3 Chinese lesson plans for the second volume of the fourth grade
The fourth grade Chinese is a drop of water that reflects five thousand years of Chinese politeness. The fourth grade Chinese teacher should let students realize the Chinese politeness. broad and profound. Every fourth-grade Chinese teacher must know how to write fourth-grade Chinese lesson plans, which can make the teacher's teaching work go smoothly. Are you looking to write a "Chinese Lesson Plan for the Second Volume of Fourth Grade"? Below I have collected relevant materials for your reference in writing!
Chinese Lesson Plan for the Second Volume of the Fourth Grade 1
Teaching Objectives:
Knowledge and Skills
1. Correct Reading Learn words and phrases in class.
2. Read the text, ask your own questions, then try to classify the problems, select issues worth thinking about and solve them.
3. Summarize the content of the text and understand the author’s care for weak animals.
Process and method
1. Use various methods such as dictionary lookup and context connection to understand key words.
2. Combining reading with word appreciation, reading with imagination, feeling the beauty of language and artistic conception of the article, deepening the understanding of words, sentences and text content while reading, and sublimating emotions while reading.
Emotions, Attitudes and Values ??
Let students feel compassion for butterflies and inspire students to care for vulnerable lives.
Important and difficult points in teaching:
Focus: Understand the author’s love for weak animals.
Difficulty: Try to ask questions and think about them while studying.
Teaching preparation:
Teacher: multimedia courseware.
Students; preview the text.
Teaching time:
2 lessons
First lesson
Teaching objectives:
1. Correct confirmation Read the new words and phrases in this lesson.
2. Read the text, ask your own questions, then try to classify the problems, select issues worth thinking about and solve them.
3. Summarize the content of the text and understand the author’s care for weak animals.
Important and difficult points in teaching:
Key points: Summarize the content of the text and understand the author's care for weak animals.
Difficulty: Implement the reading method of asking questions and thinking about them.
Teaching process:
1. Conversation introduction
Everyone desires to have a happy home, so can you talk about what home is? Student freedom speak. (Home is a warm harbor that warms our hearts; home is a sheltered harbor that allows us to rest and dock...)
Teacher introduction: (show courseware) Students, look, among the flowers, there is sunshine. Below, the little animals are dancing freely. Suddenly, there was thunder and lightning in the sky and heavy rain began. Bluebirds and sparrows all went home to hide. Where did the little butterfly hide? In this lesson, let us follow the author to explore the butterfly's home.
2. Read the text by yourself and recognize new words
1. Read the text freely, pay attention to the correct pronunciation of the characters, and read the sentences thoroughly. And outline the new words and read them several times.
2. The students read the text very seriously just now. Let’s check the new words first.
Show the first set of words: roar, shock, noise, rain curtain, darkness, water dripping.
Read by name. Read together.
Are there any of these words that you don’t understand?
3. Show the second set of words: light, pure, dirty, weak.
Who wants to read these words?
Who do these words describe? (Butterfly)
Are there any words you don’t understand? ?
How do you feel after reading these words describing butterflies?
4. Are there any words that the students do not understand?
Students Feel free to submit answers. (Unknown, uncertain, house bird)
5. Read the text by name.
3. Read the article again and ask questions
1. Communicate what the questions are.
2. Sort out issues worth thinking about and study in the next class.
3. Organize the questions and keep three questions for each group.
4. Read the text for the first time with questions
1. After understanding the words, our understanding of the text will be improved. Let us read it with our own questions. Read paragraphs 1 and 2 first.
2. Ask the students to talk about whether the problem you just raised has been solved.
Teacher summary: In this lesson, we learned that the content described in the text has a strong contrasting effect: the rain is heavy, but the butterfly is weak. This made the author sweat for the butterfly and feel anxious. Let's explore the butterfly's home in the next lesson.
Blackboard design:
Butterfly’s home
My question: Where is the butterfly’s home?
Why does the author care about this in particular? Question?
Why are their homes beautiful and sweet?
Second lesson
Teaching objectives:
Read the text, based on question, grasp the main content, and experience the author's care for weak animals.
Important and difficult points in teaching:
Key points: Summarize the content of the text and understand the author's care for weak animals.
Difficulty: Implement the reading method of asking questions and thinking about them.
Teaching process:
1. Review introduction
In this lesson, we continue to study "Butterfly's Home". Closely follow the questions we raised in the previous section and solve them while reading.
2. Read and understand the text
1. We just read the text for the first time. Did you feel the author’s mood? What is the mood? (The author is anxious and worried about the butterfly. ) What about you? From where in the text can you feel that the author is anxious and worried about butterflies? Please read the text silently, understand it with your heart, draw relevant sentences with a pen, and write down your own feelings.
2. Student report.
(1) How is the weather difficult for butterflies? Who will read it. Ask students to read the second sentence. (Show the second sentence) What is the author thinking at this time? Who can read the author's mood.
Yes! At this time, the sky is low, the clouds are dark, lightning flashes, thunder roars, the wind is violent, and the rain is violent, which makes people feel frightened and frightened. This is really difficult for a butterfly. Can you read out your feelings? Read them by name, and then read them together.
(2) Where else can we see that the author is anxious and worried about butterflies?
Default:
①Thinking of this, I simply can’t think about it anymore I went down, feeling so anxious.
From "How can we withstand this fierce wind and rain?" we can see that the author is anxious and worried about the butterfly.
②The teacher guides the students: Why do we see that we are anxious and worried about the butterflies? What was the author thinking at that time?
③What did the author think of just now? (Their bodies are so light. ...) What did the author think of? Let us read the beauty and fragility of the butterfly.
Yes! How can such a light, pure and weak butterfly not be lovable? How can it withstand such violent wind and rain?
④ If you think about it further, what will the author think of? ?It is impossible to think about such a beautiful and weak butterfly having to endure such a blow.
What is the author's mood at this time? Who can let us feel the author's mood at this time through your reading.
(3) "Where is the butterfly's home? I'm really worried about the butterfly." This sentence appears twice in the article. Why is "I" anxious about the butterfly? (The author searched many times but failed to find the butterfly, so he became even more anxious.)
① Which words can tell the author Check the box and read about the anxiety of finding a home for a butterfly.
② Understand the text through reading. Where is the butterfly's home? The author is really worried about the butterfly.
③Conjectured again and again, denied again and again, the author seeks a home for the butterfly again and again. What does he hope for?
(4) Where else can we see that the author is anxious for the butterfly? , Worried?
(5) Let us read the words of the little girl.
(Show the fifth natural paragraph)
①How does the little girl view the question of whether butterflies have a home? (Three "certains")
② The little girl said "sure" three times in a row. Think about it, what was the little girl thinking when she said these words?
③In this article, is this just the voice of the little girl? ?What kind of the author's good wishes can you understand from the little girl's words?
Summary: Let us read the little girl's words again and express the author's good wishes through the little girl's words.
3. Extracurricular Development
Students, do you think butterflies have a home? Where will this beautiful and sweet home be? Spread the wings of your imagination and talk about it.
Chinese lesson plan for the second volume of the fourth grade 2
Teaching purposes:
1. By studying the text, understand the main content of the text, so that students can understand The importance of being sincere.
2. Learn to recognize 10 new words in this lesson and 7 Category 2 new words. And use reference books or contact the context to understand the meaning of new words.
3. Read the text emotionally, practice retelling the text, and use a variety of methods to have conversations with the characters in the text.
Teaching focus:
Understand the language of the characters in the text, gain insights while reading, and be inspired while reading.
Teaching hours: three classes
Teaching design (A case)
First class hour
Teaching content:
Read the text for the first time to understand the main content of the text. Learn to recognize new characters and new words in this lesson.
Teaching process:
1. First reading of the text
2. Literacy with the text: learning new words in specific sentences in the text
Both ：Eight parts of the upper and lower structure of knowing words
(1) A situation involving or having several aspects at the same time: a part-time job with both political integrity and talent, both soft and hard skills (2) Doubling and merging: merger, part-time job, part-time job, part-time job and part-time course management
Apologize: The left and right parts of the phonogram are missing
(1) Feeling sorry for others: Apologize, Apologize, Sorry
Apologize (2) The crop harvest was not good: Poor harvest, apology Year
Lie: the left and right structure of the phonetic character
(1) Lies, deceptive words: lying, lying (2) False, untrue: lies, lies, lies
Expanded words: false reports, falsehoods, lies, big lies
Crime: four parts of the upper and lower structure of knowing words
(1) Behavior that violates the law: crime, crime, evidence (2) Negligence, fault : Blame the crime on others (3) Pain, suffering: suffer the crime (4) Punishment: sentence to death, crime deserves to be offended, guilty, guilty, convicted
I: upper and lower structure of the mouth
(1) I , mine, ours: my country, my generation, my people
(2) Surname
Inhibition: the left and right structure of knowing words
Press down, suppress: suppress, depression, depression The strong helps the weak
Expansion: cadence, restraint, restraint
Forgiveness: the left and right structure of the pictophonetic character
(1) Tolerance: understanding, forgiveness, consideration, forgiveness
< p> (2) Anticipation, expectation: I won’t be surprised, but I don’t dare to do itMēn: The phonetic and phonetic characters half surround the door
mēn (1) The air is not circulated (2) Don't speak, don't show off (3) with a low voice (4) stay in the room (5) airtight
Expanded word: sultry, sultry, sullen, sullen, sullen
mèn is not in a good mood : Depressed, sullen, melancholy, dejected
Both: The left and right parts of the phonetic character are in the structure of earth
(1) Equal: evenly divided evenly matched
(2) Du, Quan: equal Equilibrium
Depression: (look) decadent: frustrated
3. Read the full text for free practice.
4. Summary and assignment: sketching Chinese characters in a grid book.
The second lesson
Teaching content:
Further understand the text content.
Teaching process:
1. Reading question and questioning:
When you see this question, what are the questions?
(Why did the father want to Walk 18 miles?) 18 miles = 9000 meters
2. Free reading of the text
Think: The reason for walking 18 miles.
Study the first natural paragraph: explain the cause of the matter. (Guided reading:
Guide students to stratify this paragraph.)
Learn the second natural paragraph:
1. Summarize the meaning of this paragraph.
2. Imagine: What would my father’s eyes look like when he looked at me?
3. Guide reading.
3. Study 3----Natural paragraph 9:
How did the father behave when faced with his son’s lies? What can you learn from it?
1. Read the text aloud by role.
2. Figure out the character’s psychology and understand the character’s language.
3. Imagination: Father’s eyes
4. Discussion: Is it good or bad for the father to do this?
(It can be in the form of a debate: pay attention to grasping the Use the words and sentences in the article to debate, pay attention to the tone and attitude during the debate, and also pay attention to listening to what others say to refute effectively)
5. After studying this text, you must have many feelings, please use Write a paragraph.
The third lesson
Teaching content:
Solving after-class exercises.
Teaching process:
1. Reading the text
2. Retelling the text
3. After-class exercises
1. Read the sentence and understand the meaning of the punctuated words
(1) A sense of guilt came to my heart...the real reason
Guilt: refers to behavior that seriously harms the interests of the people.
(2) The most frustrating and painful thing for my father physically and mentally...
Frustration: refers to discouragement and disappointment.
Pain: Feeling very uncomfortable physically or mentally.
2. Dialogue with characters (this question can be done in debate)
3. Language accumulation
Teaching design (Case B)
< p> Teaching process:1. Lead by questions and inspire thinking
1. In 18 blackboards, how far is it?
2. Then Write "Walking" on the blackboard and ask students to talk about their feelings.
3. Ask students to talk about what problems they have with this question.
(1) Who wants to walk 18 miles?
(2) Why does he want to do this?
2. Read the text silently and think about the questions raised by the students.
1. Summarize what the article is about.
2. Talk about why your son lies.
3. Draw sentences that describe your father’s language, actions, and demeanor to understand your father’s mood.
4. Instruct the characters to read the dialogue between father and son.
5. What impact did this incident have on the author.
3. Talk to the characters in the text and complete the exercises after class.
4. Report the maxims about integrity that you have accumulated.
Trial Chinese Lesson Plan for the Fourth Grade Volume 2 3
Teaching objectives:
1. Master the new words in this lesson and be able to read aloud correctly, fluently and emotionally Text, recite the text.
2. Understand and master the key sentences in this lesson.
3. Understand the lofty nature of teachers’ work and inspire students’ thoughts and feelings to love their teachers.
Teaching focus and difficulty:
1. Understand the meaning of the text and inspire students to love the teacher.
2. Understanding of key words.
Teaching preparation:
Teachers and students collect information about teachers together, and students visit teachers before class.
Teaching time: 2 lessons
Teaching process:
First lesson
1. Create scenes and stimulate emotions
1. Play the recording "Whenever I Walk by the Teacher's Window" for students to enjoy.
2. In order to praise teachers, what do people often compare teachers to? (Student answer)
3. So many beautiful metaphors are enough to show people's respect for teachers. Take me as an example. Every time I meet the teacher who trained me, I always say respectfully: Hello, teacher! (Written on the blackboard)
4. Can you do the same? How about greeting the teacher cordially? Today, we will study the text "Hello, Teacher!"
2. First reading of the text
1. Students read the text freely, read through the text, and read the new words.
2. Read the text again, combined with the lesson "Cultivation of Good Study Habits", which requires students to think while reading. They can mark the words, sentences, and paragraphs they think are good, and the words they do not understand, Sentences can be marked with small question marks.
The teacher inspects the students' reading status.
3. Check:
(1) Recognize and read the words.
(2) Read the text by name and carry out group diagnosis and treatment. Provide timely guidance on how to read long sentences.
(3) Talk about the main content of the text.
3. Assignment design:
(1) Group of words
Shop () Dip () Top () Xia () Xin ()
Feed () invade () item () fake () luck ()
(2) Fill in the appropriate words
lay () erect ()
Shape () weave ()
3. Choose the correct pronunciation
Sincerely (zōngzhōng) shape (sùshù)
Laughter Yingying (yínyíng) Soak (jìnjìng)
Lesson 2
1. Dictation.
Waves of lofty wisdom create, permeate and emerge to shape the morning glow. My sincere wishes
2. Read the text intensively and comprehend the content
1. Phrase training.
(1) Read freely, experience it, which sentence do you like best and tell why.
(2) Other students added additional explanations of the wonderfulness of this sentence.
(3) Read this sentence aloud by name to generate comments.
(4) Students compete to read this sentence and reach the level of recitation.
2. As above, train related sentences.
3. The key part is expansion training.
(1) Students question: Which sentences do not understand well?
(2) Read these sentences by name, and teachers and students will solve them together.
3. The key part is expansion training.
(1) Students question: Which sentences do not understand well?
(2) Read these sentences by name, and teachers and students will solve them together.
(3) Read the sentences again and express your feelings.
(4) Key sentences: Let the spring light and morning glow shine in the soul; the tip of the pen is flying, which is the spring silkworm quietly weaving the ideal thread; the laughter is full of laughter, which is the nectar gently spreading to the strong new seedlings. Help students understand the symbolic meanings of "Chunhui", "Zhaoxia", "Spring Silkworms", "Ideal Silk Thread", "Nectar" and "Strong New Seedlings".
(5) The camera shows a sentence: In ancient and modern times, at home and abroad, which person’s growth does not contain the hard work of teachers! In the north and south, which creation does not contain the hard work of teachers!
①Read by name;
②Understand the superficial meaning of “penetrating” and “containing”.
③Change the sentence pattern, read it, compare, what is the difference?
④Prove this sentence based on the information you collected.
⑤Read it again emotionally.
4. Read together.
3. Supplementary information and enhance accumulation
1. Mobilize students to accumulate and talk about poems that praise teachers.
2. The teacher presents poems and short stories about praising teachers, and the students read them.
4. Guiding young students to practice writing
1. You must have a lot to say to the teacher. Do you also want to write a poem based on the text? There is no limit on the length. Let’s do a new one. program - poetry recital.
2. Start writing independently.
3. Actively read aloud, teachers and students comment, mainly encourage and put forward suggestions for improvement.
4. Recite poetry after revision.
5. Homework:
1. Accumulation of insights.
This article is a song (), praising the () and () of teachers’ career, and expressing the children’s (), () feelings for their teachers.
2. Find two rhetorical questions in the article and change them into declarative sentences;
3. Find two metaphorical sentences in the article, among which "spring silkworm" refers to () and "ideal" refers to ()'s silk thread, "manna" refers to (), and ()'s "strong new seedlings" represent ().
4. Recite the text