Chinese Volume II of Grade Four 1 Classroom Teaching Plan
The sun belongs to everyone.
Teaching objectives:
1. Know four new words, focusing on the word "tong". I'm making sure to write words like "Red, Sunset, Sleep".
2. Read poetry correctly, fluently and emotionally, and read the charm of poetry. Prepare to recite poems.
3. Understand the content of the poem and appreciate the poet's praise and love for the sun. Feel the happy atmosphere of poetry.
Teaching emphasis: feel the rhythmic beauty of poetry and guide students to read and recite poetry.
Teaching difficulty: understanding the meaning of poetry.
Teaching preparation: Make the courseware "The Sun is Everyone's".
First, talk before class to stimulate interest and expose topics:
Teacher: Let's listen to a song first. (Planting the sun) You watch it with relish, and some people can't help humming along, which shows that you all really like the sun. Then we will learn a children's poem about the sun later, ok? Are you ready? Ok, let's have a class.
Teacher: Today we are going to learn a children's poem about the sun, which is "The sun belongs to everyone" (with slides). Do you have any questions after reading this topic? (Default: Why does the sun belong to everyone? Who are you referring to? What did the sun do for everyone? )
Second, the preliminary reading of the text, the overall perception:
1. Teacher: Children are really good at asking questions. These questions are of great research value! Then let's use these to read poetry. When we encounter new words with pinyin, we can read them several times and think about what they mean.
Teacher: (1) Look, the warm sun has brought us many new friends. Do you know them? Please get up and read the meaning of "at this time" and "red". What should I pay attention to when writing this word? )
It seems that you all knew these new friends when they appeared alone. Do you still know them hiding in poetry? Ask four students to read these four verses separately.
3. Explain poetry:
Teacher: Just now, a child asked a question: Who exactly does this "everybody" mean? Please go to the second section to find the answer.
1. Who will try to say: Who do you mean? (blackboard writing: flowers, small trees, children)
2. The sun loves flowers, young trees and children. She hides her deep love in her poems. See who is the cleverest and which verbs can feel the love of the sun. Circle them with a pen. (scatter, pull, accompany, watch)
3.( 1) Understand the word "sprinkle": Have you ever seen a sprinkler? What roads are on both sides when the sprinkler passes by? The sun shines on the flowers here. How do you feel?
(2) Experience the word "pull":
Teacher: At this time, you are a flower, a small tree, bathed in the sunshine of love. What do you want to say to the sun? Let's pass on our love and happiness for the sun by reading aloud. Free reading, competition reading and synchronous reading. (Comment 1: Why do I only see your little flower blooming? Evaluation 2: I feel the happiness in your heart is coming out! Evaluation 3: Xiao Shu, why are you smiling so happily? )
(3) Teacher: The sun not only makes plants grow happily, but also plays with us at the seaside! Think about who usually plays with us. Yes, in fact, the poet has long regarded the sun as our mother. No wonder there is another one here-her next to the female word! Can you tell us how happy it is to read aloud? Free reading means reading two students. (Comment 1: I hear the happiness in your heart! Evaluation 2: You can study more happily! )
(4) Summary: The sun gave love to flowers, small trees and children. Let's read aloud to praise what she has done for us! (Just watch it together. )
Teacher: Students, besides what is written in the book, what else has the sun done for us?
The third and fourth sections:
Transition: Indeed, what the sun has done for all of us in one day is really countless-countless and endless. Here, we want to say to the sun gently-you have worked hard! After a hard day's work, did the sun rest with us? From what sentence did you know that she didn't rest? (The third section appears)
1. leads to "she wants to use us to sleep ...". Look up the dictionary to know the meaning of "use": use and seize the opportunity. Then ask: what time will the sun use and what will it do? Take advantage of people's sleeping time and seize every minute to go to the next country. Yes, when we wake up, the sun will definitely return to our country. No wonder Sun dare not delay for a second! Reading this poem reveals Sun's anxiety. Read freely and read together.
2. What do you want to ask the sun after reading this? Why are you in such a hurry? On the other side of the earth, who is waiting for you? Fan Du: At this time, the children and flowers there are waiting for her in their sleep. I hope someone can read this sentence and read their expectations. Free reading means reading several people at the same time.
3. What will they dream? The sun always shines every ray of sunshine on every corner of the earth.
After reading this, do you know who everyone in the project refers to? Yes, everyone refers to all the objects on the earth. The sun belongs to all animals, but also to all plants and people of all colors. No wonder the title says: The sun belongs to everyone.
Teacher: When these pictures appear, is it appropriate to use this poem to describe the pictures you see now? Who will be a little poet? Help me revise it! In other countries, there are children in pain, sad trees and flowers. I know that at this time, the children and flowers there are waiting for her in misery, looking forward to her ...)
Teacher: The goddess of the sun also heard your crying in pain. Her heart is crying, her heart is bleeding, and her heart is surging. Do you want to hear her heart? (Show Poetry: The teacher reads aloud with music)
Sun's heart is pounding, because she still has many unfinished wishes. Please write down the wish of the goddess.
Fourth, summarize and sublimate.
Teacher: How selfless the sun is! She moves around day and night, caring for every corner of the earth, spreading warmth in every spiritual space, and filling every spiritual garden with care. Time can prove that our tomorrow will be better. People on earth:
Whether you are healthy or disabled, you can embrace warmth, because-the sun belongs to everyone.
Whether you are poor or rich, you can share the sunshine, because-sunshine belongs to everyone.
No matter you are a strong man or a bully, you can't stop the light, because-the sun belongs to everyone.
The second volume of the fourth grade Chinese classroom teaching plan
Puppies learn to bark.
Teaching objectives
Knowledge and skills:
1, know the new words 1 1, learn the new words in this lesson, and master five polyphonic words.
2. Analyze the characters and understand the characteristics and reading methods of fairy tales.
Process and method:
1, through reading aloud, analyze the characters, understand the content of the text and feel the characteristics of fairy tales.
2. Read and predict the story.
Emotional attitude and values: understand the feelings between the lines of the author and cultivate the ability to read and feel.
Teaching focus
1. Perception of characters from dialogue descriptions.
2. Supplement the plot, train the imagination, predict the content of the story, and be willing to express your thoughts.
Teaching difficulties
1, the understanding of the theme of fairy tales and the writing method of reflecting life with imagination.
2. Experience and explore the truth contained in the humorous language of the text.
Multimedia courseware for preparing lessons
Class arrangement 1 class hour
teaching process
First, introduce multimedia into the new curriculum.
Show multimedia courseware: the cry of small animals
Students, listen, these are the cries of some small animals: the chirping of chickens, the croaking of ducklings, the Cleisthenes of old cows, and the barking of puppies ... The cries of small animals are different. If the chicken croakes one day, you must feel strange. Today we are going to learn a fairy tale about the barking of animals-puppies learn to bark.
Blackboard: 14_ Puppy Barking
Design intent:
Fairy tales are one of primary school students' favorite styles. Use small animals in fairy tales to arouse their interest in reading, and then let them learn this lesson on the basis of mastering the stylistic characteristics.
Second, read for the first time and learn new words.
1, free to read the text, while reading the text, mark unfamiliar words and new words to perceive the main content of the text.
2. Show multimedia courseware: new words, new words. Check the preview.
(1) Be familiar with new words.
Hate anger, criticize the interview, almost tolerate imitation, crazy and confused
(2) Remember polyphonic words.
Third, reading teaching.
1. Read the text by role.
(1) Specify the list and number of characters in the text. (Narrator 1, dog that can't bark 1, other characters 1)(2) Pay attention to the stress, intonation and rhythm of several main characters' dialogue reading in groups.
(3) Try to figure out the characters' psychology and grasp the role image.
(4) Assign roles and read aloud.
2. Teacher-student communication and teacher comments.
Design intent:
Different roles read aloud. In colorful role reading, students can show their personality and feel the characters in the story.
Fourth, evaluate the image and understand it deeply.
Show multimedia courseware: pictures
1. What do "others", cockerel, fox and cuckoo think of this puppy that can't bark? Summary of teacher-student communication.
The blackboard reads: "Others"-doubt and despise the cockerel-love the puppy and sincerely teach it the fox-ridicule and despise the cuckoo-pity and care.
2. Fairy tales often personify everything, endowing people with thoughts, feelings, actions and the ability to speak and do things. For example, the cockerel, fox, cuckoo and puppy in the text are all "alive" when they enter the fairy tale field.
3. What kind of dog is the puppy in the story?
(1) Unfortunately and pitiful. Because I can't scream, I am laughed at by others.
(2) Diligence and perseverance. Every time it learns to scream, it practices again and again.
(3) Have dignity, pursue and be unwilling to lag behind. Although it always met with difficulties, it did not give up and pursued its goals again and again.
Design intent:
The hero in the fairy tale is the object of the fairy tale. When reading fairy tales, we should appreciate the description of the protagonist's movements, language and psychology, make clear the image characteristics of the protagonist, and thus perceive the meaning expressed in the article.
Fifth, predict the results, expand and extend.
The most interesting thing in this paper is that the author designed some different endings for his fairy tales. Which ending do you think is better and why? Students discuss in groups, and then the teacher comments appropriately. )
1 For example, the first ending lost itself, the second ending was mediocre, and the third ending, the puppy found his real position. Of course, if students can have a new understanding of the first and second endings, they should also give affirmation.
2. Students may have all kinds of predictions, but when evaluating, it should be clear that fantasy in fairy tales is not wishful thinking, exaggeration is not arbitrary and illogical fabrication, and fantasy and exaggeration in fairy tales are rooted in real life and well-founded.
Design intent:
Fairy tales are a portrayal of real life, in which the characters and plots have a symbol and metaphor for the real society and life. We can't just understand the images in the storyline of fairy tales in isolation, but should think about the enlightenment of life in combination with real life.
Sixth, class summary.
Each of us grew up with fairy tales and was attracted and intoxicated by their wonderful stories and absurd fantasies.
The fairy tale "Puppy Barking" shows a real world, but also tells everyone what to do and what will happen in this world after hard work. I hope the students can learn something and gain something through this class.
Teaching plan of the third lesson in the second volume of the fourth grade Chinese
An old house that will never collapse.
Teaching requirements:
1. can recognize 8 new words such as "violence" and "gathering" and can write 13 new words such as "sun, Kong and Zhun". Read and write the words "prepare, eat and bask" correctly.
2. Read the text correctly, fluently and emotionally and think about the picture according to the content of the text.
3. Taste the language, feel the unique expression of the story, and predict the story that will happen in repeated reading. And draw the relevant basis from the article.
Teaching emphasis and difficulty: through repeated reading, find out the basis and predict the story that will happen.
Preparation of teaching AIDS: teaching courseware and new word cards
Teaching time: 2 hours.
Teaching process:
first kind
First, read the text for the first time and feel it as a whole.
1. Expose the topic "An old house that will never fall down". Have you seen the old house of 100 years? Imagine an old house, whatever. Reading fairy tales requires us to give full play to our imagination. Today we will go to the text to find out why the old house never falls down!
2. Title on the blackboard: "An old house that can never collapse."
The teacher played a reading model with music.
Second, learn new words by yourself and try to read the text.
1. Why can't this old house fall down? I'm sure the students know the reason. Please try to read the text by yourself. When you meet new words you don't know, spell them according to the phonetic symbols. If you can't read smoothly, read it several times.
2. Students try to read.
3. Read aloud in the natural paragraph by name.
The teacher's lens shows the new words in each section, which are correct and consolidated. Students should also be prompted for unfamiliar words.
Third, reading practice.
1. Read aloud by train, each reading a paragraph.
2. Read aloud by name.
Fourth, consolidate words and guide the writing of words.
1. Read new words by name.
2. Instruct the writing of Tian Zige characters after class.
A. Focus on analyzing and guiding "Violence, Wall and Sun". And demonstrate it in the field grid on the blackboard.
"Violence" is the upper and lower structure, so be careful not to write "water" as "qi".
The word "earth" under the "wall" should be wider to support the word "jun", and the word "fen" similar to it should be distinguished.
Never write the left and right structure of "Sun" next to the word "Sun" on the left.
B. students write.
3. Copy the words in this lesson listed in the glossary.
Second lesson
First, review old lessons and introduce new ones.
1. Read new words and phrases by name and check their mastery.
2. Introduction: What happened to the old house through the last lesson?
Second, read the discussion in sections to deepen understanding.
1. The first and second natural paragraphs.
(1) Please read the first paragraph softly. Can you tell me what this old house looks like? Why is the old house falling down?
(2) Students communicate after reading.
It can guide students to imagine and tell stories from the time when the old house existed, its present appearance and use.
(3) The old house is so old. What can you predict from this? Is your prediction the same as described in the article? When reading these two paragraphs, what tone do you think you should read them in?
(4) Teachers should comment on students' answers and then practice.
(5) Read aloud by name and evaluate students (pay attention to the use of encouraging language).
2. Paragraphs 3, 4 and 5.
(1) "Wait, old house!" Who is this talking to the old house? What did he say to the old house? How was the old house made?
Read the following sentences:
"Stay one more night, will you?" What qualities can kittens learn from this sentence?
The old house lowered its head and pushed its presbyopia eyes forward: "Oh, it's a kitten! All right, I'll stand for another night. What did you learn from the added words? If you were an old house, what would you do?
3. Paragraph 6.
(1) The old house said, "Goodbye, well, I should fall down!" Do you think the old house can fall down after reading this sentence? What is the basis of your guess?
4. Students learn independently.
Autonomous learning requirements:
(1) The old house said, "Goodbye, well, I should fall down!"
How many times did this sentence appear in the text? Which section are they in? Draw a picture with strokes.
(2) What small animals are in trouble and need the help of the old house? What difficulties did they encounter respectively?
(3) How is the old house made every time?
(4) Do you think the old house can fall down? Why?
If you were an old house and helped so many people in trouble, what would you think? What would you do?
Third, read aloud in different roles, show your views and experience the beautiful qualities of the roles.
Choose one student to play the old house, three children to play other small animals, and the other students read the text emotionally and reproduce the scene in class.
Fourth, continue to write stories.
Who else is in trouble and needs help from the old house? Think and write according to the way the article is written.
Class teaching plan of the second volume of the fourth grade Chinese 4
a piece of cheese
Teaching requirements:
1. Know the 9 new words in this lesson, read the words "attraction", "chagrin" and "hesitation", and master the words "disposition" and "slight".
2. Read the text correctly, fluently and emotionally.
3. On the basis of reading and understanding the content, I realized that the captain of the ant is strict with himself, cherishes the young quality and learns the excellent quality of the ant in the spirit of unity and cooperation.
Teaching aid preparation: courseware.
Teaching time: 1 class hour
Teaching process:
First of all, talk about introduction.
Students, have you ever eaten cheese? Does it taste good?
Faced with a delicious and tempting piece of cheese, what did the captain ant with the cheese do? Let's get into the text and find out the answer.
The blackboard says, "A piece of cheese". Look at the topic together.
Second, read the text for the first time.
1. Read the text in the way you like, spell the new words you don't know by phonetic notation, and repeat them several times if you can't read them smoothly.
2. Show ppt, check the learning situation of new words, read aloud in various forms, correct pronunciation and consolidate.
3. Read the text in the natural paragraph by name and correct the problem at any time.
Third, read the text and understand the content.
1. Show the guiding method of ppt reading the text, read the text correctly and fluently as required, and think about the content of the text. The teacher's camera guide.
2. Talk about the main content of the text.
The text mainly wrote _ _ _ _ _ _ _ _.
Fourth, read the text intensively and read out the feelings and feelings.
(1) Read the text silently and think:
1. What is Captain Ant's ban? Draw in text.
2. Does Captain Ant want to eat cheese? Say it in combination with the sentences in the text.
Do you like this captain ant? Tell me why.
(2) Discuss in groups and imagine yourself as one of the ants.
(3) Classroom communication, according to the communication, show ppt sentences, read sentences while communicating, and the teacher will communicate on the blackboard:
How self-disciplined and persistent ants are! Their hearts are really harmonious!
Captain Ant strictly abides by discipline, does not violate the ban, is strict with himself, and cares for his young.
(4) Instruct students to read aloud with emotion and realize their feelings.
Fifth, extracurricular expansion, let's talk about it.
Combined with the study of the text, you come into contact with this tempting thing in your life. How did you do it? What do you think you should do after studying? What should I do in the face of temptations in life?
6. Read the text in groups according to roles and experience the quality of captain ant.
Act out the story in a group.
Pay attention to guide the students' movements and demeanor when performing, and show the psychological activities of ants.
Fourth grade Chinese volume II teaching plan 5
That would be great.
Teaching requirements:
1. Can know seven new words such as "contraction, dryness". Read and understand the words "comfortable, stretching and hard" correctly.
2. Read the text correctly, fluently and emotionally.
3. Understand the content of the text and experience the happiness of overcoming difficulties, striving to grow and serving others.
Emphasis and difficulty in teaching: understand the content of the text and experience the happiness of overcoming difficulties, striving to grow and serving others.
Preparation before class:
1. Students collect pictures and written materials about seed growth and tree use.
2. The teacher prepares ppt.
Teaching time: 1 class hour
Teaching process:
First, import.
1. Show ppt pictures: seeds come out of the ground, leafy trees, trolleys and chairs. what do you think?
2. How did a tree change from a small seed to a balcony wooden floor? What can we learn from it? Let's look for the answer in the text.
3. blackboard title: "that will be good."
4. Look at the topic together.
Second, read the text for the first time and learn new words by yourself.
1. When reading the text for the first time, spell out the new words you don't know by phonetic symbols, and repeat them several times if you can't read them smoothly.
2. Show ppt, check the learning situation of new words, read aloud in various forms, correct pronunciation and consolidate.
3. Read the text in the natural paragraph by name. Correct the problem at any time.
Third, read the text intensively and feel the content of the text.
1. Read the text in your favorite way, and think about it: How did the tree go from a seed to the wooden floor of the balcony? Draw it in the text.
2. Read the text in groups, and then discuss and communicate.
3. Exchange the experience of Dashu.
(blackboard writing: seeds are wrapped in soil-drilled out of the ground-grown into towering trees-cut down and made into trolleys-removed and made into chairs-made into beautiful wooden floors)
4. Read the text with emotion and think about the feelings of the tree in the process of change. (writing on the blackboard: comfortable)
Read the text silently and underline the sentences that contain the word "comfort" in the text. Show ppt sentences while communicating, read in various forms, and experience happiness in the change of the tree.
6. Class summary: What tree is this? (Blackboard: Grow up happily and serve others happily)
Fourth, comparative study, feeling and experience.
We learned last year's tree, and this text also describes a tree's experience. What are the similarities and differences between today's text and last year's tree?
1.ppt shows last year's tree, and students can read it freely. Discuss the similarities and differences between this text and last year's tree in groups.
2. The whole class communicates and the teacher guides the experience.
3.ppt shows similarities and differences.
Verb (abbreviation of verb) read two texts with emotion.