As a teacher, you often need to prepare lesson plans. Lesson plans are the blueprint for teaching, which can effectively improve teaching efficiency. So how should we write lesson plans? Below are 4 lesson plans for "The Little Painter in the Snow" that I have compiled for you. They are for reference only. You are welcome to read them. "The Little Painter in the Snow" Lesson Plan Chapter 1
Teaching objectives:
1. Recognize the three words "group, bamboo, and tooth"; be able to write "bamboo, tooth, horse" "Three words.
2. Read the text correctly and feel the joy of the "little painter" painting in the snow.
3. Combined with illustrations, learn about the different shapes of small animal footprints
Teaching focus: What painters are there in the snow? What did they draw?
Teaching difficulties: Be able to write the three characters "bamboo, tooth and horse".
Teaching process:
1. Create situations and introduce excitement
(Play a collection of snow scene pictures with music)
Teacher: Kids, it snowed heavily in the Animal Kingdom yesterday. (Play the picture of the snow scene and explain while enjoying it) Spreading it on the ground is like covering the ground with a white carpet. At this time of year, a painting competition is held in the Animal Kingdom to judge who is the "little painter in the snow." Today we will walk into the animal kingdom and get to know these little painters in the snow.
Blackboard writing topic: Little Painter in the Snow
Teachers and students read the topic together.
2. Step by step to guide the first reading
1. Normal reading
Teacher: Students, who is the "little painter in the snow" Woolen cloth? Let's find the answer on page 104 of the textbook. The teacher will read the text to everyone first. While the teacher is reading the text, the children can take a pen, read in a low voice with the teacher, and underline the words they don't know and read them several times.
2. Self-read the text:
Now please read the text by yourself. When reading, please read the pronunciation of the characters correctly, read through the sentences and mix the new words and small words that you need to know in this lesson. Partner communication.
3. Read the text together:
3. Read the text carefully and learn to read along with it
(1) Create a situation and learn one or two sentences
1. Create situations and guide reading:
The children read very seriously. The teacher wants to reward everyone with a nice song, play "Jingle Bell" and show a picture of snow. The teacher sees You are in a very happy mood. If you get up tomorrow morning and find heavy snow outside the window, what will you tell everyone? A group of small animals were as happy as their classmates when they saw it snowing. They are cheering too! Who will read it? (Show "It's snowing...") Teacher comment. Students read together.
2. Learn the word "group"
What does "group" mean?
Student: There are many.
The courseware shows "group", which child can tell you how you remember this word?
Default: 1+1 method, Jun + Sheep
Who will find friends for the word "group"?
Default: sheep, horse, herd
3. Let’s read this sentence again, and we need to read it in many ways.
(2) Answer questions and learn three or four sentences
1. Read the sentences freely.
What painters came to the snow? They have also come to our class. Who will call their names? Based on the answers, post pictures of (chicks, puppies, ducks, ponies). Which child should say it completely and practice speaking.
2. What did these young painters draw? (The student said, the teacher posted the picture)
(1) Why can the chicken draw "bamboo leaves"? Observe the similarities between chicken paws and bamboo, and talk about them using "because, so".
(2) Learn the word "bamboo".
Let’s take a look at what the bamboo leaves drawn by the chicken look like (show the bamboo leaf picture)
Observe with your eyes whether there are any similarities between the word "bamboo" and the picture. ? (The courseware shows the word "bamboo")
Use images to remember the word "bamboo".
Who can find a good friend for the word bamboo? Default: bamboo, bamboo pole, bamboo forest
In the same way, because the puppy’s paws are like plum blossoms, the puppy draws plum blossoms, the duckling’s paws resemble maple leaves, so the duckling draws maple leaves, and the pony’s paws draw maple leaves. The iron hoof looks like a crescent moon, so the pony draws a crescent moon.
Which child should come and read it beautifully?
Reading is really good, which child will challenge her?
The whole class reads together.
Teacher: Children, what do you need to prepare for painting? Do little animals need to use paint when painting? (No) Teacher: Do you want to use colored pens or crayons? (No) Teacher: Then what do they use? (Paws)
Teacher: Oh, it turns out to be——(Courseware provided: No paint or pen, just a few steps to create a painting.) They are so awesome, let’s praise them together.
(Guide students to pronounce the tone of praise and admiration)
How can we remember the word "yong" when we learn it? You can remember one by adding one plus one to the word "qun" we just learned remember.
"Yong" = "month" + "1".
Find friends using words: useful, useless, useful
(3) Learn the fifth and sixth sentences
Teacher: Such a beautiful snowy day, little animals Everyone came to paint on the snow, but the frog didn't come. Who would ask?
Show: "Why didn't the frog participate?" (Let students read out the tone of the question.) Teacher: Do you know?
Show: He fell asleep in the cave.
(4) Learn the multi-phonetic character "Zhu".
(1) Show "Asleep", do you know how to pronounce "Zhu" here? (zháo)
(2) Show "walking", how should you pronounce "walking" here? (zhe)
(3) Comparative reading of "anxious, on fire", "walking" and "listening" to understand polyphonic words.
Teacher: Now that we have met the polyphonic baby, let’s go wake up the sleeping frog and let it come out to draw, okay? (No, because frogs are hibernating)
(Small animals hibernate just like our children sleep. Every winter, frogs hide in holes, neither eating nor drinking, as if they are asleep, etc. They will not wake up until the spring of the next year.)
Then let’s not disturb the frog. Let’s read the text together with the music and try to recite the children’s songs.
IV. Concentrate on writing
1. Teacher: There are so many members in the animal kingdom. It is not certain who will be the champion in this drawing competition! However, the teacher would like to name the "little calligrapher" of our class.
2. Guide the writing of "ji". First observe the strokes and then describe how to write the character well.
3. During the writing process, the teacher demonstrates and the students’ books are empty. Trace red on the field grid and write. Teachers should pay attention to whether the students have the correct writing posture and correct the guidance in a timely manner.
4. Display excellent works.
5. Leave questions and assign homework.
Memorize it: Memorize this poem to your parents! "The Little Painter in the Snow" Lesson Plan Part 2
1. Picture import, first reading of the text
1. Children, what season is it now? Yes, winter! Winter is a magician. As soon as he blew, pieces of snowflakes fell from the sky, turning the colorful world into white. It was magical!
2. Children, if you came to such a beautiful snow scene, what would you do? Today, let us walk into the text together and experience such beautiful scenery and such happiness in the text!
Come, let’s read the topic together!
3. Free reading of the text
2. Challenge with new words
Children, there are many new word babies in this class, and they are eager to meet you. You see , are they all hidden in the snowflakes? 1, 2, 3, the bigger the number, the more difficult it is. Do you have the confidence to help them?
Question No. 1, (It’s snowing)
Question No. 2, (number, use)
Question No. 3, read new words.
The new words are hidden in the sentences. Can you read these two sentences coherently?
3. Read the text again and expand and extend
1. Read the text with questions and think about who are the little painters in the snow? Let's name them, draw a horizontal line under the little painter's name like this (the teacher demonstrates the line drawing), and let's get started!
2. Now who can say it in one sentence, like this: "Who are the little painters in the snow, who, who, and who."
3. The north wind was blowing loudly, and the little animals felt extremely cold in this winter night. It snowed all night. The next day they opened the door and said happily - —
Chicken, chicken, you say? (It’s snowing, it’s snowing)
Where are you, little duck? Oh, what do you think of his mood at the moment?
What about you, who are you? Do you also want to talk about it? Then say it!
Come, let us tell everyone the good news - (finger courseware)
4. Yes, it’s snowing! You see, there is a new punctuation mark here, is it? Yes, exclamation point! It can express the child's excitement just now.
5. The snow scene is so beautiful and the teacher is so happy. I also want to write a poem to express my current mood.
Do you want to hear: It’s snowing, it’s snowing, and a group of small animals are coming to the snow! How about it? Not bad right? (Compare two sentences)
Why do you have to say "little painter"? The teacher thinks he used it wrong. They are obviously small animals, so how can they be little painters? The little painter refers to people!
6. (Show four pictures), here are four pictures 1, 2, 3, and 4. Which little artist painted them respectively? What do these pictures look like to you?
7. How do they draw such beautiful pictures? I asked the children to come up and perform for me.
8. The little painters have come to paint on the snow, why don’t they see the frog brothers? Where has it gone? ——Hibernation.
Today the teacher brought a information bag with a lot of knowledge in it. Let’s learn it together. (What is hibernation? Why does it hibernate? Who can hibernate?)
Do you know, with this knowledge, you can also be a great little poet. Ask other small animals that hibernate ! Come on, let me go first: Why didn’t Little Snake participate? He fell asleep in the hole. Who can?
IV. New Word Lecture
Fish
(Observation) Look, he looks like the head of a small fish! This is our newly learned radical, the prefix "jiao", let's write it down together!
Look, it’s snowing again, and the snowflakes are saying goodbye to you. That’s it for this class, class is over! "The Little Painter in the Snow" Lesson Plan Part 3
Teaching objectives
1. Recognize and read 11 new characters and 2 radicals, and learn to write a new character.
2. Read the text correctly and fluently.
3. Preliminarily perceive the content of the text and cultivate a love for nature.
Important and difficult points in teaching
Recognizing new words and reading texts aloud.
Teaching process
1. Create a situation:
Show the small snowflake model and speak in the tone of the small snowflake) I am a small snowflake, hello children, Qiu Winter is coming and I'm back with you again. Are you happy? Then would you like to play in the snow with me? Look, we are here! (Show the situation picture)
Who Can you tell me what the world in front of you looks like? (Students look at the picture and describe it)
(The teacher uses small snowflakes to dance in the picture to demonstrate) The small snowflakes are floating on the house, and the house is white It's floating on the branches, and the branches are white; it's floating on the earth, and the earth is like a white carpet. In this vast white world, several small animals came. Who do you think is coming? (The teacher posted pictures of chickens, puppies, ducks and ponies on the situation map.)
Guess what they are here for? (Blackboard writing task)
2. Independent literacy:
1. Do you want to know what the text says? Open the book and read the text. Tell me, what should you do if you encounter a word you don’t recognize when reading the text?
2. Try reading the text with the help of Pinyin. Tell me what you know?
3. Self-learning words:
(1) Compare who has the "sharp eye" and find out the new words hidden in the text , read the pronunciation accurately with the help of pinyin.
(2) Read each other’s words at the same table and correct the pronunciation of the words.
(3) Use the projection to show all the new words and read them together.
(4) I invite you to be the primary school teacher and ask students to pay attention to words that are easy to pronounce incorrectly.
(5) Which words have you known before and how did you know them?
(6) Find ways to write down the words you don’t know and communicate with each other at the same table. .
(7) Report on the method of memorizing words and suggest words that are difficult to remember.
4. Test the self-study situation: use small snowflakes to show the characters without phonetic notation and let students recognize and read them.
3. Reading insights:
1. Free practice reading the text, requirements: read correctly and fluently.
2. Guide reading and evaluation.
(1) Teachers read the text and practice reading at the same table.
(2) Read by name. A Who can bravely say, I read well! B Who can honestly say: I read not well enough!
(3) Read the text together.
3. Demonstrate and understand the content of the text.
(1) The teacher uses pictures to demonstrate in the situation diagram. (Make small animal noises and leave footprints.)
(2) Report: What did you know? Do you have any questions to ask?
(3) Inspire imagination: What other small animals would go to the snow to draw pictures? (Inspire students' imagination)
4. Inspire the conversation and read the text again.
The little animals are running around and kneeling in the snow. How happy they are. Do you also like the snowy weather? How do you feel after it snows? What do you do?
(Guide students to read the text again with a happy mood)
4. Guide writing. (omitted) "The Little Painter in the Snow" Lesson Plan Part 4
Teaching objectives:
1. Cultivate students' appreciation of natural beauty, learn to love nature, and get close to nature.
2． Guide students to understand the content of the text and learn about the different shapes of the claws (hooves) of chickens, puppies, ducks, and ponies, as well as the characteristics of frog hibernation.
3． Cultivate students' ability to observe, speak and think.
4. Guide students to learn to read texts with tone.
Teaching focus:
Guide students to learn to read texts with tone and inspire students to appreciate the beauty of nature.
Teaching difficulties:
Let students gain insights while reading, and cultivate students’ observation, speaking and thinking abilities in Chinese practice.
Preparation of teaching aids and learning aids:
New vocabulary cards, snow scene videos, snow scene pictures and small animal footprints, computer animation courseware.
Teaching process:
1. Create scenarios, review and introduction
1. Teacher: Do you know what season it is now? (Winter) Winter is a magician. He blew "whoosh" and the lake surface quickly turned into a large glass. Those red and yellow leaves are frozen in the glass, winter is a magician. He blew "whoosh", and snowflakes began to float all over the sky, and soon the earth turned white. Let's see! (Play the snow scene video)
2. Teacher: What did you see?
Student: I saw the trees and houses turning white.
Sheng: I saw snowflakes flying in the sky.
Teacher: What a beautiful snow scene! (Picture) Today we continue to study the blackboard writing topic "The Little Painter in the Snow".
3． Review new words.
Teacher: Do you still recognize these words we knew in the last class, baby? Come and read it, everyone!
2. Study the text and guide reading.
1． Read the word (It’s snowing) and read it out loud (It’s snowing!). What do you find?
Student: There is an extra exclamation point.
Teacher: Read this sentence yourself. (Students read it themselves)
Teacher: Boys read it. (Boys read together)
Teacher: Girls read. (Girls read together)
2. Read the text for the first time and get an overall understanding.
Teacher: I can hear how happy you are when you look forward to snowing. Just read the text with this happy mood!
Student: Read the text yourself
Teacher: What do you know now?
Student: I know that chickens can draw bamboo leaves, puppies can draw plum blossoms, ducks can draw maple leaves, and ponies can draw crescent moons.
Student: I understand, frogs sleep in holes in winter.
Student: I understand. These little painters can draw on the snow without paint or pens.
3． Teacher: Who are all young painters? Read the text again and look for it yourself.
Student: Read the text yourself.
Teacher: (Click on courseware 1) Please look at this, read the book and look for it yourself!
They are all small painters.
Teacher: (Click on the courseware, and pictures of chickens, puppies, ducks, and frogs will appear) Question: Are they them? Why?
Student: No, because the frog is sleeping in the hole. The teacher posted pictures of four small animals.
Teacher: You are really good at reading. (Click on the courseware to show: Chickens, puppies, ducks, and ponies are all little painters.) Read this sentence for yourself.
4. Comparing the perception of "one" and "a group"
Teacher: (Click on the courseware: The chicken appears) Look who is coming in the snow at this time?
Birth: Chicken.
Teacher: Show: A () little painter came out of the snow.
Teacher: How do you say this?
Student: A little painter came in the snow.
Teacher: (Click on the courseware: all the little animals appear) Look who is here again? How should I say this now?
Student: A group of little painters came to the snow.
Teacher: Oh, you are really good at observation. Read this sentence for yourself!
Teacher: Read by name.
Student: Read.
Teacher: You read so well. I can tell there are several little painters! Follow his example and read it yourself.
Student: Read it yourself.
Teacher: Read by name.
5. Teacher: (Click on the courseware) Look, the little painter walked on the snow, leaving a series of small footprints. What do they look like? Read the text again yourself.
Teacher: (Click on the courseware: Footprints in the Snow.) Whose footprints in the snow look like what? The two used this sentence pattern to talk to each other.
Teacher: Talk about naming.
Teacher: You are really good at reading!
Teacher: Let’s read all the relevant sentences in the book.
6． Teacher: (finger drawing) It’s snowing, the trees are covered with snow, the roofs are covered with snow, the bridges and the ground are covered with snow, and the little painters are here (the teacher said while pasting the footprints of the little animals) Picture), they painted so many beautiful pictures, who do you think painted the most beautiful pictures?
Student: I think the paintings of these four little painters are all beautiful.
Teacher: Let us read these sentences beautifully.
Teacher: Click on the courseware to show:
The chicken draws bamboo leaves, the puppy draws plum blossoms,
The duck draws maple leaves, and the pony draws the crescent moon.
Student: Read it yourself.
Teacher: Read by name.
Students: Read together.
7. Teacher: "Without paint or pen, a painting can be made in just a few steps." Come and read this sentence. Refers to two students reading.
Teacher: Who do you think reads best?
Student: I think XXX is the best at reading.
Teacher: What’s so good about it?
Student: "No, no need" is accented and pronounced with a strong tone.
Teacher: You should also read it in this tone.
Student: Read it yourself.
Teacher: Read by name.
8. Teacher: These little painters can draw so fast and it’s so amazing. Let’s read these sentences together.
A group of little painters came to the snow.
The chicken draws bamboo leaves, and the puppy draws plum blossoms.
The duck draws maple leaves, and the pony draws the crescent moon.
No need for paint or pen, just a few steps to create a painting.
Student: Read it yourself.
Teacher: Read by name.
9． Teacher: "It's snowing! It's snowing!" Let us read the text again with the joy of snowing!
It’s snowing! It's snowing!
A group of little painters came to the snow.
The chicken draws bamboo leaves, and the puppy draws plum blossoms.
The duck draws maple leaves, and the pony draws the crescent moon.
No need for paint or pen, just a few steps to create a painting.
Students: Read to each other in groups and recommend the best reading to the whole class.
10. Teacher: "It's snowing." What other small animals also leave footprints on the snow? Talk to your friends using a sentence like "There are also little painters in the snow."
Teacher: Your imagination is so rich! What can they draw? Go home, look through the extracurricular books, and think about it. Share the information you found with everyone tomorrow. Now let us read these sentences again.
Students: Read together.
11． Teacher: "Hey, why didn't the frog participate?" You all answer me using the words in the book.
Student: "Oh, he is sleeping in the cave."
Teacher: What did you hear from the teacher's question?
Student: "Hey" should be pronounced in a longer voice. "Why" should be emphasized and read in a questioning tone.
Teacher: You really know how to listen! Read this sentence for yourselves.
Teacher: Now you ask me to answer.
Teacher: What did you hear from the teacher’s answer?
Student: "Oh", read it in a positive tone.
Teacher: You are really good at learning. Let’s read this sentence again.
Student: Read it yourself.
12． Teacher: Who else didn’t participate? (The teacher points to the big screen) The two of them will ask and answer questions, and practice talking by yourself.
Sheng: The two of them talked to each other.
Teacher: Talk about naming.
13． Teacher: Why do these little animals sleep in holes?
Sheng: Because they are hibernating.
3. Summary of the full text, reading with music
Teacher: How much fun and beauty the little painter in the snow has brought us! They paint such wonderful and beautiful pictures on the canvas of snow, adding infinite vitality to the snow world. Please connect the texts and read them yourself.
Students: Free reading.
Teacher: Let us read this text together.
Students: Listen to music and read the text together.
Teacher summary: Snow is beautiful, and there are more mysteries in nature waiting for us to explore. As we continue to learn, we will know more.
Blackboard design:
Little painter in the snow