1. People's Education Publishing House, the first volume of primary school Chinese teaching plan.
Teaching objectives in Jiangnan
1. Read and recite the text correctly, fluently and emotionally.
2. Review and consolidate Chinese Pinyin, know 8 new words and write 4 of them.
3. Understand the meaning of poetry and appreciate the beauty of Jiangnan water town. Cultivate students' thoughts and feelings of loving nature.
Teaching focus
With the help of pinyin and text illustrations, I can read and recite the text correctly and fluently, know 8 new words with pinyin and write 4 words.
Teaching difficulties
I had an initial interest in reading ancient poems.
Teaching AIDS and learning tools
Teaching AIDS: self-made Cai CD-ROM, enlarged text color map, new word card, small fish, lotus leaf, headdress with patterns in the southeast and northwest.
Learning tool: new word card.
Class arrangement
1 ~ 2 class hours.
teaching process
First, the use of CAI courseware to create a situation, the introduction of new courses
Multimedia shows people picking lotus and playing in the lotus pond in the south of the Yangtze River in summer. (Students imagine while watching pictures and listening to songs)
Children, what do you see after watching the picture on the screen just now? Do you think this place is beautiful? Want to know what that place is? Do you want to play there? The teacher will take you there to play today! Write on the blackboard. Students read the questions twice with the help of pinyin.
Teacher's explanation: Jiangnan is the area south of the Yangtze River in China, where there are beautiful scenery and rich products, and it is the land of plenty.
Second, reading the text for the first time
1. Read the text softly with the help of Chinese Pinyin. Requirements: Look at pinyin first, and then look at the following words. Read difficult words several times, especially the pronunciation of new words.
2. Count, there are several lines in the text, which are composed of several sentences.
3. Check the self-reading. Q: Who would like to read it to you? Take some students to read the text. The rest of the students draw the word "birth" while listening. The teacher checked.
4. Teachers should model reading and guide reading.
Third, learn new words.
1. Read and learn new words by naming clauses. (Show new word card)
The first sentence: Jiang, Ke, Cai; The second sentence: Ye, He; The third sentence: fish, play, and space.
2. Students take out the new word cards and read them by themselves. The teacher uses the camera to correct the sound.
Pay attention to the pronunciation of "Jiang" and "Jian", one is the posterior nasal sound and the other is the anterior nasal sound. The pronunciation of "Cai" is flat tongue and should not be pronounced as sticky tongue. The vowels of "Ke" and "He" are the same, and the pronunciations of "Ye" and "Yu" are both syllables.
3. Check literacy. First, confuse the order to recognize new words, the teacher shows the new word cards, draws the words, reads them by train, and reads them together; Read the sentences containing these new words again.
4. Instruct writing: Ke, Jiang, Cai, Yu.
(1) Remember the font.
Discuss how to remember new words in groups of four. It can inspire students to analyze and memorize glyphs with strokes they have learned and familiar words.
Ke: There are five strokes. Extension: cute, delicious, ok.
"Jiang": three points of water plus "work" Rivers are related to water, so there are three parts of water. Oral word combination: Jiang, riverside, river, Yangtze River, Jiang 'an.
"Pick": The upper and lower structures should be picked by hand. Notice the claw prefix on it. Spoken word combination: picking flowers ...
"Fish": The tail of "fish" is at the bottom, and the courseware shows it. Oral combination: fish, fish tail ...
(2) Instruct students to draw red according to the order of strokes.
(3) Students practice painting red, teachers tour to guide and correct writing posture in time.
(4) Instruct students to write in Tianzi.
(5) Teachers' comments after students practice writing new words.
Fourth, read the text intensively.
1. Learn a line or two of this poem.
(1) Read a line or two by name.
(2) Guide the students to look at the pictures and observe the lotus leaves. How does the lotus grow? "He": expressing exclamation and surprise; "Tian Tian" refers to the lotus leaves, which are layered, lush, bright and lovely.
(3) What do you know from these two lines? Feel the lush and bright lotus leaves, which are very lovely.
2. Learn the last five lines of this poem.
(1) means reading the last five lines of a poem.
Thinking: What else is there in the lotus pond besides lotus leaves, lotus flowers and lotus buds? What is the fish doing? (Swimming and playing)
(2) How do fish swim between lotus leaves? Where do you write about the happiness and freedom of fish?
The instructions were read repeatedly: "Fish are playing among the lotus leaves ... fish are playing with lotus leaves in the north."
The courseware shows the scene of fish swimming and playing under the lotus leaf, so that students can expand their association and feel the happiness, freedom and cuteness of fish.
Understand the orientation words: east, south, west and north. Let the students draw the orientation map. The southeast and northwest here refers to the periphery of the lotus leaf.
Imagine: fish are playing in the lotus leaves. What are they thinking and saying? The deskmates describe each other's happy scenes of fish playing in the lotus leaves.
The teacher revealed that the fish swam eastward, penetrated westward, drilled southward, and slipped northward among the lotus leaves. The five characters "Xi" describe the happiness and freedom of fish, and "East, South, West and North" describe the freedom and loveliness of fish in water.
(3) Guide to read poetry with emotion.
Q: Children, how do you feel when you see the fish so cheerful?
Read the sentence of fish swimming happily, pay attention to the stress and pause.
Verb (abbreviation for verb) recites the text.
1, try to recite it. Students choose their favorite method to practice reciting the text. )
2, take the students to recite, talk about how you recite the text. (Remember pictures, keywords, imagination)
6. Wear headdress to show the happy scene of fish swimming in lotus leaves.
Four students wear headdresses to play east, west, north and south, three students wear small fish headdresses to play small fish, and six students wear lotus leaf headdresses to play with lotus leaves, recite and perform.
Seven. abstract
2. People's Education Edition Primary School Grade One Volume Chinese Teaching Plan
I'm going hiking tomorrow. First, stimulate interest and reveal the topic.
1. Children, what activities do we often do with our family, teachers and classmates in autumn? (outing, mountain climbing ...) What would your mood be like if you were going for an outing tomorrow? What would you think?
Today, the teacher brought a children's song "Go hiking tomorrow" to everyone.
The teacher writes the text topic on the blackboard, and the students read the text topic together.
① Learn the word "Ming": retronasal sound, syllable is míng, left and right structure; Use one plus one to remember: day+month = Ming. Or combine the meaning of this word: the sun and the moon shine together-Ming. Can be combined: tomorrow.
② Guide students to understand "walking". The teacher asked: What does "feet" mean? (Feet) What about "walking"? (long journey)
3. What do you want to know after reading the text topic?
Default: Health 1: Where is the little author going?
Health 2: What is he doing in the distance?
Design intention: Teachers introduce new lessons through dialogues and outings that students are interested in, which will arouse students' interest in learning. By properly revealing and understanding the theme of the text, students can naturally understand the meaning of "walking", which can be said to be silent. And by setting a question-"What do you want to know after reading the text topic", stimulate students' interest in inquiry.
Second, the preliminary reading of the text, the overall perception
1. The teacher demonstrates reading the text. Please listen carefully and pay attention to the correct pronunciation.
Do the students like this children's song? Please read as quietly as possible.
Put forward reading requirements: (1) Read the pronunciation correctly, and read the unknown words several times with the help of Pinyin.
(2) Read this nursery rhyme fluently.
(3) Circle the new words you need to know in this lesson.
3. Read the text by name. Other students think about it: How many bars does this nursery rhyme have? What is the main content?
The teacher guided the students to make it clear that this children's song has three bars. A child is going hiking tomorrow, but he can't sleep tonight. )
4. What did she think of?
(Complete the activity design card and communicate in the group. )
Design intention: according to the age characteristics of the first-year students, the content of the text is perceived step by step-first, the teacher models the text, so that the students can have a preliminary perception of the content of the text; Then try to read by yourself to understand the main content of the text; Finally, the first reading of the text is completed by chapters.
Third, read the text carefully and follow it.
1. Read and write.
(1) Read the first section by name. Thinking: What happened to the little author the night before hiking? (Can't sleep)
The word "sleep" is displayed in the courseware, and the word "eyes" is introduced. When the word "mu" is placed on the left side of the word, it becomes next to the word "mu". Words next to words with eyes are usually related to eyes. Because you have to close your eyes when sleeping, "sleep" is related to your eyes, so it is next to the word "eyes"
(2) What does the young author think of first when he can't sleep? (sea)
Read the word "sea" and use crossword puzzles to guide students to remember that there is water every day.
(3) Where does the little author want to go to the sea? What is "that place"?
Know the word "that" and combine the words: there; The antonym of that is this.
(4) In the author's mind, what is the sea like in that place? (multiple colors)
Do you want to see the sea? The courseware shows pictures of the sea.
Do you know what color the sea is? (blue, black, green)
The teacher showed the courseware and explained the color change of the sea.
(5) Who did the little author hear that the sea has many colors? (teacher)
Remember the word "old"
Can you say a word with "teacher"?
(6) What is the author's attitude towards the teacher's words? (Doubt, don't believe ...) Which word did you see?
Default value:
(Student: Really) Learn the word "true" and emphasize that there are three horizontal lines in it.
(Student: As can be seen from the question) Learning the word "horse" means to doubt.
(7) Guide reading.
Read the "true" stress, the tone at the end of the sentence rises, and read the interrogative tone. Students practice reading.
2. Consolidate new words.
(1) New words learned by train: sleep, sea, that, old age, teacher, truth, truth.
(2) Name the following radicals and say the words with the following radicals. (Courseware demonstration)
Mu-() Yi-()
3. Practice reading this section with emotion.
The students know these words, baby. Now let's send them back to the first lesson. Do you still know them? Please try to read the first part with emotion.
Design intention: Literacy is a very important teaching goal in primary schools, especially in the first grade of primary schools, and every class should be guided. This teaching link is characterized by grasping the text, reading guidance and integration of literacy. By reading the first section, seven new words are derived, which are memorized by various methods, and the camera is used for reading training. The combination of literacy teaching and reading comprehension has improved the teaching effect.
Fourth, summarize after class and stimulate inquiry.
In this lesson, we read the text for the first time, learned the main content of the text, and learned that the little author was going hiking. Excited, he thought of the sea and couldn't sleep. What else did the little author think of? We will study again next class.
3. People's Education Edition primary school first-grade Chinese teaching plan
"Big or small" 1. Stimulate interest, lead to topics and inspire questions.
1. Show me the word "big".
Teacher: Students, please read this word aloud. (Student: University)
Teacher: In class, answer the questions loudly. Do you know what the antonym is? (Student answers: Small)
2. Show the word card "small".
Teacher: Please read this word in a low voice. (Student: Primary) In class, answer the questions in a low voice, or others will not hear you. The teacher wants to see who performs best in this class. Now, let's read it together. (Student: Size)
3. Question: Do you think you are older or younger? Can you tell me why? (Answer by name)
Teacher: A child also encountered this problem. What did he say? We will learn big or small in this class. (blackboard writing text topic)
Do you have any questions after reading the topic of the text?
(Teachers and students sort out the main problems)
5. Independent inquiry learning.
The teacher's performance came from the first hint of my exploration.
Tips 1:
(1) Read the text freely. If you encounter unfamiliar words, read them several times with the help of Pinyin. Read words correctly and sentences fluently.
(2) Spell the new words circled before class, read the pronunciation correctly, and try to remember these new words.
6. Learn independently according to the tips of self-exploration, and then communicate in the group under the organization of the group leader.
Design intention: Einstein said: "It is often more important to ask a problem than to solve it." The process of students asking questions and putting forward difficult problems is a process of actively discovering, asking and analyzing problems. Encouraging students to ask questions is an important measure to give full play to students' main role, a starting point for cultivating students' independent inquiry and paving the way for better understanding of the text.
Second, read the text for the first time and learn new words.
Check the situation of autonomous learning.
I can read.
Courseware display text:
Sometimes I feel dressed.
I am very young. Let's go
(Note: "When, when, when, when, when, when, when, when, when, when, when, when, when, when, when, when, when, when, when, when.
(1) Read aloud the name of the train and the accents of teachers and students.
2 Read together.
Choose a word and say a sentence.
(4) Remove Pinyin and read by name, and read together.
(2) I will realize that
There are some new words among these words that we need to remember. Look, they have jumped out of the text. Can you recognize them?
Show the new words in the courseware and read them by name.
Sometimes I feel that I get dressed quickly.
(2) Memorize new words:
Next, read these new words to each other in class and choose the new words you like to talk about how to remember them. Students cooperate and communicate in groups, and teachers patrol and answer questions in each group. )
(3) Let me test you:
"I found a tooth in the hole." (wear)
This is one of our literacy methods-making up riddles and guessing riddles. Next, it depends on your skills. Tell me about your literacy method! Students are free to choose new words and talk about their own literacy methods. )
Conclusion: When we are literate, we can not only use the method of adding and changing, but also use the method of crossword puzzles, but we should pay attention to the rationality of crossword puzzles.
⑤ Read by roll call and read together.
Design intention: Literacy teaching should pay special attention to interest and methodology. In this link, I set up a riddle-guessing literacy method to stimulate students' interest in literacy, and on this basis, encourage students to use various methods to read.
Third, writing guidance (self, self)
1.
Teacher: Which of the eleven new words do you think is the simplest? How about a word? Now let's write the following two words.
The courseware shows Tian Zi Gerry's new words: ego, ego.
Teacher: Listen, the word baby is whispering! They are asking everyone: "We have similarities, do you find them?" (Yes, they are all single words. )
2. Teachers demonstrate writing, and students observe and follow writing.
3. Students paint red, write and be instructed by the teacher.
4. Show evaluation.
Design intention: Reading posts, tracing red, imitating writing and evaluating are the four links of students' independent writing. In the teaching of these four links, make full use of students' previous learning experience, develop and improve students' cognitive style and learning style, and all strategies are student-oriented, aiming at promoting the cultivation of students' autonomous consciousness and autonomous learning ability.
Fourth, read it again and solve the problem.
1. I began to know these words and wrote two new words.
Teachers demonstrate self-exploration skills II.
Tip 2:
(1) Read the text again. Read and find out how the children in the book answer and mark the relevant sentences.
(2) Practice these sentences well to prepare for reading aloud.
2. Students can read the text freely, draw relevant sentences, and then show them in groups. Teachers patrol.
3. Display reading by name.
Design intention: In the process of learning, children's needs are to satisfy their desire for self-expression. Performance creates a stage for students to show themselves, satisfies students' desire to express themselves, and explores students' creative thinking ability and cooperative spirit. Show reading in class, change "podium" into "stage", make students understand the text more deeply, thus cultivate students' good sense of language. At the same time, students can choose their own favorite paragraphs, which gives them more freedom.
Verb (abbreviation of verb) is questioned again
Teacher: At this point, please look at the questions raised before class. Do you understand them? Do you have any new questions?
Default value:
(1) Why does "I" say that I am big at one moment and small at the other?
(2) Is "I" big or small?
Teacher: These two problems are particularly worthy of our study. Let's continue next class.
Design intention: guide students to question again, ask difficult questions and fully mobilize students' thinking. As the classroom belongs to students, they should be encouraged to speak what they think and know.
Sixth, the class summary
1. Tell me about your harvest.
2. Students talk about harvest.
Design intention: An efficient class should not only have an interesting beginning, but also a perfect ending, which is called "a good beginning and a good ending"! A good class summary can produce the realm of "although the class is over, the interest still exists"