#一级# The introduction lesson plan is for teachers to carry out teaching activities smoothly and effectively. According to the curriculum standards, syllabus and textbook requirements and the actual situation of the students, the teaching content, teaching content and subject are divided into class hours or topics. A practical teaching document with specific design and arrangement of teaching steps, teaching methods, etc. The following is the relevant information on the first-grade primary school Chinese language "Little Mountain Village" lesson plan compiled by Wuyoukaoxao.com. I hope it will help you.
1. Lesson plan for Chinese language "Little Mountain Village" for the first grade of primary school
Knowledge and skills:
1. Recognize 15 new words.
2. Read the text correctly, fluently and emotionally.
3. Initially learn to observe and introduce things in an organized manner.
Emotional values:
1. Feel the beauty of the small mountain village and cultivate a positive and healthy aesthetic taste.
2. Provide ideological education to students about loving their hometown and building their hometown.
Process method (design idea):
1. Start with pictures and appreciate the insights.
2. From pictures and text, first reading perception.
3. Combining pictures and text, reading and understanding.
4. Expand practice and return to life.
Teaching process:
1. Contact life, conversation introduction
Teacher: Everyone has his own hometown, and hometown is incomparable in everyone’s eyes Beautiful. Who would like to introduce their hometown to everyone? (Please introduce the children from cities and those who have lived in rural areas respectively)
Teacher: Many students have never been to rural areas. Today, the teacher meets everyone’s requirements. Let’s go to a beautiful small mountain village as a guest. Do you want to go? (Revelation topic: small mountain village)
2. Learning new lessons
(1) Appreciating pictures and talking about feelings
Teacher: What do you think of this picture? ? What do you like about the picture? Let me tell you.
Student: ·I like the green trees in the picture. They are very neatly arranged in rows. ·I like the river in the picture. There are cute little fish and beautiful stones in the river.
Teacher: Do you want to know what the young author likes? Read the text quickly!
(2) First reading perception from pictures and text
1. Teachers read the text and students listen and mark the sequence numbers of the paragraphs.
2. How many natural paragraphs does the text have? (Students use gestures to express)
(3) Read the text again and understand the feelings
1. Read the text by yourself with the illustrations and find your favorite words and sentences.
2. Communication: What parts of the small mountain village left a deep impression on you? Read out relevant sentences or words.
(1) Hillside. Learn about "pink peach blossoms and snow-white pear blossoms" through illustrations
a. What other flowers might be blooming in the orchards? (Apple blossoms, apricot blossoms, etc.)
b. Video screening: Flowers in bloom in the orchard, bees buzzing, and butterflies flying. What did you see? What did you hear? It seems like you smell something?
[Comment: With the help of modern education methods, the scene of the orchard is vividly reproduced, and the sounds, colors, and smells stimulate students' imagination, so that students can have an immersive experience and be influenced by beauty. ]
(2) The foot of the mountain.
a. Where in the picture can you tell that this house is a school? (National flag)
b. What might we see when we come to school? What do you hear?
c. What do you think of this school? What did you think of? (Changes have taken place in the countryside; building-style schools have been built; Hope Primary School)
(3) Xiaohe.
a. What do you think of Xiaohe? Understand the meaning of "clear to the bottom".
b. Accumulate words and practice speaking, swimming around.
(4) Highway.
a. Understand the meaning of "looking up". Who can express it with actions? Where did the author stand and see it? (At the foot of the mountain) From the hillside to the foot of the mountain, in what order does the author introduce the small mountain villages? (From top to bottom) What is the order from the front of the school to the road in the distance? (from near to far)
b. What is the "distant place"? What will this road stretching into the distance bring to the small mountain village and what will it take away? (A road that leads to the city and communicates with the outside world)
c. Accumulate words: winding and twisting
3. After listening to the author’s introduction, what kind of small mountain village do you think this is? ? (Beautiful, rich, lovely...)
Do you like it? What do you want to say about it?
Student: ·Xiaoshancun, I love you! ·Xiaoshancun, you are so beautiful! ·Small mountain village, I want to live there!
4. Read the last paragraph together. Practice saying "I love, I love."
[Putting what you learn into practice is an important language skill. Transferring words in time after learning is not only conducive to text understanding but also enriches language training and expressive skills. ]
(4) Expand application
If a group of foreign tourists come to a small mountain village for sightseeing, how would you introduce the small mountain village as a tour guide?
[Chinese is an applied subject, and knowledge used in life is something that will never be forgotten. This link can not only help students recall the text but also make students feel that Chinese is very useful.
]
3. Literacy teaching
1. The teacher holds up the word card and the students read it together. If you don't know the word, raise your hand. According to the students' recognition status, separate the words that most students do not recognize.
2. Work in groups and find ways to remember these unknown words.
3. Communication and reporting.
4. Courseware inspection. Those who successfully pass the level can enter the small mountain village and become an "honorary villager".
(1) Read new words and phrases.
(2) Fill in the blanks of peach blossoms, pear blossoms, curved, clear and beautiful
4. Summary, students, as long as we learn our skills well, the small mountain village will definitely welcome more people to it. Once you settle down, the small mountain village will definitely become more beautiful and rich!
2. Lesson plan for the Chinese language "Little Mountain Village" for the first grade of primary school
Teaching process:
1. Introduce the conversation and stimulate interest.
Teacher: Each of us has his own hometown. Who knows where his hometown (hometown) is? Can you introduce it to everyone?
The hometown of the little author in our book is beautiful, let’s go visit it together! Show the teaching flipchart.
[Design intention: Let students introduce their hometown through themselves, quickly attract the attention of the whole class, and mobilize students' enthusiasm for learning. ]
2. Read the text for the first time.
1. Students read the text to themselves.
Teacher; when reading the text, when encountering unknown words, use the methods we have learned to solve them. At the same time, mark each paragraph with a serial number. (Students read the text by themselves, and teachers patrol.)
[Design intention: When reading the text for the first time, put forward the simplest and most practical requirements for students and guide students to solve pronunciation problems by themselves during reading, cultivating students' good reading habits. ]
2. Check the self-reading situation and correct the pronunciation.
(1) How many sections does the full text have? Who wants to read the text to everyone again? Requirement: Other children listen carefully and think about it, has he read the new words correctly? And point to the words with your fingers, wherever you read, and where you are pointing.
(2) After reading each section, students will evaluate: Do you want to say something to him or her? Requirement: Affirm the advantages first, and then point out the shortcomings.
[Design intention: For first-grade children, it is extremely important and necessary to develop good listening habits and learn appropriate evaluation. When students are reading, teachers and students listen carefully together, and then help students who are reading to read the pronunciation of each word accurately, truly allowing teachers and students to participate in the learning process together. ]
3. Students at the same table read the text to each other and further read the pronunciation of the characters.
3. Literacy guidance.
Teacher: There are some new words appearing in the text. Do you know them all?
1. The teacher shows the new characters that are easier for students to learn and remember: slope, foot, drift, bottom, lift, hope, repair, stretch, far, etc. to encourage students to cooperate in literacy. Requirements: Use a variety of literacy methods such as adding words, changing radicals, counting strokes, forming words, making sentences, making up children's songs, making up riddles, telling stories, etc. and learn independently with classmates.
2. Literacy competition. Use multimedia courseware to present these new words. Competition rules: Take your deskmate as a unit. If you read correctly, give the other child a round of applause to express encouragement and affirmation.
[Design intention: Through independent cooperative learning, students can learn to read in their own way, which not only disperses the difficulty of reading, but also cultivates students' literacy ability. ]
3. Recognize two polyphonic words: Piao and Qu. Requirements: Students act as primary teachers to explain to students, and practice word formation using different sounds of each character.
[Design intention: Let students further understand the meanings of different sounds in different contexts. Exercise students' oral expression skills. ]
4. Study the text and read the text emotionally.
1. Study the text in groups:
(1) Tell each other what you have understood?
(2) Which paragraph do you like best? Why? Are you willing to memorize this section?
(3) If you still don’t understand anything in the text, you can ask everyone.
[Design intention: to further improve the ability of group cooperative learning and let students experience the joy of cooperative learning. ]
2. Read the text aloud in groups:
Requirements:
(1) Cooperate in reading, each person reads the paragraph they like and read it completely arts.
(2) You can read the text in groups. Teachers join small groups and learn with students.
3. Ask 2 to 3 groups to read aloud to the whole class.
[Design intention: Give students sufficient learning space, allow students to study without pressure, and enable students to experience the joy of success. Teachers and students participate in the learning process together. ]
4. Play multimedia courseware to help students further understand and remember the text.
5. Guide students to retell the text.
1. Teacher: Through the study just now, do you know where the "fruit trees, schools, rivers, and mountain roads" are? (Guide students to look at the teaching wall chart)
While the students were answering, the teacher was writing on the blackboard: On the hillside - at the foot of the orchard forest - in front of the school - looking up at the river - the mountain road
[Design intention: By looking at the flip charts, students can have an immersive feeling and accelerate their understanding and memory process.
]
2. Children at the same table talk to each other, what is written in the text? Requirements: No reading, they can complement each other.
3. Ask 1-2 students to retell the text to the whole class. Teachers should encourage and affirm students in a timely manner.
[Design intention: In the process of Chinese teaching, students’ language expression ability should be exercised at all times. ]
6. Draw the text.
1. Teacher: Students, do you love this small mountain village? What do you love about it? Are you willing to paint the small mountain village with your own paintbrush?
2. Teacher: Think about what other scenes there might be in a small mountain village, and you can also draw them.
[Design intention: Through drawing, the gate of students' imagination is opened, and the wings of imagination can spread and fly. This can not only improve students' interest in learning, but also deepen students' understanding of the text and improve their understanding of the text. memory. ]
7. Guide the writing of new characters.
1. Use multimedia courseware to learn new words and master the order of writing.
2. Teacher: What other words do you need help from the teacher to write?
3. Guide to writing: fruit and strips.
(1) Explain the stroke order of these two characters.
(2) Distinguish the difference between the last two strokes of these two characters.
[Design intention: First write simple new characters by yourself, and then write more difficult characters under the guidance of the teacher. The learning will show a gradient, reduce the difficulty, and greatly improve the efficiency. Students' own observation of the structure of words helps to improve writing efficiency, and also cultivates students' good observation and writing skills. ]
8. Summary:
Students, we have finished visiting the small mountain village, what do you think? Each of our hometowns is beautiful. Can you draw your hometown with a paintbrush?
[Design intention: Connecting with life and expanding Chinese knowledge are the purposes of learning Chinese. ]
3. Lesson plan for the Chinese language "Little Mountain Village" for the first grade of primary school
Teaching objectives:
1. Understand the content of the text.
2. Read the text correctly, fluently and with tone. Practice reciting the text.
3. Feel the beauty of the small mountain village.
Teaching focus:
Understand the text content. Read the text correctly, fluently and with tone. Practice and recite the text.
Teaching tools: multimedia
Teaching process:
1. Prerequisite diagnostic test:
(1) Read new words and speak words
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Picture of Po Jie Man Ping Lou Duck
(2) Spelling and reading word: pear
2. Import process: The young author lives in a small mountain village , he invited the students to visit his hometown. Do you want to go? good! Then let’s go to the “small mountain village” together!
The big screen displays the topic: 21. Small mountain village (read the topic together)
Teacher: What is the scenery of the small mountain village like? How beautiful is it there? Read the text! (Open the text)
3. Learning new lessons:
1. Initial perception:
(1) First reading: With the help of pinyin and self-reading of the text, you must Read the pronunciation correctly.
(2) Read again: Read the text gently and make sure it is read smoothly. Let’s see where the author plans to introduce us to the scenery of the small mountain village? (Read and discuss in the group)
Write on the blackboard: on the hillside, at the foot of the mountain, beside the village, in front of the village.
2. Study the text:
(1) Read the first paragraph together and ask: What do you know? (Answer by name)
(2) We follow the author to see the scenery on the hillside. Please find this paragraph and read it. What is on the hillside? (Big screen: on the hillside)
How to read "red apples" and "yellow pears" so that others can feel their colors? (After practice, read by name) Pay attention to the way of reading "上" and "的" softly.
(3) Leaving the hillside, we come to the foot of the mountain again. What is there? Please find and read it. (Big screen: at the foot of the mountain)
Guided reading: express the tone of "rows and rows" and "new". Where to write next in the text? What's around the village? (Big screen: Village edge, school) Guided reading.
Read the third natural paragraph completely.
(4) We came to the village with the young author again. Please find this passage, read it, and tell the teacher what you know? (Read by name, and other students will imagine.)
Big screen: Xiaohe and Xiaoya read to themselves: see who reads well (name and show)
(5) Through our understanding of the small mountain village Visiting on the hillside, at the foot of the mountain, or in front of the village, what do you think of the small mountain village? Then let’s praise the small mountain village together! (Read the 5th natural paragraph together)
4. Teacher: (1) If your family lives in a small mountain village, read the text with this feeling in your heart!
(2) Ask 5 students to dub and read the passages.
(3) Group reading
5. We are leaving the small mountain village. Do you have anything else to say?
6. The young author prepared special products from his hometown for us, but he had a request. In order to let the students remember the small mountain village, he hoped that the students would memorize this lesson. Now everyone Free to practice recitation!
(1) Ask several students to recite the text.
(2) Ask a group of students to look at the pictures and recite the text
(reward apples and pears)
4. Practice
( 1) Read again and again
Red Pears
Yellow Apples
Clear Little Ducks
白白 The river water
(2) Complete the sentence
On the hillside ().
5. After-class extension: Draw a picture of the small mountain village in your heart.