play the song "Birds, Birds" and end the teaching in imagination.
The second volume of Chinese in the second grade of primary school is to find Spring 2 teaching plan design [teaching goal]
1, can recognize 14 new words such as "Tuo, Coat", and can write 9 new words such as "Chong, Xun".
2. Read the text correctly, fluently and emotionally, and pay attention to tone and stress.
Can you tell what spring the children found in the text is like?
[Teaching Emphasis and Difficulties]
1, students can read independently, read the text with emotion, and pay attention to tone and stress.
2. Can you tell what spring the children found in the text is like?
[Teaching time]
2 class hours.
first kind
teaching process
First, create situations and introduce new lessons.
(Play the song "Where is Spring") Where is spring? Today, let's look for spring together. (Title on the blackboard: Looking for spring, read the title together)
Second, read the text for the first time and read independently.
1, read the text freely, draw the new words in this lesson, mark the natural paragraphs, read the correct pronunciation and sentences.
2. Show new word cards. (Reading by train, focusing on the pronunciation of "cover, touch and tenderness")
3. Show the words in groups and read them by name. The teacher will read them.
Notes on thawing of cuckoo cotton-padded jacket buds
Touch it, hide it, hide it
Key guidance: the first group of words indicates the name of things, which can be combined with life experience to help students understand with pictures; The second group is verbs, which can be understood through action demonstration.
4, normal reading, students think: What is the spring that children find in the text?
Students can just say the relevant sentences they found in the text without making comments. )
Third, learn the text and feel happy.
1. Read paragraph 1~2 of the text carefully and think: What kind of mood do children have to look for spring?
2. Display 1 paragraph: Spring is coming! Spring is coming!
Thinking: Spring is coming, what can we do? Do you like spring? (Students discuss)
Read by name. Read the children's joyful mood when spring comes.
3. Read the second paragraph by name.
(1) What preparations did the children make when looking for spring? (Show the second paragraph, verbs are marked in red)
(2) Who can perform these actions? Who can read the excited and impatient tone? (indicating to stress the word indicating action)
Fourth, guide writing.
1, the courseware shows the new words "swing", "beg" and "apricot". Guide students to observe the occupation of new words and find the key strokes.
2, the teacher writes, and the students' books are empty. (For example, the "swing" is an up-and-down structure with a flat top and a wide bottom, and it is memorized by one plus one. )
3. Students make words and sentences orally.
4. Students are painted red, and teachers patrol and check.
Verb (abbreviation of verb) abstract
Spring hides around us. As long as you pay attention, you can find it. Next class, we will go to the fields to find spring and feel the happiness it brings us.
Second lesson
teaching process
First, check the import.
1. Review the new words and phrases learned in the last lesson. (Reading by train)
Miss Chun knew that we were looking for her to play games, but she hid. Can you help the teacher find her?
Second, learn the third paragraph, looking for spring
1, showing the first sentence of the third paragraph, and overlapping words are marked in red. Why did Miss Chun hide? (shy)
2. Read the name of the first sentence and use a gentle tone. (read by girls)
3. Xiu: "Let's look for wow carefully, look for wow." Did the children find it? Who can read the tone of patience and expectation?
Third, read the fourth to seventh paragraphs to find spring.
1, "We" searched for spring so carefully, what did we find? (student exchange)
2. Learn to use the following sentence patterns.
We found (), just like () in spring. (Show courseware)
3. Read these four paragraphs by name and think: Why is this metaphor?
Students communicate freely: "stick your head out" shows curiosity and surprise about the grass and realizes the benefits of the word "exploration"; "One Flower and Two Flowers" shows that the blooming wild flowers can't wait to open their eyes and see the world first; "Small shoots" and "notes" describe the shoots that trees spit out in early spring; "Ding Ding Dong Dong" and "Qin Sheng" describe the lively and unobtrusive features of early spring streams.
4. Discussion: What else can you find from spring? What can you compare it to?
5. Read aloud with emotion, read by name and read by train.
Fourth, learn the eighth paragraph and feel the spring.
1, all the boys in the class read the eighth paragraph.
2. How did "we" find spring? Where is spring? (Look, listen, smell and touch)
(1) Show the courseware and understand "smell" and "touch".
(2) What did "we" see, hear, smell and touch? (group discussion)
Read the last sentence by yourself and practice speaking as it is.
(1) Show courseware: We (saw) her swinging on a willow branch.
(2) Think about the ellipsis in the article: Where will spring be? Leave unlimited imagination and tell everyone that spring is coming and it is around us. Go and find it quickly, echoing the topic of "finding spring" )
Read the last paragraph in the group match and compare which group reads better.
Verb (abbreviation for verb) expands accumulation.
1. What would you say if you wanted to praise spring in one sentence? (Students are free to answer)
2. Accumulate good words and sentences describing spring and an ancient poem describing spring after class.
Sixth, guide writing
1. Learn seven new words "Gu, Niang, Tu, Liu, Dang, Peach, Apricot".
2, exchange literacy methods, pay attention to difficult word guidance:
(1) Words with the same root: ancient-willow-peach-apricot.
(2) Contrastive literacy: Niang-Wolf Peach-Jump
(3) Key guidance:
Liu: When writing the word "Mao" on the right, be careful not to lose the word "skin" and pay attention to the difference between "Zi" and "Gan".
Swing: the upper part is flat and the lower part is wide. Pay attention to the writing of the second half of the word "soup". The last part is folded in half. Don't write too much and don't leave it out.
[Teaching Blackboard]
2 looking for spring grass eyebrows.
Wild flower eyes
Bud notes
Listen to the sound of the stream and touch the beautiful scenery.
[Teaching reflection]
At the beginning of the class, I played the song "Where is Spring", so that students could imagine the beauty of spring while listening. Combine the beauty of music with the beauty of language and pictures, so that students can enjoy words in beautiful scenery and stimulate their interest in finding spring. Later, I gave the class to the students, guiding them to find spring with simple questions, feeling the joy of finding spring with different reading methods, and fully combining their own life experiences to feel the author's emotions, guiding them to learn and feel actively.
The second volume of Chinese in the second grade of primary school is the design of the teaching plan for finding the learning goal of Chun3.
1. Know 9 new words such as "shame, cover, cover, hide, explore, tender, symbol, touch, magpie"; He can write nine new words, such as "take off, freeze, flow, cotton, explore, shake, wild, hide and solve".
2. Read the text correctly, fluently and emotionally.
3. Understand the characteristics of spring.
Preparation before class
1. Music track "Fantasia in Spring", various spring scenery courseware.
The students drew a picture of all kinds of flowers, grass and tree buds in spring.
Students collect pictures, poems, essays and other materials related to spring.
teaching process
First, the introduction of intuitive images.
1. Students, winter has passed, and Teacher Chun is quietly coming to us. (The teacher plays some courseware) What do you see? What did you hear?
2. What beautiful scenery has Spring Girl brought us? Next, let's go to the text "Seeking Spring" together. (blackboard writing topic)
Second, reading the text for the first time
Where is spring still? (Teacher's Music Reading)
What a beautiful spring the students found! Please read the text by yourself. When you meet words you don't know, read them several times with the help of Pinyin to make the words pronounce correctly.
3. Read (4 students) your favorite paragraph, and other students will comment on it. Teachers guide students and evaluate them positively. )
4. Students read the text together and the teacher gives an evaluation.
Third, read the text
1. Spring is coming! Spring is coming! Which sentence in the text do you think let you know that spring has really come? Please read it to your deskmate. (Name)
Do you know what "sticking your head out" is? Can you show us? What exactly is "grass sticking out"? Please look at the big screen. (The teacher demonstrates the courseware. )
Teacher: What lovely grass! Who will read it again? (refers to 2 ~ 3 students reading aloud, and the teacher pays attention to the tone of questions. )
Teacher: Is there such a sentence in the text? Read what you found in the group, one sentence for each person, and see who reads best-you can do actions while reading and add your own expressions.
2. (Physical projection of 4 ~ 7 natural segments. )
(1) Choose a group to read aloud, and other students will give positive comments and make suggestions.
(2) Teachers demonstrate courseware and read aloud.
(3) Practice saying according to the sentence pattern: Is it in spring?
(4) All students read.
3. What other sentences can tell that spring has come? (Name) Read the relevant sentences and give your reasons.
4. Teacher: Yes, beautiful spring is coming! Teachers play courseware and summarize the transition with students. )
We saw it (student answers); We heard it (student answers); We smell it (student answers); We touched it (the student answered).
Teacher: It's spring everywhere! Where else can I see the words? (referring to reading related sentences)
Fourth, students expand communication.
1. The spring of nature is beautiful, and the spring of music is full of fantasy. Now, please put
The collected information about spring is displayed to everyone. Please communicate in groups and introduce the beauty of spring to other students.
2. Would you please ask a classmate to come to the stage and introduce it to everyone? (with physical projection. )
4. See who collects the most information in the group. (One in each group, and then everyone applauds. )
Fifth, expand thinking.
Spring brings us beautiful scenery. Now, please draw a picture of spring and see who draws it better.
Reading is an effective means to understand the text. Reading can help students understand the text well. The purpose of reading more is to give students back their study time in class and let them feel and understand the text by themselves. I use various methods to guide reading in this class.
1, listen:
Before learning the text, I will do a model essay reading, so that students can perceive the content of the text as a whole and train their listening comprehension, so that they can be influenced by the teacher's reading aloud.
2, self-reading:
The purpose of self-reading is to let students read the text thoroughly and thoroughly. Before students read freely, ask:
(1) Read the text carefully with the help of Pinyin, without missing or adding words.
(2) When you encounter difficult sentences during reading, you can mark them at any time or ask the teacher for advice.
(3) After reading the text, mark the serial number of the natural paragraph and circle the new words.
Students should be reminded of difficult words and long phrases in the text in time.
3. Read carefully:
Intensive reading means reading sentence by sentence, paragraph by paragraph, and practicing words, words, sentences and paragraphs while reading. This step is to read through "emotion". I caught two of them in the first paragraph of the text. In the second paragraph, I asked the students to find out the words that represent actions. The verbs "Tuo", "Chong", "Ben" and "Seeking" describe the children's longing to go outside and look for spring. At this time, timely guidance: how to read this paragraph? Why do you study like this? What kind of feelings should these two paragraphs be read with? Let the students understand that in the face of the beautiful scenery of spring, they should read in a tone full of hope, happiness and anxiety. In the third to seventh paragraphs of the text, you can grasp three figurative sentences and rhetorical questions in the text to guide students to read aloud. These three sentences vividly show the vibrant picture of spring and add a lot of vitality to spring. When reading this part, read it kindly and lively.
4. Competition reading:
After the teacher's guidance, most students can read the text well. At this time, students can be arranged to read in groups, and each group chooses the best students for comparison. After reading, teachers and students will comment on each other and point out their advantages and disadvantages, thus arousing students' interest in reading aloud. Read it, read your feelings, and then practice reciting.
Looking for spring teaching plan design in the second volume of Chinese in the second grade of primary school. Chapter V Learning Objectives
1, 9 new words such as shame, and 9 words such as cancellation.
2. Read the text correctly, fluently and emotionally, recite the text, understand the characteristics of spring, feel the fresh and energetic beauty of spring, and experience the interest of being in the embrace of nature.
3. Love spring and be willing to observe and discover.
Preparation before class
1, music tape "Looking for Spring".
2. Video of beautiful scenery in spring.
3. New words teaching courseware.
teaching process
first kind
First, the introduction of new courses.
Children, what are the four seasons in a year?
Spring is the most beautiful season of the year. What can you say to praise her?
In spring, let's learn to find Chunwen together.
Second, read the text and remember new words.
The children read the text in a low voice and read the new words correctly with the help of pinyin.
Show new word cards and read them in various forms.
Third, read the text and feel the content of the text
1, read the text by yourself and read the text smoothly:
(free reading-random reading)
2. Read, think and ask some questions you don't understand:
Inspire thinking and solve it yourself.
Understand shyness through actions and hide.
Students solve each other.
The teacher replied.
3. Intensive reading and cooperative learning:
Read the title of the text and follow the children in the text to find spring? What did you find?
Write down spring in the text.
Report your own learning achievements and pay attention to students' understanding and sentiment.
Read the imagination and answer the questions.
What do we see in spring?
What have we heard about spring?
What do we smell in spring?
What did we touch in spring?
What did we do in spring?
Verb (abbreviation for verb) Read the text and consolidate literacy.
Sixth, courseware display, expansion and extension.
1. Watch the video and tell me what you found in spring.
2, in addition to these, please pay attention to observation in life, there will be new discoveries.
Second lesson
First, review the new words.
1, check students' reading and writing ability with cards.
2. Check each other at the same table.
Second, reporting and communication.
What's new about spring? Tell everyone.
Third, read aloud.
Now let's go into the text and enjoy the spring described by the author.
1. Students find their favorite sentences in the text and read them beautifully.
2. Read and share your favorite places with everyone.
3. Read the text with emotion.
Fourth, recite the text in the way you like.
Verb (abbreviation of verb) consolidates literacy and exchanges mnemonics.
Sixth, guide writing.
1, new words courseware, tell me what difficulties you have.
2, the key to know:
Flow: there are many parts on the right, and the writing is concise.
Freeze: Don't write two-thirds water as two-thirds water.
Joker: It's easy to have a curly hair on the right.
Hidden: next to the body characters, the right side of the sixth and seventh strokes is not prominent.
3. Students practice writing and teachers help them.
VII. Accumulation and Application
Accumulate good words and sentences independently.
Complete the exercises of discovery and dialogue.
VIII. Practical application
Draw spring.
Teaching postscript
This text focuses on appreciation. Let students collect pictures, poems and essays about spring and recite them before class, so that they can better feel the beauty of language and artistic conception of the text, let students appreciate and read aloud by themselves, accumulate beautiful words, feel the beauty of nature and inspire their feelings of loving nature. In the teaching of new words, we should pay attention to the first writing, emphasizing that there should not be more than one apostrophe beside the body word and the right side of the wild word.