Chinese Lesson Plan for the First Grade Volume 1
Teaching Objectives
Knowledge Objectives:
1. Recognize 11 new words: Ji Niu sickle rope ginger garlic wax thick fierce spicy scared; can write 2 words: scared.
2. Learn about the lively scene in the market through studying literature.
Ability goals:
1. Understand the text and be able to imagine the bustling scene in the market.
2. Read the text correctly, fluently and emotionally.
3. Play buying and selling games and develop your own language and ability to interact with people in the game.
Emotional goals: The text in this article has neat sentence patterns, consistent rhymes, and is full of interest, allowing students to experience the bustling scene in the market, so that students can understand some common sense of life, find the fun in life, and feel the excitement of life. good.
Teaching focus
1. Be able to recognize 11 new characters and write 2 new characters. Use pictures to memorize glyphs and understand their meanings.
2. Read the text correctly, fluently and emotionally.
Teaching Difficulties
1. Recognize characters in the process of learning literature, and associate the glyphs while reciting. The combination of glyphs and meanings.
2. Experience the lively scene in the market, and on this basis develop your own language and ability to interact with people.
Teaching methods
Slide cards
Teaching methods
Multimedia-assisted teaching method Discussion and communication method Self-study method
< p> Teaching Activities1. Tutorial:
My classmates, yesterday we walked around the farmer’s market and saw so many things. What are they? ( Students spoke freely, such as: big and round watermelons, big and red apples, sweet and sour grapes, fragrant and sweet pears...) There are too many things in the market, and a child named Niuniu also Fascinated, lo and behold, she went to the market. (Writing on the blackboard: Going to the market) Ask the students to read the title along with the teacher. Who can tell me what "going to the market" means? Can you make up a word using "ji"? Please open the book and let's go to the market with little Niuniu! Look at how she behaves at the market What did you see?
2. Listen and read the text, experience and comprehend
1. Listen to the reading by the teacher, and think while listening. This little rhyme introduces the little girl wherever she goes. What did you see?
2. Read, the teacher reads one sentence and the students read one sentence.
3. Mark out a few sentences in the text, and circle the new words in the lesson and the words containing the new words in the text.
4. Read the text freely with the help of pinyin, and pay attention to the pronunciation of the new words you just drew. And think about what little Niuniu sees.
5. The students report and the teacher shows the computer blackboard.
(The pear is sweet, the sickle is fast, the dish is good, the date is red, the rope is long, the sugar is sweet and fragrant, the ginger is spicy, the painting is good-looking, the garlic is big, the wax is thick, the pig screams)
3. Read the text and memorize the glyphs.
(1) Ask a classmate to read the first sentence of the rhyme: Little Niuniu, go to the market, where someone is selling pears.
Niu: Add the word "ugly" next to the word "female".
(2) Combined with real objects to learn the new words "sickle, rope, garlic, thick".
Some of the things Niuniu saw on the assembly may not have been seen by the students. Today, the teacher brought them to you. (Show real objects or pictures)
(3) Ask a classmate to read sentences 7 and 8 to learn "ginger and spicy".
Word puzzle method: Half a beauty, type one word.
Jiang: Up-and-down structure, with a sheep character at the top but not erect, and a female character at the bottom. Which word is this word more similar to? (American)
(4) Just as Niu Niu was looking at it with great interest, a pig's roar startled Niu Niu.
How do you react when you are frightened? Who will show it. Look at his mouth opened so wide that his jaw almost dropped, learn to be "scared".
(5) For ferocious beasts, add the character Meng next to the reverse dog to learn "fierce". Violent, ferocious, sudden, ferocious beast.
(6) See what the teacher is doing? (Perform a jumping action) Therefore, the word "jump" is the word "zhao" next to the word "foot". Can you perform these words? (Show: run, jump, jump)
4. (Show the courseware) Reproduce the new words.
1. Use the pinyin on the screen to read
2. The pinyin flies away, can you still read them accurately? (Reading in groups)
3. You read so loudly, the teacher believes that if the baby is asked to come out alone, you will definitely recognize it. (Read together, read while driving the train)
5. Read the article to understand the lively scene in the market.
1. Practice clapping and reading by yourself.
2. Practice reading in time with classmates.
3. The whole class claps and reads together.
4. The teacher recites in order according to the instructions written on the blackboard.
6. A game of buying and selling things, imitating businessmen selling things in the market. (Teachers can prepare items in advance and demonstrate or show a buying and selling video creation scenario with a classmate first)
7. Homework: Recite the text to the rhythm.
Chinese teaching plan for the second volume of the first grade of the ministry version 2
Textbook analysis:
This text is composed of two situational pictures. The first picture shows a family of three having breakfast together; the second picture shows a family of three having dinner together. The content of the two pictures shows the dining habits and changes of Chinese people. Especially by allowing the whole family to sit around the dining table and eat together, children can feel the warmth and fun of family life.
Teaching objectives:
1. Recognize 11 new characters and one radical: "木". Can write 6 new characters of the same category and understand the evolution process of the word "knife".
2. Accumulate vocabulary and cultivate students’ observation ability.
3. Develop students’ thinking and language in situational teaching, stimulate children’s awareness of respecting the fruits of others’ labor and cherishing food; feel family affection and appreciate the care of relatives.
Teaching focus: literacy and writing.
Preparation of teaching aids: vocabulary cards, food picture cards.
Teaching hours: 3 lessons
First lesson
Teaching content:
1. Observe and compare the situations of the two pictures.
2. Recognize the new words that appear in the situation.
Teaching process:
1. Combined with the actual life, situation introduction
Students, we have to eat every day to ensure that we have a healthy body. So what do you usually eat? What tableware do you use when eating? After a while, we went to a child's house to see what they were eating?
2. Observe the pictures and understand the situation
1. Observe the first picture and the second picture respectively. What do you see?
2. Pay attention and compare the two pictures to see what the difference is? < /p>
(1) What is on the table in the first picture?
Food: rice, soup, stir-fry
Utensils: chopsticks, spoons. Chinese food
Others: water glass, sesame oil
(2) What is on the table in the second picture?
Food: butter, bread, orange juice. Western food
Utensils: forks, knives.
(3) Talk about: What is the difference between Chinese food and Western food?
3. Literacy and writing
1. Combination of pictures and text. Paste the food pictures in this lesson on the blackboard and match them one by one with the word cards to find the new words you want to learn. Recognize and read Category 1 and 2 characters, and write Category 1 characters.
(1) Look at the evolution process of the word "dao" and learn the word "dao".
(2) Learn the word "cup". Pay attention to the changes when making radicals next to the word "木".
(3) Pay attention to the stroke order of "fork", "spoon" and "bao".
2. Take your seat accordingly. Paste the food pictures on the left and the vocabulary cards on the right, and ask students to connect the lines.
3. Game: simulated dining. A group of three people play the role of family members, eat Western breakfast and Chinese dinner, use word cards instead of food, and read out the names of words or objects through performances.
Assignment design: Talk about the food and utensils on the table during dinner.
The second lesson
Teaching content:
1. Review and consolidate new words.
2. Complete the after-class exercises.
Teaching process:
1. Review old knowledge
1. Play games: What foods and utensils are in Western food? What foods and utensils are in Chinese food? Find the words Stick the cards to the blackboard.
2. Show the new word card and read it aloud.
2. Reading guidance
1. Speak softly: fork, chopsticks, spoon. What other similar words are there?
2. The pronunciation of er: orange juice (儿)
3. Complete the after-class exercises
1. Connect the lines and read one read. Pinyin, read words, and make connections.
2. Read and compare.
(1) Read the following words accurately.
(2) Observe and compare the characteristics of these groups of characters? Guide and draw the rules: "Add a stroke" to form a new character; "Add a radical" to form a new character.
(3) Word expansion and distinction.
3. Classify and color.
(1) Read the following words accurately.
(2) Discuss in groups, how to classify these words? Talk about it and paint it.
Cultivate students’ thinking ability.
4. Memorize it.
(1) Compete and see who can memorize it faster!
(2) Let’s talk about the general meaning of the poem "Hoe".
(3) What do children do right when eating? What are wrong and why?
Homework design: Recite "Hoeing" to your family.
Blackboard design:
Dining
What is on the dining table in the first picture?
Food: rice, soup, stir-fry
Utensils: chopsticks, spoons. Chinese food
Others: water glass, sesame oil
What is on the table in the second picture?
Food: butter, bread, orange juice. Western food
Utensils: forks, knives.
Chinese Lesson Plan for the First Grade Volume 2 of the Ministry of Education Edition 3
?Teaching Requirements
1. Learn the 7 new words in this lesson such as "spring", "winter" and "flower" and the words "spring breeze", "winter snow", "safflower" and other words composed of these words. The 8 words within the two green lines can only be read but not written. Get to know new radicals.
2. Can actively accumulate words about the four seasons.
3. Be able to pay attention to the things around you and enrich your knowledge and feelings.
?Teaching focus
Recognize 15 new characters, be able to read the pronunciation of the characters, recognize the glyphs, understand the meaning of the words, and be able to write 7 of the new characters correctly according to the stroke order. Master two kinds of radicals, be able to say their names and learn to write them.
?Teaching Difficulties
With the help of illustrations and pinyin, combined with life scenes and the overall context, guide students to integrate the pronunciation and meaning of the objects and words in the pictures with the text symbols, and initially understand Characteristics of the four seasons, feel the beauty of the four seasons.
?The class schedule is divided into two periods.
Lesson 1
Lesson objectives
1. Understand the words in this lesson and be able to read them correctly. Learn and accumulate words that describe spring, summer, autumn and winter.
2. Learn new words and write the three words "spring, winter and flower" well.
Preparation of teaching aids
Courseware, new word cards, physical exhibition stand, new word cards without pinyin.
Teaching process
1. Create situations and introduce new lessons
1﹒ Students, do you still remember the text "Four Seasons"? Let's recite it together.
2﹒ Write the topic on the blackboard and read the topic together. (Literacy 1 Spring, Summer, Autumn and Winter)
3. (Course material presented) Who can tell me which season these four pictures are from? How did you feel after watching it? What do you think is beautiful? Let’s talk about it.
4. Children, the scenery in the four seasons is so beautiful? They also have some friends with Chinese characters. Do you want to learn them? Okay, let's learn "Literacy 1" together today.
2. Guide to look at pictures and understand things
1. Who can tell the teacher and classmates, in order from top to bottom, who can say in one sentence, you see What things have arrived?
2. According to the students’ answers, the teacher guides the students through pictures and life accumulation to understand things.
Spring Breeze: What are the characteristics of spring wind? (gently, softly)
Xia Yu: What is summer rain like? (It was thundering and raining at the same time, fast and heavy)
Qiu Shuang: Who can tell me what "Qiu Shuang" looks like? Have you seen "Autumn Frost"? (When there is frost, the ground is covered with a white layer of thin ice crystals)
Winter snow: Everyone is familiar with "winter snow". What exercises do we do when it snows? (Building snowmen, having snowball fights, skiing)
3. Picture and text comparison, literacy and word recognition
Children, look, they are lining up, waiting for children to get to know them!
1. Show them separately and read them line by line. (Provided with courseware)
Let students try to read by themselves with the help of pinyin first, and the teacher will ask them to read.
The teacher gave targeted guidance: the initial consonant of "spring" is ch, do not pronounce it as c, and the final consonant is un, do not pronounce it as en; the initial consonants of "shuang, blowing, and pool" all have a raised tongue. Don't pronounce it as a flat tongue sound; "Luo, Jiang, and Piao" are all three pinyin syllables.
Teacher’s model reading or reading.
(Courseware provided) Let students understand the meaning of words with the help of pictures.
You can identify them on the pictures and talk about the characteristics of the four seasons, the colors of flowers, the colors of grass, and the characteristics of fish and birds.
2. Read aloud repeatedly to consolidate word reading.
Okay, let’s read these words together again. If they are more difficult to read, you can read them a few times. (Students read freely)
Who will be the little teacher to lead everyone to read? (Nominate to read)
Please ask the children to drive the train and read, okay? (Train reading in the group)
4. Learning radicals and writing guidance
Show the words "spring breeze blows, winter snow drifts, mountain flowers are red" composed of the new characters in the field grid. (Courseware presented)
1. Recognize and read the words, pronounce them correctly, and clearly learn the new words "spring, winter, and flower". (Written on the blackboard: Spring and Winter Flowers)
2. Learn new radicals.
(Provided with the courseware)
Understand the words "rain" and "both ears". Use the stroke order in the book to find out the words with this radical and read them. You will know that there are many words containing "rain" related to rain. related. Instructions were given to write the radicals "rain" and "both ears". (Written on the blackboard: Rain is the first word (next to both ears))
3. Stroke Order Memorize the stroke order of new characters and observe the position of the new characters in the grid.
Students trace the characters in the red book, and trace, imitate and write in red on the "Character Book".
4. The teacher inspects and gives writing reminders: People must be upright, their hearts must be calm, and their writing must be correct one stroke at a time.
5. Projection exhibition review, let students understand that the strokes and strokes of the word "spring" should be written in a relaxed manner, and make corrections to their writing.
Second Lesson
Lesson Objectives
1. Familiarize yourself with word strings, recite rhymes, and feel the beauty of the four seasons.
2. Use a variety of methods to create sentences using words that describe the four seasons and describe the four seasons in your own words to practice language communication.
3. Continue to learn and write new characters such as " Ru, Feng, Fei, Xue" etc.
Preparation of teaching aids
Multimedia courseware
Teaching process
1. Check and review, consolidate old knowledge
1. Show the words: spring breeze blows, summer rain falls, autumn frost falls, winter snow drifts, green grass, red flowers, swimming fish, flying birds, pond grass is green, mountain flowers are red, fish come out of the water, birds enter the forest (shown in the courseware)
2. We have already met these words in the last class. Who will read these words for everyone? To recognize and read new words, first read the word with pinyin, and then read the word with pinyin.
3. Read and recite the text.
2. Understand emotions while reading, accumulate while reading
1. Situational introduction. Spring is here, the spring breeze is blowing gently, summer is here, summer rain is pouring on the ground, autumn is here, autumn frost covers the earth, a cold and desolate scene, winter is here, heavy snow falls from the sky, and the sky is white. One piece, so clean! Would you like to have a nice read?
2. Reading guidance. Children, in the last lesson we only had a rough understanding of the four seasons and nature. If you want to truly see the beauty of nature, you need to take a closer look and think about it carefully. I believe that picturesque scenery will appear before your eyes! (Provided with courseware)
Introduces the reading method of imagining while reading. Tip: Where do you seem to be? What do you seem to see and hear?
3. Line-by-line guidance. The whole class communicates, first naming and reading, then deepening the understanding of the words through text illustrations or audio and video, and then asking students to read again. Teachers can provide demonstrations when necessary.
Guidance points:
(1) The first and second lines: Let students know that this group is about the meteorological characteristics of spring, summer, autumn and winter. They must read the beauty of spring and speak softly. , the hotness and rush of summer, the speech speed is slightly faster, the coldness and desolation of autumn, the speech speed is slightly slower, the magnificence of winter, the speech speed is slightly slower.
(2) The second and third lines: Let students know that this group describes the content of the fifth picture. To read the beauty of nature: read the green grass, the red flowers, the fish swimming freely, and the birds flying happily.
4． Guidance pause. The pauses between words are short, so that the sound and breath are continuous. Pause longer between lines to keep your breath and emotions constant. Self-reading experience.
5. Practice reading the full text. Pay attention to pauses, changes in speaking speed and intonation. Read to yourself and read to each other. Feedback guidance. Recommend outstanding candidates to the front to read aloud with music.
6. Recite in class. Students recite rhymes and imagine while reciting, so as to memorize and memorize them and recite them in class.
3. Open classroom, language practice
Use a variety of methods to create sentences using words that describe the four seasons and describe the four seasons in your own words to practice language communication.
1. Practice making sentences (courseware provided)
(1) Find a word from the rhyme to make a sentence and see who made it.
(2) Name and make sentences and comment.
(3) Some students with strong abilities can also choose two or three words to make sentences.
2. Talk by looking at the pictures
Just now, the students spoke very enthusiastically, but they still felt that it was not enough. Let’s try it again. Multimedia courseware provides scenery pictures of other seasons. (Production of courseware)
(1) Can students talk about what you saw in order? Talk to yourself, talk to your deskmate, and talk by name
(2) Can you use some metaphors or personifications, or some good words?
(3) Having said so much about the beauty of nature, what admiration do you want to express? Let’s end the article with this exclamation. Name said, game said.
4. Continue writing
1. (Show the courseware) Show the new characters in the Tian character grid: enter, wind, snow, and fly.
Let students observe the glyphs and exchange word-remembering methods.
Take a closer look. What did you find? What are the structures of these four characters?
The teachers wrote in the template, but the students’ books were empty.
2. Students read the stroke order and memorize the stroke order of new characters. Focus on feedback on the stroke order of "wind" and "fly".
3. Students carefully observe the position of new characters in the Tian character grid, and let students exchange writing methods and essentials. On this basis, the teacher makes it clear: "Ru", "Short and long" are written in the center, and the second stroke of "风" is a horizontal fold and an oblique stroke. Hook, the first stroke of "fly" is a horizontal and diagonal hook, and cannot be written as a horizontal and bent hook.
4. Next we will write these two characters and observe the character fan. Write it as a normal teacher and give some reminders.
5. Students trace red on books, trace red, imitate shadows, and write new characters on the "Calligraphy Book".
6. Teachers guide and supervise students’ pen holding and writing postures.
5. Summarize the full text and extend it
Children, our hometown has four distinct seasons and the scenery is so beautiful. We must study hard and add luster to our hometown and our motherland in the future. .
Chinese Lesson Plan for the First Grade Volume 2 of the Ministry of Education Edition 4
[Teaching Objectives]
1. Understand 12 new words such as "dare, dare, go" etc. There is one radical at the beginning of Hechang; he can write 7 new characters including "色, 外, 看" etc.
2. Able to use pinyin to read texts correctly, read long sentences well, and understand the meaning of sentences.
3. Understand initially the principle of "overcome timidity, be a brave person, and reap good things".
[Teaching Important and Difficult Points]
Key Points:
Literacy, writing, reading long sentences and pauses; reading the text correctly.
Difficulties:
Understand the transformation process of "I" and build the confidence and courage to overcome difficulties from an early age.
[Teaching Hours]
2 Lessons
First Lesson
Teaching Process
1. Introduction of New Lesson
1. The courseware shows the scene of the starry sky at night and guides students to communicate.
Teacher introduction: The starry sky at night is so beautiful, but there is a child who is afraid of the night and dare not look outside. Who is he? Let’s take a look at the text together.
2. Blackboard writing topic: Night.
3. Learn to write "color". (Structure, radicals, stroke order; the "ba" below should be stretched)
4. Read the topic together. Tell me what the night looks like in your eyes. (Students speak freely)
2. Reading and literacy
1. Students read the text freely and draw the new words in the text.
2. For words you don’t know, use pinyin or ask your classmates for help to pronounce the pinyin accurately. Emphasize that "dare, dare, go, and brave" are all third sounds, and "window" is the pronunciation sound. It is also a post-nasal sound, and "san" is a flat tongue sound.
3. The teacher shows the new word cards to check the reading status.
(1) Read by name, drive the train to read, and read together.
(2) Use words to form words to speak. See whose sentence is more exciting.
4. Read the text again and count how many sections the text is divided into. (2 sections)
3. Perceive the content of the text
1. Read the text carefully and find out what the "I" in the past and the "I" in the future are like.
2. Show the illustrations of the text and the first section.
(1) Guide the reading of the first section aloud, put forward the requirement of "continuous reading of words", and guide students to pause accurately based on understanding the meaning of the sentence.
For example, "I used to be/very timid, and once it got dark/I didn't dare to look outside."
(2) "I" was very timid at that time, Where can I tell?
(3) Look at the picture and talk about what is depicted in the picture based on the content of section 1.
(4) Have you ever had such an experience? Guide students to speak actively. (Teacher shares a “brave” story)
(5) Read the first section with emotion, and the teacher will guide the rhythm.
4. Learn to write "outside" and "look" in new characters
1. Show the new characters and observe the patterns. (The "Bu" part of "Outside" should be long and wide)
2. The teacher explains and models the new characters.
3. Students have empty books and practice tracing red lines.
4. Teacher guidance.
Second lesson
Teaching process
1. Review introduction
Word recognition competition. 2. Read the text aloud and learn the second section
1. Guide the reading of the second section, focusing on the pauses of long sentences. For example, "Dad/wanted/to take me for a walk. It turns out that the flowers/were all smiling like during the day."
2. Think about what "wanted" means. Who can use "preferential" to say something? (Say by name)
3. "I" went out for a walk with my father. What did "I" find? Guide students to communicate and report. (It turns out that the flowers and plants are smiling just like during the day.
)
4. Is "I" still timid later? Why?
5. Experience the process and changes of "I" from "afraid" to "not afraid". 4. Will you go for a walk with your parents in the evening? What scenery have you seen? Talk about it.
3. Read the text with emotion
1. To understand what it is like when you are afraid, read the first section aloud.
2. Read the second section aloud when you see the beautiful scenery at night and feel no longer afraid.
3. Group competition reading.
4. Review new words and guide writing
1. Do you recognize all the new words in the text? The teacher shows the new word card and names the new words to read.
2. The courseware demonstrates the stroke order animation of writing.
3. The teacher guides the structural stroke order of "Zai, Wan".
Again: The stroke order is. Note that the fourth stroke is vertical.
Late: Next to the word "日", there are eleven strokes, and the tenth stroke is a vertical stroke.
5. Understand the "Night"
1. The teacher plays the song "Little Star" and guides the students to appreciate the beauty of "Night" by listening to children's songs.
2. What do you think of the night? (The teacher writes on the blackboard based on what the students said, such as "beautiful, charming", etc., and the camera shows the second picture of the text.)
3. We have studied the text, who can lead everyone to read it? ?
[Teaching blackboard writing]
9 Night Colors
"I" used to be
Take a timid walk and see the present for yourself
Be Brave and Not Afraid of the Dark
Part 5 of Chinese Lesson Plans for the First Grade Volume 2 of the Ministry Edition
1. Textbook Analysis
?Flower Songs" is the Changchun version for the first grade The sixth text in the tenth section of the second volume, "Spring, Summer, Autumn and Winter", the twelve lines of poetry in this lesson introduce the representative flowers of the twelve months. Each line tells the name of the flower, the month it blooms, and its characteristics. The language is fluent and full of charm, suitable for children to read aloud. The textbook is equipped with illustrations of twelve kinds of flowers, giving students an intuitive perceptual understanding.
2. Teaching objectives
1. Master 8 characters that are required to be written, 14 characters that are required to be recognized, understand the evolution process of the word "chu", and be able to write correctly , recognize the word "clothing" and the word "cow".
2. Read the text correctly, fluently and emotionally, and have a general understanding of your favorite flowers.
3. In an atmosphere of appreciating and feeling beauty, learn about flowers and get a good aesthetic education.
3. Teaching focus
Literacy, writing, and mastering "衤" and "牜".
Use various methods to memorize words that require you to be able to read and write, and learn various aspects of knowledge related to flowers.
4. Teaching Difficulties
Understand the knowledge about flowers and receive a good aesthetic education.
5. Teaching preparation
Multimedia courseware, various flower materials, and vocabulary cards.
6. Teaching Process
(1) Appreciate the pictures and enter the situation
Students, do you like flowers? Flowers are the smiling faces of nature. Throughout the year, there are all kinds of flowers blooming. Each flower tells us a different season. The scene is really beautiful. Do you want to enjoy it? Below, the teacher typed some pictures of flowers. Please take a look, are these flowers beautiful? Which flower names have you remembered?
(Multimedia presentation: real pictures of 12 kinds of flowers, soundtrack)
The names of these flowers When combined together, it becomes a very nice poem. Today we are going to study this very nice poem - called "Song of Flower Names" (the task of writing on the blackboard and reading together.)
(II ), reading poetry in various ways
1. Read the text for the first time and underline the new words.
(1) Students read the text freely and are required to read the pronunciation of the characters correctly and read the sentences smoothly.
(2) Tablemates listen to and read each other’s texts and correct each other’s pronunciation.
(3) Read the text again, underline the new words in the text, and spell them multiple times.
2. Learn new words.
(1) Learn the word "chu".
① Show the sentences in the text and read them by name.
②Show the word "chu" and pronounce the correct pronunciation. (chū warped tongue sound)
③ Understand the meaning of the word.
(Do you know the origin of the word "Chu"? The left side refers to a piece of clothing, and the right side refers to a pair of scissors. The original meaning of a piece of clothing and a pair of scissors put together is to use a knife or scissors to Use similar tools to cut clothes. The original meaning of "Chu" is the beginning of cutting clothes, which is extended to the beginning, the original, and the beginning. )
④ Remember the radical, pay attention to the difference between it and the word.
⑤Guide to writing.
(2) Learn the character "M".
(Transitional language: Which kind of flower should we learn the name first? Ask students to guess: This flower is so beautiful that there is a garden named after it next to Jilin University campus. What is the garden called?)
①The whole class spells out.
②Recognize the glyphs.
(Such a beautiful peony, what does it have to do with "cow"?)
③Appreciate the peonies. (Courseware display)
(Peony is my country’s national flower, and Luoyang peony is the most famous.)
④ Understand the uses of peonies.
(Some people wrote songs specifically to praise peonies: they are the brightest among the flowers, and the most spectacular in the country of fragrances. So the text says: Peonies are the most beautiful and fragrant in the country in April.)
⑤ Guide to writing . Pay attention to the change of the word "ox" when it is used as a radical.
(3) Learn the word "like".
(There are peonies in April, are there flowers blooming in May? What does the text say?)
①Read the sentence in the text: In May, pomegranates are as red as fire.
(Does it mean that pomegranate is as red as fire, or that pomegranate flowers are as red as fire?)
② Understand the meaning of "like".
(What is the color of pomegranate flowers? What is the color of fire? What does "Pomegranates in May are as red as fire" mean? Like fire, "like" here means "like", pomegranates in May are as red as fire) Like fire. )
③ Pin the pronunciation of the word. (flat tongue sound sì)
④Memory the glyph.
⑤ Group words.
(Similar, seemingly, approximate, similar, specious.)
(4) Learn the word "Man".
①Watch animations and guess word puzzles.
(There are weeds growing on the head, and there is a sound of running water on the side. Add one or two more, and there will be more flowing out.)
② Pin the pronunciation of the word.
③ Group words.
(How much do you know about the word "man"?)
④ Guide reading sentences aloud.
(Lotus flowers fill the pond in June. What do the lotus flowers look like? Try to pronounce the word "man" with more emphasis.)
(5) Learn "Mo", "Li".
(Transitional language: Say goodbye to the poetic lotus and let us listen to a beautiful song.)
①Play the song "Jasmine".
(What is the name of the flower sung in the song?)
②Show the word "Jasmine".
(Looking at these two characters, what did you find? The prefix "草" is related to plants. Both characters are pictophonetic characters.)
③The orthographic spelling: mò (round) Labial sounds)
④Read the sentences in the text.
(In what month does jasmine bloom? How does it say in the article? What color? "Like snow" is similar to "like fire" above.)
(6) Study " The word chrysanthemum.
(Transitional language: As soon as I smell the rich floral fragrance of jasmine, the teacher can’t help but want to write a poem to test you, can you?)
① Show the poem: Golden Autumn and September, The weather is high and the air is crisp. The autumn wind brings coolness, ( ) the flowers are fragrant.
(Chrysanthemum is a common flower in the north. What color and shape of chrysanthemum have the students seen?)
②Show the word "Chrysanthemum". (Spelling for driving a train)
③Recognize the glyphs. (Phonetic)
④Appreciate the chrysanthemums in the chrysanthemum garden.
(See if there is a chrysanthemum like the one you have seen?)
(7) Learn the word "zi".
(Transitional language: Do these many chrysanthemums have the same shape? Do they have the same posture? Some of them are half-open, some are as sharp as needles, some are as thin as threads, and some have stretched branches. There are leaves, some are curled, and there is one word that can appropriately summarize the posture of chrysanthemums in September: various postures. )
① Show the word "posture" and refer to the correct pronunciation.
②Recognize the glyphs.
(Why is the word "女" at the bottom? "Zi" refers to appearance. Women love beauty and look prettier when dressed up, so "Zi" is the root of "女".)
< p> ③ Group words.(8) Learn "hundred" and "state".
(Transitional language: How is chrysanthemum written in the text? Read the sentences together.)
①Show the word cards: Bai, Tai, drive the train to spell out.
② Name the idioms with the word "hundred".
③Recognize and memorize the word "state" (phonetic and phonetic characters)
④Combine words for "state".
(After admiring the chrysanthemums in September, I truly understood what "various forms" are.)
(9) Summary.
(Students, we know a new word and have admired so many beautiful flowers. You must have gained a lot, right?)
3. Guide reading the full text.
(When reading aloud, you must have rhythm and charm.)
4. Games.
1) Consolidate new characters (show the petals of love and combine them into phonetic characters.
)
2) Tell the name of the flower (practice "pairing")
(3) End of conversation
Students, flowers are sent by nature. A gift to us, so what should you do when you see a little flower blooming in the park or on the side of the road?
If you see someone folding flowers, do you want to say something to him? What to say?
(4) Homework:
1. Recite "Flower Name Song" and write down new characters.
2. Collect other poems describing flowers.