As a faculty member, you often have to prepare lesson plans based on teaching needs. Teaching activities can be better organized with the help of lesson plans. How to write lesson plans to be more effective? Below is the lesson plan template for the first lesson of the fourth grade of primary school Chinese that I compiled (generally 6 articles). Welcome to read and collect. Lesson plan for the first lesson of the fourth grade of primary school Chinese language 1
1. Savor the text and imagine the flowers "dancing and carnivaling on the green grass."
2. Can write sentences imitating the expression "As soon as the rain comes, they take a holiday".
Key points
Imagine the flowers "dancing and carnivaling on the green grass".
Difficulty
Be able to write sentences imitating the expression "As soon as the rain comes, they will have a holiday".
1. Review introduction
1. Recognize and read the new words in this lesson.
2. Play the game of "driving a train" to form words orally for the words in this lesson.
3. Read the text by name.
2. Read the text intensively, understand and comprehend
1. Read the text aloud in groups.
2. Study the natural paragraphs 1 and 2 and imagine the scene of flowers "dancing and carnivaling on the green grass".
(1) Teachers’ standard reading of paragraphs 1 and 2.
(2) Students exchange and report beautiful words and sentences, and talk about the beauty of these words and sentences.
(3) Recite it repeatedly, ponder it carefully, and appreciate the subtlety of the language.
①The moist east wind passes through the wilderness and plays the flute in the bamboo forest.
A. Understanding and experience: Which word summarizes the characteristics of Dongfeng? (Moist)
B. What do you feel from the two phrases "walking through the wilderness" and "playing the flute"? (The east wind gives human characteristics and vividly describes the dynamics of the east wind blowing across the wilderness.)
What kind of picture will come to your mind after reading this sentence? (Say by name)
②So, groups of flowers suddenly ran out from unknown places, dancing and carnivaling on the green grass.
A. Understanding: Why is it "a group of flowers" instead of "a flower one by one"?
B． Where do you think the flowers will come from? Teachers guide and inspire imagination.
C. What did you feel from the sentence "Groups of flowers suddenly ran out of nowhere"?
D. What does "carnival" mean? Can you imagine the flowers "dancing and carnivaling on the green grass"?
Guide students to use their body language to express dancing and carnival movements in class, and experience the excitement, joy and unfettered freedom of large flowers.
(4) Guide students to read aloud emotionally.
3. Study the 3rd and 4th natural paragraphs.
(1) Students read these two natural paragraphs in unison.
(2) Insights from reading and cooperative exploration.
Why do "I" feel that "those flowers go to school underground" and "they do their homework behind closed doors"?
4． Guide the study of natural paragraphs 5 and 6.
(1) Teacher’s Standard Reading.
(2) Collaborative exploration.
①How do you understand the sentence "As soon as the rain comes, they take a holiday"? Do you like this expression?
Show the scene of flowers and ask students to copy it and write it.
When the breeze blows, they ____________________________________________________________________________
When the butterflies come, they ____________________________________________________________________________
When the sun shines, they ____________________________________________________________________________
At night Coming, they ______________________________________________________________________
②What does "touching each other" mean? What does "clap your hands" mean?
Instruct students to touch each other and imagine thunderclouds rumbling in the sky.
③How do you understand "flower children wear purple, yellow, and white clothes"?
④Where do you think the flower children are going after they rush out? Why?
(3) Teacher guides reading.
(4) Students read aloud freely.
5． Study natural paragraphs 7 to 9.
(1) Students read aloud in unison.
(2) Thinking: Where does the author think the flower children’s home is? Where does "there" mean? Can you imagine the flower children rushing home? In the author's opinion, why are the flower children rushing home in a hurry?
(3) Students can feel and imagine freely, and write what they think of in the blank spaces of the text.
(4) Division summary.
3. Summary
1. Talk about what kind of school the flower in the text is like, first in the group and then in the class.
Teacher: This text is beautiful and full of childlike interest. The author has generated rich imagination from flowers and described a group of lively, innocent and longing for freedom flower children. Let us also imitate the writing method of the text. Come and write about other things, I believe you will find it interesting. Lesson Plan for the First Lesson of the Fourth Grade of Primary School Chinese Language 2
Teaching Objectives
1. Be able to recognize the five new words in this lesson including "Huang, Di", and be able to write "Luo, Huang", etc. 13 new characters, recognize the multi-phonetic word "false", and understand the words composed of the new characters.
2. Read the text correctly and fluently, and imagine the scene of flowers "dancing" and "carnivaling" on the green grass.
3. Read the text emotionally. Recite your favorite parts.
4. Able to understand words through imagination, read sentences, and experience anthropomorphic writing.
5. Can find fresh words and phrases in the text. Can write sentences imitating the expression "As soon as the rain comes, they take a holiday".
6. Read the text aloud and appreciate the beauty of language and artistic conception that is full of childlike innocence.
Teaching focus
Learn to read and write, and guide students to feel the liveliness and naughtiness of flower children through the overall grasp of the text and understanding of key words and sentences.
Difficulties in teaching
Feel the beauty of the language, think about the scenes described in the article, and feel the spirituality and innocence of nature's flowers.
Teaching hours: 2 hours
First lesson
Lesson objectives
1. Be able to recognize and write 5 new words in this lesson 13 new words, recognize the multi-phonetic word "false", and understand the words composed of new words (key points)
2. Read the text aloud and imagine the scene of flowers "dancing" and "carnival" on the green grass. (Difficulty))
Preparation of teaching aids: Courseware
Teaching process
1. Introduction of new lessons
Introduction type: Play the song "Go to School" Song".
Teacher-student exchange: Students study in school every day, who can tell me what their school is like? (Students express their opinions) Did you know that not only do we have a school, but flowers also have a school? Today we will study the second lesson "The School of Flowers" and write the topic on the blackboard. (Written on the blackboard: 2 Flower’s School) Students read the topic together.
Display picture: Have you heard of "Flower School"? Can anyone tell me what you think of the "School of Flowers" by looking at the pictures?
Teacher Tips: Prompt students to boldly imagine and talk about the students in the "Flower School" and talk about what might happen in the "Flower School".
Teacher summary, conversation transition: The text "The School of Flowers" is a prose poem written by the famous writer Rabindranath Tagore. Let's walk into the school of flowers and appreciate its beauty!
2. Introduction to the author
Rabindranath Tagore (1861-1941), a famous Indian poet, litterateur, social activist, philosopher and Indian nationalist who. Tagore was born into a wealthy aristocratic family in Calcutta, India. Became the first Asian to win the Nobel Prize in Literature for "Gitanjali". His poems contain profound religious and philosophical insights. Tagore's poems enjoy epic status in India, including his representative works "Gitanjali", "Asuka", "Sand in the Eyes" and so on.
"The School of Flowers" is selected from Tagore's collection of children's prose poems "New Moon Collection", published in 1886. At that time, Rabindranath Tagore was in his prime and was enjoying the spring breeze. His first daughter had just been born and he continued to achieve success in his career. A warm family and a bright future make the young poet happy both physically and mentally. It was against this background that he wrote this famous collection of poems. After the collection of poems came out, Tagore was also known as the "children's poet". Some people say that "New Moon Collection" is the romance brought by angels to the world, and a poem sent from heaven to the earth.
3. Perception of first reading
1. Listen to the model reading. Draw new words in the text while listening and pay attention to the pronunciation of the new words.
2. Students’ first reading. Requirements: Read the text freely, pay attention to the correct pronunciation of the characters, read the sentences thoroughly, and read the difficult parts several times.
3. Check the first reading situation
(1) Recognize and read new words
Practice reading words, read new words, and then form words.
①Show new words with new words and let students read them.
Wilderness mouth flute punishment station to put on holiday clothes
(Focus on the guidance of the new words "Huang, Shang" with a raised tongue sound; the back nasal sound of "Shang"; the polyphonic word "false", etc.)
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②Which words do you think are easy to mispronounce or are difficult to read? Read them again.
(2) Learn polyphonic characters: 地 (dì de) false (jiǎ jià)
Practice reading the following sentences and see what you find out?
① So ??groups of flowers suddenly ran out from unknown places, dancing and carnivaling on the green grass.
地(dì de)
dì1>The place where human beings grow and develop: the earth; 2>The earth or some part of the earth: geology, crust; 3>The surface of the earth excluding oceans and rivers , part of the lake: land, underground; 4> soil on the surface of the earth: 5> land, field; an area on the earth: region; 6> plane paved with building materials: floor; 7> part of the space or area: Place.
de structural particle is used after a word or phrase to modify the following predicate: walk slowly.
②As soon as the rain comes, they take a holiday.
False (jiǎ jià)
jiǎ is unreal, not original, and is opposite to "true": fake mountain, falsehood, counterfeit, parole, fake death, falsehood, true and false, etc. .
JiàTemporary leave from work or study place in accordance with regulations or upon request and approval: holidays, leave, sick leave, vacation, winter vacation, summer vacation, etc.
Practice reading.
①The mother swallow happily said to the little swallow: "We are going to fly to the south for the winter, and the little frog will hibernate under the ground. We will not see each other until next spring.".
②It was vacation (jià), and my father and I went on a trip. I saw many fake (jiǎ) mountains in a park.
(3) Understand words
Practice connecting words and meanings.
Wildness, lifted high, rolled up.
Carnival in the desolate wilderness.
Touch moist; wet.
Raise contact, collision.
Moisturize and indulge in joy.
(4) Read the text by name and check the reading to see whether the pronunciation of the words is correct and whether the sentences are smooth.
4. Read the text again and clarify the order.
(1) Read the text freely and think about it: What is written in the text? (This article is about a child who is naughty and lively and has a rich and delicate imagination. When he saw the flowers emerging from the grass after thunder and lightning and wind and rain in June, he started to gallop freely in the sky of his imagination.)
(2) Sort out the ideas of the text
Practice filling in the blanks: write the text first (imagine the flowers dancing carnivally on the green grass when the shower falls); then write (imagine the rain) When I came, the flowers who were doing their homework after closing the door were on vacation); then write (imagine the flower children wearing various clothes in the rain, rushing out) and finally write (imagine the flower children rushing home in a hurry, they Raising her arms towards the mother-to-be).
4. Learn to “write”
The crazy flute dance punishes each other by guessing and raising their arms
1. Student words
Recognize and read words containing characters that can be written, read and write, observe stroke order, master structure, phonetic sequence, radicals, form words, and make sentences.
2. Guiding writing
(1) Observe the writing characteristics of new words and communicate.
("Luo, Huang, flute, dance, arm", upper and lower structure, wider at the top and narrower at the bottom. "Dance", upper and lower structure, narrower at the top and wider at the bottom. "Punishment", upper and lower structure, basically the same from top to bottom. Width. The left and right structures of "Crazy, False, and Yang" are narrow on the left and wide on the right. The left and right structures of "Suo, Guo" are equal in width.)
(2) Teacher's model writing, focusing on the upper and lower structures. Students practice writing the words "Huang, Wu" and the left-right structure of the characters "Gui, Gui".
Huang: wide at the top and narrow at the bottom, with many and compact strokes in the lower part. The word "死" in the middle should be flat and small, and should not be written as a vertical fold. The lower character "er" should be written with a vertical line in the middle.
Dance: On the right part, there are one horizontal line and four vertical lines in the upper middle, the longest horizontal line is the lower one, and the penultimate stroke is a fold.
Enough: The left side is flat and the right side is long, the two characters "xi" on the right side are arranged up and down, and the bottom left side should be long.
Guess: The left side is narrow and the right side is wide. The upper three horizontal lines of the word "青" are the longest, and the lower horizontal one is the longest, and the middle one is vertical.
Students practice writing, and teachers inspect and provide guidance. The projection displays correctly written and beautiful words and learns from each other. Compare it with the textbook and make corrections in time.
5. Classify and accumulate, practice expression
1. Read the text freely, draw fresh words in the text, classify and excerpt the accumulation:
( 1) Words expressing the names of things: thundercloud, shower, wilderness, bamboo forest, flute, green grass, flowers, school, corner, branches, green leaves, strong wind, clothes, stars;
(2) Expressing actions Words for: roar, fall, walk by, run out, dance, carnival, go to school, play, touch, raise;
(3) Words describing things or people: moistening
(4) Repeated words: groups, rustling, hurrying
(5) Words describing colors: purple, yellow, white
2. Practice and use: Connect with the reality of life and practice speaking with carnival, wetness, and haste.
Design intention: Words come from life and are used to reflect life. When students first learn words, we guide students to start with specific life situations to guide students to perceive life, summarize and learn words, Accumulate words and increase knowledge.
6. Class Summary
What did you feel after reading the text for the first time?
In this lesson, through listening, free reading, and named reading, we have mastered the text, mastered the pronunciation, glyphs, and meanings of the words, learned to write correctly in this lesson, and mastered literacy and understanding. method of words. In addition, after reading this text, we feel that flowers are lively, cute, beautiful, progressive, and full of children's interest.
7. Testing in class
8. After-school homework Lesson plan for the first lesson of the fourth grade of primary school Chinese language 3
Teaching objectives:
1. Be able to write the new words in this lesson, correctly read the new words "punishment", "shang" and other new words, be able to write the words "wild, dance, go, arm" and other words, and understand the words "moisten", "touch", "carnival" and other words, Read the text emotionally.
2. On the basis of reading and understanding the content, imagine the picture depicted in the poem and understand the artistic conception of the poem.
3. Able to use personification to describe things around him.
Key points in teaching:
1. Read the text emotionally and understand the content of the poem.
2. Imagine the picture depicted in the poem and experience the artistic conception of the poem.
Teaching preparation:
Vocabulary cards and courseware.
Teaching hours:
2 class hours
Teaching process:
First class hour
1. Introduction to conversation
Students, have you heard the poem "The sky leaves no trace of wings, but the birds have already flown"? Do you know who the author of this poem is? He is Rabindranath Tagore, a famous Indian poet. (There is an information packet at the back of the text, so students can accumulate it independently) Today we are going to learn another of his beautiful poems - "The School of Flowers".
2. Check the students’ self-learned words, and the teacher will show the new word cards
1. Read the following pronunciations correctly.
Huang, flute, punishment, fake, clothes
2. Communicate and learn new words.
The teacher shows the Tian character grid, causing students to carefully observe and remember the structure and strokes of the new characters.
A. Add the radical to remember the word: Yu--Di Qing--guess
B. Change the radical to remember the word: Tang--Yang Wang--Kuaicai--Arm
C. Pay attention to the structure of these words:
"Luo" has an upper and lower structure, and the cursive prefix should be written wider;
"Dance, Guess, Arm" There are many horizontal strokes, so pay attention to writing evenly.
3. Read, read and write the following words.
Moisture, wilderness, flute, carnival, rustling ground, clothes, arms, hurry
4. Understand the meaning of the following words.
Moisturizing: moist and moist.
Wilderness: a broad and flat place
Susu: the text refers to the sound of wind blowing objects, etc.
Carnival: indulgent joy.
Hurry: Feel anxious and move faster.
3. Read the text and understand the content of the text
1. Students read the text aloud, read the pronunciation of the characters correctly, and mark the sequence numbers of the natural paragraphs.
2. Ask four students to read the text correctly and fluently, paying attention to the correct pronunciation of the characters. Other students thought about the order in which this poem was written, what things were mainly imagined, and what kind of expressions did they have? Teacher camera guidance.
3. Talk about the content of each part of the poem.
Part One (paragraphs 1-2): Imagine that when the showers fall, the flowers dance and revel on the green grass.
Part 2 (paragraphs 3-5): Imagine that when the rain comes, the flowers who are doing their homework behind closed doors are on vacation.
Part 3 (6 paragraphs): Imagine the flower children rushing out in the rain wearing various clothes.
Part 4 (paragraphs 7-9): Imagine the children rushing home, raising their arms towards their mother. 4. Read the text aloud and draw the sentences you appreciate most.
4. Read the text aloud and draw the sentences you admire most
1. Listen to the teacher reading.
2. The teacher leads the reading and the students read the text together.
3. Students read the text freely and draw the sentences they appreciate most while reading.
4. Communicate with classmates and talk about the beauty of these sentences.
5. Teachers use courseware to present good sentences.
6. Let the students express their feelings and let everyone appreciate them together.
Second Lesson
1. Review Introduction
1. Read the text while driving the train.
2. Name the students to retell the main content of the poem in concise words.
2. Gain insights while reading, explore and solve doubts
1. Study the first section.
A. Teacher’s model reading.
B. Exchange and report the beautiful words and sentences in this section, and explain why you like it.
C. Recite it repeatedly, ponder it carefully, and appreciate the subtlety of the language.
Sentence (a): The moist east wind passes through the wilderness and plays the flute in the bamboo forest.
Understanding: Which word summarizes the characteristics of Dongfeng? (Moistening)
What did you realize from the words "walking by" and "playing the flute"?
How should we understand this sentence?
After reading this sentence, what picture comes to mind?
Sentence (b): Then groups of flowers suddenly ran out from unknown places, dancing and carnivaling on the green grass.
Understanding: Why is it "a group of flowers" instead of "a flower one by one"?
Where do you think the flowers will come from? Teachers guide and inspire imagination.
What did you realize from the sentence "Groups of flowers suddenly ran out of nowhere"?
What does "carnival" mean? Can you imagine flowers dancing on the green grass?
D. Guide students to read and recite emotionally.
2. Study the third to fifth paragraphs.
A. Students read aloud in unison.
B. Gain insights while reading and collaborate to explore.
a. Why do "I" feel that "those flowers go to school in an underground school, and they do their homework with the door closed"?
b. How do you understand "when the rain comes, they take a holiday"? Do you like this expression?
Please write it like this, such as "When the breeze blows, they..." "When the butterflies come, they..."
When the breeze blows, they
When the butterflies come, they
3. Guide the study of the sixth paragraph.
A. Teacher’s Standard Reading.
B. Discuss the following issues within the group.
a. What does the sentence "The branches touch each other in the forest" mean?
b. How do you understand the sentence "The green leaves rustled in the strong wind"?
c. What does "Thunder Cloud clapped its big hands" mean?
How do you understand the sentence "The flower children wore purple, yellow, and white clothes and rushed out"?
Where do you think the flower children will go after they rush out? Why?
C. Teacher guides reading.
D. Students read aloud freely.
4. Study the seventh to ninth paragraphs.
A. Students read aloud in unison.
B. Guide students to understand, comprehend and read aloud.
Where does the author think the flower children’s home is? Where does "there" mean?
Can you imagine the flower children rushing home?
In the author’s opinion, why are the flower children rushing home in a hurry?
C. Students can freely read, comprehend and imagine.
5. Summary.
3. Expansion and extension
Tell me what you imagine Hua’s school to be like. Students spread the wings of their imagination and communicate first in the group and then in the class.
IV. Students read the text freely
Blackboard design:
2 Flower’s School
Flower Child
Dancing carnivally on the green grass
Doing homework in the underground school with the door closed
Hurrying home and raising arms to mom
What a cute elementary school Lesson Plan 4 for the First Lesson of the Fourth Grade Chinese Language
Learning Objectives
1. Feel the liveliness and naughtiness of Hua children; think about what Hua's school is like, and use independent, cooperative, and inquiry learning methods to learn.
2. Guide students to feel the beauty of language, think about the scenes described in the article, and feel the spirituality and childlike innocence of flowers in nature.
3. Read the text emotionally.
Learning focus: Read and recite the text.
Process and methods
Teacher activities
1. Review introduction:
2. Check the reading of the text.
2. Read the text intensively and gain in-depth understanding:
1. Divide into large groups and read the text emotionally.
2. Free answers and speaking exercises:
When will the flower child run out from a place no one knows about? What does a flower child look like?
3. When were you happiest and happiest in school?
4. Who is the mother of the flower child?
3. Display paintings and guide reading:
1. Ask students to show the school where the flowers they drew were arranged in the last class.
Student activities
1. Drive a train and read the new words in this lesson.
Discuss and communicate and practice speaking.
Divide into large groups and read the text emotionally.
Talk about your own understanding.
Introduce the "school of flowers" in your imagination.
Freely read the contents of the information window.
Blackboard writing design
Flower children come out beautiful, lively and cute
In a hurry
Teaching reflection
< p> The language of poetry and the situations depicted can very well mobilize students' relevant emotional experiences, so I focus my teaching on emotional reading of texts. Let students enter the text, truly understand the artistic conception described in the text, and read the taste from it. Lesson Plan 5 for the first lesson of the fourth grade of primary school Chinese language"The School of Flowers" is a beautiful and childlike poem, excerpted from Rabindranath Tagore's "New Moon Collection". The author uses personification of rhetoric to develop rich imagination. It depicts the beauty, liveliness and naughtiness of flower children from a child's perspective. There are four stanzas in this poem. The language of the poem and the situation depicted can mobilize students' relevant emotional experiences, stimulate their interest in learning, and make them feel close to the learning content.
1. Teaching effect
This lesson focuses on the teaching objectives, and I have achieved the following results:
1. Draw a "school of flowers". This text has beautiful sentences, beautiful scenery, and a strong sense of picture. For this reason, I asked students to draw the "School of Flowers" based on their own cognition before class. This enables students to have a solid and effective introduction to the text.
2. Intuitive teaching, expanding imagination space. In this class, I use multimedia and use various means such as pictures, videos, and classroom performances to enrich students' representational reserves, allowing students to observe carefully and imagine boldly, so as to improve students' creative imagination ability. For example, "There are brightly colored flowers. Think about what the flowers were thinking at that time? What did they say? What kind of expression would they have?" Guide students to let their imaginations fly and describe freely. Another example is watching the short campus video recorded by the teacher in advance on his mobile phone: "Think about it, what other interesting things will happen in Hua'er School? Talk about it and write it down. Let's see who has the most amazing idea. Beautifully written.” Let students act out what they think. Promote students to feel close to the learning content, and establish correct and rich representations in students' minds through multi-faceted, multi-form, multi-sensory participation and other methods.
3. Let your imagination run wild and combine speaking and writing. In teaching the third, fourth and fifth natural paragraphs, students are encouraged to imagine and tell the story of the flowers being made to stand by the teacher. Think about it: Who are their teachers? Why does the teacher have to stand for punishment? What is the school like for the flowers? Students can be guided to solve the initial questions. Students can boldly imagine themselves as a winter jasmine, morning glory... and then talk, write, and practice writing to see who can think wonderfully and write wonderfully. Enable students to be emotionally influenced and enjoy aesthetic pleasure, thereby cultivating Chinese literacy.
2. Success
Contact life to imagine pictures. When teaching the second natural paragraph, I and the students imagined the pictures while reading, allowing the students to get into the text. In this paragraph, I grasp the key words and connect them with life to imagine.
First, I determined that the key words were "dance, carnival", and then I regarded myself as those flowers - if I were asked to have a carnival, what should I do, and what should my classmates do? Think again: What do flowers look like in a stormy situation? In this way, students will understand the liveliness, cuteness, and upwardness of flowers and experience the childishness.
3. Shortcomings
Looking back on the teaching of this class, there are still some shortcomings: it is more difficult for third-year students to read Tagore's articles, and they must read them carefully in order to be able to read them carefully. Read it. The poet can always write ordinary things so fresh and natural, like the fresh air after the rain, refreshing. But students will have many novel questions, such as: "Who is their teacher?" In the sentence "The green leaves are rustling in the strong wind", since it is "strong wind", how can it be "whistle". As a teacher, I failed to fully prepare these as a teaching plan during lesson preparation.
IV. Improvement Measures
In response to the above situation, the following improvement measures are formulated:
1. Strengthen lesson preparation, further familiarize yourself with the cognitive characteristics of third-year students, and The teaching plan is detailed and actionable.
2. After the students draw the "School of Flowers" before class, after the text study is completed, students can draw the "School of Flowers" again and compare the two paintings. Lesson plan for the first lesson of the fourth grade of primary school Chinese language 6
Learning objectives:
1. Recognize 2 new words in this article, be able to write 8 words, and understand words composed of new words.
2. Ability to read texts correctly and fluently.
3. Preliminarily perceive the content and emotions of the text.
Learning important and difficult points
Literacy and writing skills.
Perceive the content of the text.
Process and Method
Teacher Activities
1. Associative perception, exciting introduction:
2. Do you know that not only we have School, even flowers have schools. Today we will study Lesson 10 "The School of Flowers" and write on the blackboard.
2. Self-read the text, overall perception:
3. Check the situation of new word learning.
4. Learn the words in the vocabulary library.
3. Read the text again:
2. Report the reading aloud and comment.
4. Learn to draw new calligraphy:
2. Guidance on what to pay attention to when writing a few words.
There is no dot in the word "run";
There is a word next to the word "punishment" and a vertical knife next to it;
The disobedience of "mutual" Notice.
3. Write carefully and emphasize the writing posture.
4. Evaluate the writing situation and show the homework.
5. Class Summary:
How did you feel after reading the lesson "School of Words"?
6. Assignment design:
Read the text emotionally.
Student Activities
1. Tell me what your school is like.
Read the topic together.
Listen to the recording of the text being read aloud and listen carefully to the pronunciation of the new words.
Read the article together at the same table.
The whole class reads together and becomes familiar with the text.
Show the 8 new words to be written today and observe the characteristics of each word.
Blackboard writing design
School of 10 flowers
Rabindranath Tagore India
Jiangrun touches Shang Yang’s arm
Horizontal, vertical and square
Teaching reflection
In this lesson, I focus on guiding students to write. Even detailing every stroke. Of course individual guidance is also inseparable. In this class, some of my classmates gave me step-by-step guidance, allowing them to experience the essentials of starting and ending strokes. I think if this continues, my children's handwriting will improve over time.