In the actual teaching activities of teaching staff, it is possible to use lesson plans, which help to carry out teaching activities smoothly and effectively. So what does an excellent lesson plan look like? The following is an excellent lesson plan for the second grade "Chinese Garden 1" that I compiled. I hope it can help everyone. Excellent lesson plan for second grade "Chinese Garden 1" 1
Teaching objectives:
1. Understand new words and accumulate new words through the study of nouns and verbs and extracurricular reading. Can describe one's daily life with the words sometimes... sometimes, at... at... at... at....
2. Standardize students’ writing of new words.
3. Familiarly read and recite the ancient poem "Plum Blossom", cultivate interest in reading and accumulating ancient poems, and further feel the spirit of plum blossom.
4. Have the desire to take the initiative to learn literacy, and continue to cultivate the good habit of loving reading and accumulating.
Key points and difficulties:
1. Understand new words and accumulate new words through the study of nouns and verbs and extracurricular reading.
2. Have the desire to take the initiative to learn literacy, and continue to cultivate the good habit of loving reading and accumulating.
Preparation before class:
1. Make multimedia courseware. (Teacher)
2. Make new word cards. (Student)
Teaching process:
First lesson
1. Literacy gas station.
1. Discover literacy methods and stimulate literacy.
Students read each group of words to themselves repeatedly, and talk about what you discovered from these groups of words?
Name the words and then the group will read these words in different lines.
2. Show the new words to students to read.
3. Literacy game "Driving a Train".
2. Use words and sentences.
1. Read:
Go up to him and put on his clothes, shake his head, catch up, put on a red robe and shake his head
2. Perform it in the group.
3. For each group of words, ask a group of students to come on stage to demonstrate.
4. Sentence practice.
(1) Students freely read two sentences from the book.
(2) Deskmates say to each other "sometimes... sometimes..., in... in... in... in...".
(3) Ask students to communicate and practice speaking sentences with the whole class.
3. Writing tips.
1. Observe first. Students remind each other what they should pay attention to when writing.
2. Ask students to draw red, and then talk about the problems they encountered during the writing process.
3. Students write, and teachers inspect and guide.
4. Conduct a class evaluation.
Second Lesson
1. Talk to reveal the topic and read the topic together. Play courseware, write topics on the blackboard, and learn "flowers".
2. Perceiving the general idea when reading poems for the first time
1. Teachers read ancient poems.
2. Students read ancient poems freely, and the requirements are: read the pronunciation of the characters accurately, and read the sentences smoothly and fluently!
3. Read poems by name, and pay attention to correcting students’ mispronunciations.
4. Teachers and students read poems together, guiding students to read the pronunciation, pauses, and rhythm of each word accurately!
5. Recognize the second type of characters
6. Read ancient poems by name and read them together.
3. Read ancient poems carefully and enter the poetic realm.
1. People say: "There are paintings within poems, and there are poems within paintings." After reading ancient poems so many times, what pictures have you seen from the ancient poems?
2. Study the first two sentences: There are several plum blossoms in the corner, and Ling Han blooms alone. By reciting these two poems, you can experience the character of plum blossoms that are not afraid of the cold.
3. Learn the last two sentences: You know it’s not snow from a distance, because there is a faint fragrance coming. Those blossoming plum blossoms were suppressed by the snow. How did the poet Wang Anshi discover them? Please answer using sentences from the poem. Who would like to read these two lines of poetry? Other students listened carefully and thought while listening: What do these two poems tell us? Read aloud to appreciate the whiteness and fragrance of plum blossoms.
4. Students, do you like plum blossoms? Why? Let us read out our love for plum blossoms!
5. The teacher reads to music; please close your eyes, listen carefully to the teacher reading the poem, and imagine the picture.
6. Reading with music: Which classmate is willing to use your reading to take us to that place where plum blossoms bloom again?
7. Students, do you know how the ancients read poetry? (Reading while shaking his head) Let's stand up together and learn from the ancients. Use your expressions and movements to perform this ancient poem.
4. Teacher’s summary and assignments.
Central idea:
The poem "Plum Blossom" was written by Wang Anshi, a poet in the Song Dynasty.
By writing about the plum blossoms blooming alone in the cold, pure and flawless, and still exuding a faint fragrance in the corner, it praises the noble quality and tenacious vitality of the plum blossoms, and also shows his perseverance and self-contained mentality in the face of adversity.
Lesson 3
I love reading: I can’t tell whether it’s a duck or a rosy cloud
1. Read it.
Can’t tell whether it’s a duck or a cloud (tongue twister)
There is a cloud of cloud floating in the sky,
A group of ducks are swimming on the water.
Xia means colorful clouds,
Duck means Mahua duck.
The Mahua duck swims into Wucaixia,
The Wucaixia traps the Mahua duck.
I was so happy that the duck was so happy.
I smashed the Xia into pieces.
I couldn’t tell whether it was the duck or the Xia.
2. A competition within the group: see who can memorize it first.
6. Happy reading.
Read fairy tales
Have you read the book "Brainless and Unhappy"? There are two boys written in the book, one is called "Brainless" and the other is called "Unhappy". One of them is careless in doing things, and the other is unhappy in everything. One day they suddenly became adults and made a lot of jokes because of their shortcomings. Through one lesson after another, the two people decided to correct their shortcomings, so they returned to childhood again.
I recently read the ancient poem "Frog and Toad" written by the American writer Arnold Lobel, which is very interesting!
Every time I finish reading a book, I carefully put it away so as not to make it dirty.
1. Read the materials.
2. Give the child a book and ask the child to look for the title and author.
3. Group students exchange the benefits of reading.
4. Where does the group exchange book come from?
5. Discuss how to set up a class "Happy Reading Bar".
7. Teacher’s summary and assignments. Excellent lesson plan 2 for the second grade "Chinese Garden 1"
Teaching objectives
1. Students can discover and apply the "adding radicals" literacy method in independent inquiry learning, consolidate literacy, and accumulate vocabulary.
2. Cultivate students’ observation and listening skills through oral communication.
3. Cultivate students' observation and imagination by guiding them to discover the similarities in appearance between things in human civilization and things in nature.
4. Make students willing to show their own works and collected information, and be good at learning from others.
Teaching focus
Discover the literacy method of "adding radicals" and carry out oral communication.
Teaching difficulties
Oral communication.
The first lesson
〖Design Concept
This lesson includes two parts: "my discovery" and "accumulation over time". It is rich in knowledge and diverse in form. When teaching, I use games to lead students to "walk through the maze", "cross the word bridge", "practice their words" and "appreciate couplets" in the Chinese language paradise, guiding students to explore independently and be happy to learn and think.
〖Teaching Process
1. Conversation Introduction
Students, today the teacher took you to play in the "Chinese Paradise". What do you think? good! First let's "walk through the maze".
2. "Wandering the maze"
1. Find the similarities between "swallow" and "scissors":
Use the courseware to type out "swallow" and "scissors" Other things are numbered sequentially. Let the students observe and say that the tail of "swallow" is like "scissors", and connect "swallow" and "scissors" with a line.
2. Look for similarities in other things:
⑴ Let students write the serial numbers of corresponding things on paper and compare who can find them correctly and quickly.
⑵ Name the corresponding things. The teacher uses a computer to connect corresponding things.
⑶ Students check each other’s results, and those who get them all right will be awarded a “Little Swallow” model.
3. "Crossing the Word Bridge"
Students, are you done with the "Maze"? Now we are crossing the "Word Bridge", are you ready? good! Now we start to "cross the word bridge".
1. The courseware shows all the new words that need to be understood and asks students to read and recognize them.
2. Encourage students who can recognize the new characters to talk about how they recognize the characters.
3. Students read the textbook to themselves and see what they discovered?
4. Students show their learning results.
5. Read it separately for boys and girls.
6. Carry out activities in groups:
One person writes the original character, one person adds the radical, one person adds pinyin, and one person composes the word.
After completion, exchange checks with other groups to see which group did it quickly and correctly. The winning group can advance to the next game first.
IV. "Practice your speech"
My classmates, we have successfully passed the "Crossing the Word Bridge". Now we are going to practice our speech and see if you can can speak.
1. The courseware provides a beautiful spring scene picture and fill-in-the-blank exercises.
2. Ask students to look at the pictures and fill in the blanks. You can give different answers. As long as the combination is appropriate, you will be encouraged. If you speak well, you will be rewarded with the couplet (upper or lower couplet) in the text.
5. "Rewarding Couplets"
Students, we all have good eloquence. In order to praise the students, I would like to ask everyone to appreciate the couplet, okay?
1. Read by yourself, read at the same table, read by boys and girls, and read by name.
2. Talk about the couplet knowledge you know.
3. The teacher summarizes the knowledge of couplets.
4. Play the "Find a Friend" game:
Ask the students who just got the couplet to find their friends. Read it and see if you found the right one?
5. Please tell us how you feel about appreciating the couplets. Take the opportunity to ask students to collect couplets and write them down in your favorite way for display.
〖Blackboard Design
Chinese Garden 1
The spring sunshine, the sky
The branches of the fields and streams
Second Lesson
〖Design Concept
The content of this oral communication is "The Discovery of Spring". In order to make my classmates have something to say, I am going to take them on a spring outing to the beautiful nature, talk about my discoveries, and write about my feelings.
〖Teaching Process
1. Prelude to the Spring Outing
Students, today we are going on a spring outing to discover spring. Please open your eyes and write down what you see. During the break, we have to communicate to see who has discovered more and who has discovered new things. When we return, we will ask these students to be "tour guides" and introduce us to the beautiful spring.
2. Communication while traveling
1. The teacher guides students to observe while walking.
2. Work in groups to share their observations of spring.
3. Each group selects the winner and participates in the whole class communication.
4. Select "little tour guides". When returning, several "little tour guides" will take turns introducing the scenery along the way.
3. Summary after the tour
My classmates, today, we discovered many beautiful things in spring with our wise eyes. After class, students are asked to use various means, including searching on the Internet, to collect information about spring, collect it in their own way, and prepare to participate in the exhibition.
〖Blackboard writing design
Discovery in spring
Observe carefully and speak freely
The third lesson
Design Concept
This class mainly encourages students to show their skills and learning gains from different aspects through setting up a "display stand" and holding an "exhibition meeting", so that they can have a sense of accomplishment.
〖Teaching process
1. Access the broadband network
Students, broadband network is a term for modern computer and network transmission technology. Through broadband network, we can learn a lot of knowledge that cannot be learned in textbooks.
What gift has the broadband network given us today? Please take a look, classmates!
1. Self-reading on the broadband network, read in sections by name, and everyone reads together.
2. Talk about the information you obtained from the broadband network.
3. Tell me what flowers you know in spring.
4. Show the information about flowers that you found online (if the students did not find it, the teacher will supplement it).
2. Show yourself
1. Use your classmates’ desks as a “display stand” to display your classmates’ works.
2. Students who are willing to be “tour guides” introduce their own works.
3. Students who are willing to be "tourists" to appreciate other people's works.
4. Post your classmates’ works on the “display stand” in the classroom for everyone to appreciate and learn from.
〖Blackboard design
Display stand
Today, I am in charge! Excellent lesson plan 3 for the second grade "Chinese Garden 1"
Writing content
For Chinese Garden 1. Write about it and ask students to write down what they discovered in the spring. This is the first formal writing exercise arranged in this textbook, and it is also a writing training based on oral communication.
Design concept
1. The "Chinese Curriculum Standards" clearly point out: Writing in the first stage of school should make students interested in writing, write what they want to say, write about things in their imagination, and write down their understanding and feelings of the things around them. Therefore, this writing exercise should give top priority to cultivating students' interest in writing and guide students to organize and write down what they say.
2． The "Chinese Curriculum Standards" also emphasize that in order to reduce the difficulty in the initial stage, focus on cultivating students' writing interest and self-confidence, and focusing on cultivating the ability to think and express. This writing training appropriately reminds students to think about the order of writing before writing. After writing, students are encouraged to read it and share the ease and joy of writing with their partners.
Teaching process
1. Stimulate interest with songs
1. Sing "Dili Di Li" and "Little Bird Little Bird".
2． Introduction: The teacher heard from the students’ beautiful singing that the students had new discoveries and surprises about spring (writing on the blackboard: Discovery in spring). Everyone should be happy for their new discoveries, please applaud yourself! Are you willing to write down your new discoveries and happiness and tell more people?
2. Introduce the explanation through painting
1. Ask students to draw the spring scenery they discovered during the pre-class field trip or other activities on the white paper just handed out. Let’s see who can draw the most. (One type of drawing is considered qualified, two drawings are good, three drawings are excellent, and four or more drawings are of course more excellent) Please note: Don’t draw what you have learned in the textbook, but draw what you have newly discovered.
2． Allow students to freely form groups of 6, and select a group leader who will organize drawing and group speaking activities. The group members were asked to talk about what they drew in the order of what kind of scenery they found + what they wanted to do. (Example: I found the grass sticking out its pointed head. What did it want to do? It wanted to see this beautiful spring and play with me for a while)
3. Each group will give the group a group name that everyone likes based on what the group has drawn and said (such as Green Leaf Group, Spring Bird Group, etc.), and combine the newly discovered content to complete a newly discovered beautiful spring scene picture. And recommend a representative who can explain the painting based on the words of each group member.
4. The whole class exchanges the newly discovered spring scene pictures through group cooperation. (Written on the blackboard: new, posted: pictures of each group’s cooperation)
5. Evaluation and encouragement of teachers and students: (1) The painting whose contents are all new discoveries of the group members and has more than six kinds of content will be the winner. (2) The team representative who can describe all the contents in the picture according to a certain structure (such as plants-animals-weather changes-people's activities) will be the winner. Reward the winning team with discovery stars.
3. Record it in writing
1. Introduction: The most capable and rewarding thing is to record the words according to the pictures and write them next to the pictures. You can choose to write what you say next to your own painting, or you can choose to write what everyone else said next to the group collaboration painting. Being able to write out what everyone wants to say is the best. I believe that all students will work hard to be the best. You can write pinyin for words you can't write. The best way is to ask your teacher and classmates. Those who can write it out in order and in an organized manner will receive a discovery star.
2． Students write. Teachers patrol and guide, remind and encourage students who have difficulty in writing to work hard on what they say, and they can also use ready-made words and phrases in the text to express their own meaning. Inspire and encourage students with strong writing skills not only to write about newly discovered beautiful scenes, but also to boldly write out their own associations and imaginations.
4. Use comments to promote writing
1. Self-reading and self-evaluation expansion. (1) Read what you have written twice with a happy mood and a happy tone. (2) Check whether it reads smoothly and whether any changes are needed. (You can ask classmates and teachers for this) (3) Please express your feelings about the scenery you discovered in a beautiful way, and write it at the end of the article.
2． Groups read and evaluate each other's work. Exchange their own writing words and read them, experience the joy of success, and comment based on the ideas of what is good + why. Finally, each group recommended an excellent written speech to participate in the whole class discussion.
3． Each group sent a representative to the stage to read out the group's excellent writing, and teachers and students collaborated to review and experience the joy of writing in depth. (The conditions for being rated as excellent writing are: (1) The written content is newly discovered, not learned in textbooks. (2) There are associations, imagination and true feelings about the new discoveries. (3) There is a certain level of organization. ( 4) Correctly use commas, periods, question marks, and exclamation points) and award discovery stars to those who excel.
4. Students find other people's excellent writings to read, and modify their own writings according to the conditions of excellent writing. If you ask for evaluation from a teacher, the teacher should solemnly promise that those who achieve excellent writing will be awarded a Discovery Star.
Design review
This design is mainly to try and develop three core issues that cannot be ignored in the writing teaching in the first period of school under the guidance of the new curriculum reform concept.
First, the issue of interest and emotion.
The "Chinese Curriculum Standards" do not have unified requirements for writing in each learning period, but it emphasizes the interest in writing. Let students enjoy writing and be happy to write, which will help overcome the fear of difficulty in the process of converting spoken language into written language. Because students are all familiar with spring, they are required to make new discoveries about spring and write about it. This is impossible without the support of interest and emotion. This design focuses on starting from interest, stimulating interest with songs, mobilizing emotions with paintings, and lasting interest with evaluation and motivation. When students have a strong interest, they will naturally write about their new discoveries in spring easily and happily.
Second, think about the problem. Students in the first stage of school often talk to themselves and enjoy themselves while playing alone. This is their psychological characteristic of being rich in association and imagination. Although the purpose and theme of this kind of association and imagination are not strong, under the guidance of the teacher, they freely associate and imagine based on their own past experience, and rich and unique ideas often emerge. Therefore, the design allows students to draw and describe the spring scenery they have discovered, and then imagine what they want to do, and based on this, further write what they want to say about the scenery they discovered. In this way, it is conducive to training students' imagination, so as to implement the requirement of writing their own understanding and feelings about the things around them.
Third, the issue of discourse organization. Allowing students to express and write down their new discoveries in spring in their own words in a standardized and orderly manner can not only expand their writing ideas, form a leap in thinking, and generate inspiration, but also allow them to realize that words must conform to habits and follow rules. beautiful. Only in this way will their words and phrases such as "The grass sticks out its head and wants to play with me" appear in their mouths and pens, so that they can get language training. The design is to describe a single scene in the order of what kind of scene it is discovered + what it wants to do; to describe a group of sceneries in a certain order; to express feelings in a beautiful, I want to say to you way, it is precisely to make students feel relaxed on the way to start writing. And speak and write in an orderly manner, resist pseudo-free writing, and lay a good foundation for the composition.
In addition to the above three points, this design also pays attention to issues such as students' self-evaluation and self-revision, cooperation and interaction, learning based on teaching, preset and generation.