Excellent teaching plan 1 of "Who has great skills" in the first grade of primary school Chinese
Target preset:
1. Can read the text according to the role.
2. Know the nine new words in this lesson and the word 1 in the two green lines. Learn two new words only by knowing and not writing. Understand the new words and practice speaking with "feeling".
3. Let the students understand that everyone has their own strengths and skills, so they should know themselves and treat others correctly. When getting along with others, we should help and praise others with a friendly heart and study and live happily together.
Teaching emphases and difficulties:
1. Understand the new words and read the text in different roles.
2. Understand the content of the text, understand that everyone has their own strengths and skills, correctly understand themselves and treat others.
[Design Concept] The text curriculum standard points out that the focus of reading teaching is to cultivate students' ability to feel, understand, appreciate and evaluate. Reading teaching at all stages should attach importance to reading aloud to help them love their mother tongue, use it correctly, accumulate experience and cultivate their sense of language. Therefore, in Chinese class, we should reflect the characteristics of China's surname "Yu", that is, the sound of books. Only by making students take writing as the sound, reading as the body and enjoying reading can they feel the situation.
When dealing with teaching materials, we should use modern teaching methods to create situations for students, guide students to understand new knowledge from reading, reading and writing, deepen their experience from role performance, and strive to show that students are the masters of learning, teachers, organizers, guides and collaborators of teaching ideas, so as to let students always participate in teaching activities.
[Design Ideas] With reading aloud as the main line, students can learn new words, understand texts and feel the unique charm of language and writing in full reading, so that "reading" and "writing" can truly become the eternal theme of classroom teaching.
Teaching process:
First, reveal the topic and stimulate interest
1, Teacher: Children, today we are going to meet two new friends. Children, look who they are. The courseware shows pictures of the wind and the sun and calls out their names.
Teacher: OK, I met two friends. Do you know what their skills are? Name the students and say. Wind energy brings coolness to people. Solar energy brings warmth to people.
Design intention: Introduce the text with vivid situations that students are interested in, so that students can make it clear that the theme of the text is fairy tales, and then combine the skills of telling beautiful weather in real life to let students enter the text with great interest.
2. Xiu Sentence: One day, the wind and the sun met and said that they had great skills. (Touch and Ben are red)
Teacher (reading sentence): These are two new words: touch and Ben. Read and pronounce words correctly.
Teacher: The word "touch" is difficult to write. On the left is "next to the stone". On the right, we read books together (teachers and students read books together): two people lean on their heads, two people hold hands, two people sit on their hips, and their feet walk together.
Teachers set an example in Tian Zige and instruct professional "touch" writing in Tian Zige. Draw red.
Teacher: Do you remember the word "Ben"? Students exchange memory methods. (Ben: add a vertical line under the wooden character)
Teacher: The horizontal line below "Ben" indicates the position of the root and the root or stem of the herb. Can you find some friends for Ben? (Skills, abilities, books, notebooks, originality)
The teacher wrote: Ben (stretching his head).
Teacher: Which of the two friends is more capable? Today we will learn this fairy tale and write it on the blackboard. Who has great ability?
Student: Read the questions together.
Design intention: Literacy and writing are one of the key points in junior middle school Chinese teaching. Reading with the text can help students remember new words in a specific context, which can help students remember and understand the glyphs and meanings of new words more deeply.
Second, the first reading story, the overall perception
1, Teacher: Which of them has the greatest skill? With this question, the students read the text by themselves. Requirements: accurate pronunciation, fluent sentence reading and natural paragraph numbering.
2. Read the text at the same table or in groups, check and correct each other.
3. Check the self-reading.
(1) Show new words to urge children to take off their pride. Just hanging the sail makes them feel uncomfortable. He has a strong ability to read freely. The little teacher led the reading and drove the train all the time.
(2) Read the text paragraph by paragraph, and the pronunciation of teachers and students is the same.
4. Teacher: Please read the text again and think about it: How many times did they compare it? What is the contrast? The children will judge them, okay? Communication: The wind is twice as big as the sun. The first time: take off the child's coat. The second time: let the boat go faster.
5. Which paragraphs in the text are about the first race between the wind and the sun, and which paragraphs are about the second race? Please read the text quickly and silently to find out the answer.
6. Communication: 1-3 Write the first game in the natural paragraph, and write the second game in the natural paragraph in 4-8.
Design intention: Reading aloud is another key point in junior middle school Chinese teaching. In this link, several readings are designed, each with a different task. Driven by the task, students read fully but not boring, and learn to think in reading, which reflects the hierarchy of reading.
Third, read the sentiment and understand the meaning.
1. What was the result of the first race between the wind and the sun? Read the natural passage of the text 1-3 silently and find out the sentences that write the wind. Xiu: The wind said, "That's not easy!" As he spoke, he was furious, but the child wrapped his coat tighter. Read by name. Blowing "whoosh" means that the wind is very strong. As a result, the child felt (very cold) and made a "wrap" action. Practice saying a sentence with "feeling". Read this sentence again.
It seems that the wind has failed. What did the sun do?
Show: The sun says to the wind, "Look at me." When he speaks, he gives off a strong light. The child felt very hot and took off his coat. Read by name. Sun won the first game and was very proud. Who will read what the sun says? The sun proudly said to the wind, "Mr. Feng, dare you compare with me?" Why is the sun proud? Because the sun won the first test. ) Now we are the sun. Let's pretend to be proud and read this sentence.
2. How did the Sun perform in the second game?
Xiu: The sun said, "What's so difficult!" " Then, it gave off a bright light and tried to urge the boatman to rock the boat hard. However, the stronger the sunshine, the more uncomfortable the boatman is, and there is no strength to rock the boat! Read by name. What does the wind do when the energy of the sun doesn't work? Xiu: At this time, the wind is blowing. The boatman shouted happily, "It's windy! Hang the sail quickly! " I saw the wind pushing the sail, and the sail took the boat and moved forward as fast as an arrow. See how the wind pushes the sails. The wind blew hard and the sails swelled. Like an arrow, how fast the arrow flies. Let's read it together and feel the feeling that the wind makes the ship move forward quickly. (read together)
Who does Sun think is more capable after two games? Read this sentence: Sun said in surprise, "Mr. Feng, your skill is really not small!" " "Who do you think is more capable, the wind or the sun? Why?
4. Read the text in different roles.
Design intention: Grasp the key words, and let students read with expression by doing actions, so that students can feel and understand the text at the beginning of reading and lay a good foundation for the second class.
Fourth, learn new words and practice writing.
1, display: Joe, Tuo,: Do you still know these new words? (Reading) How to remember them?
2, student communication: take off: the word "say" is changed to the side. Qiang: Next to the left bow, on the right is a although. Coincidentally, next to the I-beam on the left, write a horizontal line on the right, and then write a vertical hook.
3. Teacher: What are the main points of writing? (left narrow and right wide)
4, the teacher writes (writing while guiding) key tips: Joe, the width of the left and right sides is basically equal, the left and right sides are aligned, and the right part of the bottom is longer.
5. Health: Paint red and practice new words.
Design Intention: Students in Senior Two have mastered certain literacy and writing methods in the next semester, so let students observe the new words that are not difficult. For Joe, many students ignored the characteristics of short left and long right, so they designed a model essay writing session in class to let students intuitively feel Joe's font characteristics.
Excellent teaching plan 2 of "Who has great skills" in the first grade of primary school Chinese
Teaching objectives:
1, can read "build, build, repair, eat, speak, pull, stand, beg" with the help of Chinese Pinyin, and accumulate words such as "build a house, repair a road, repair a desk and chair, serve food, fly into a rage, be indignant and be arrogant"; Can skillfully use radical search method to look up "Zhu" in the dictionary; Can describe "building, repairing, building, standing, discussing and handing over" under the guidance of teachers.
2. Read the text without adding words, missing words or changing words, and pause according to punctuation marks. Understand the meanings of words such as "arrogance", "injustice" and "flying into a rage" during reading, and try to read the tone under the guidance of the teacher.
3. Let students understand the importance of cooperation among people in collective life.
Teaching focus:
Read the text correctly and skillfully, learn to consolidate new words and accumulate related vocabulary.
Teaching difficulties:
Read the dialogue with emotion and know the importance of cooperation.
Teaching preparation:
Supporting courseware, new words, word cards, pictures, headdresses.
Teaching time:
2 class hours
Teaching process:
first kind
First, introduce Riddle.
1, little friend, the teacher has a riddle here. Read it together.
Explanation: Riddle guessing is a popular form for students. It can not only stimulate students' interest in learning, cultivate students' thinking ability, but also consolidate the words that students have learned, which can kill two birds with one stone.
2. Show pictures and pinyin of hands and mouth. Spell syllables.
3. What did you find? (angry) How can you tell?
Note: The purpose of spelling "hand" and "mouth" syllables is to consolidate the rules of tone sandhi of "I" and "U", consolidate old knowledge and learn new knowledge. These well-designed pictures have smiles and angry expressions at the same time, attracting students' attention. Let the students observe the pictures and talk about "how to see your hands and mouth angry", and consciously guide the students to form a good habit of careful observation from an early age.
Second, reveal the topic
1, what makes them so angry? Please listen to the tape and watch the animation!
Explanation: Stimulate students' interest in further learning the text and explore the answers by guessing and imagining. Stimulate students' senses from different angles of vision and hearing, attract students' attention, and let students have intuitive feelings about their opponents and mouths.
Why are your hands and mouth so angry? Expose the topic and watch it together.
Attention: Cultivate students' good habits of listening attentively, watching carefully and recording while watching. At the same time, consciously cultivate students' generalization ability.
Third, study the text.
1, whose skill is great? Please read the text correctly and fluently with pinyin.
2. Check the feedback and give random guidance.
3, difficult sentence guidance, learn the new word "pull".
4. Check the deskmate's text and read it aloud.
Note: This is a class preview, so students should be given enough time to prepare. First of all, let the students read the text freely, read the text in pinyin and read the pronunciation correctly. Then use solitaire to read the text, read at the same table and other forms to let students read the familiar text and the new words in the text repeatedly, and gradually learn the familiar words. Considering the differences between students, grasp the difficult sentences in the text, guide students to read the difficult sentences correctly, correctly and smoothly, and learn the new word "la" at random while reading the sentences, which is the first word in this lesson, and guide students to remember by adding radicals. Pave the way for the teaching of new words.
Both hands and mouth feel that they are very skilled. What did they say?
(Show 4 dialogues) Practice reading aloud.
6. From their conversation, do you know what skills hands and mouth have? Students communicate and guide reading aloud to get a preliminary understanding of the role of ellipsis.
Explanation: Guide students to understand the function of punctuation marks through effective reading, and try to read aloud with emotion.
7. Learn the new word ① "Gai". 2 establish: look it up in the dictionary. Revision 3: Demonstration writing. ④ Room: accumulate "Fang" and words composed of different radicals. 5 meals: accumulate the word "training". 6 talk: expand words.
Description: Guide students to memorize new words by adding radicals and combinations, and strengthen students' fine memory of Chinese characters. Emphasizing the method of "adding radicals" not only strengthens students' use of scientific and simple memory methods when learning new words, but also mainly implements the training focus of this unit and guides students to better master the dictionary as a literacy tool. In addition, it will infiltrate the meaning of new words in the dictionary, laying a good foundation for better understanding the meaning of words (words) by looking them up in the dictionary in the future.
8. Read section 1-4 and act it out with actions and expressions.
9. Free performance at the same table.
10, teachers and students perform together.
Description: Teachers instruct students to read heuristically, let students feel the feelings of hands and mouth, and read according to their own understanding. Through various forms of reading training, students' interest in reading can be improved, and students can better feel the content of the text and further understand the content of the text in repeated reading. Empathy can better help students feel the feelings of hands and mouth.
1 1, hands and mouth don't give way to each other, what is the result? (Show the last section). The teacher leads the reading. Learn new words: find.
12, summary.
Second lesson
First, review and consolidate.
1. Hand is a good friend of all of us. Look, what does it bring to everyone? (Text)
2. The mouth is here, too. What did it bring? (Overwrite, Repair, Build and End)
3. Can you help your mouth and hands become good friends? (Connected)
Description: Combining with the content of the text, create a game literacy environment that students like, and achieve the effect of further reviewing and consolidating literacy. The four verbs are collocated with an in-class word and an out-of-class word respectively, which not only consolidates the content of the text, but also appropriately expands the knowledge.
4. Fill in the blanks.
5. Yes, hand and mouth are inseparable! But the hands and mouth in the text don't understand. Let's see how they argue again. (Read the full text)
6. Seeing that they are arguing endlessly, do you have anything to say to them?
7. After listening to friends, they understood. Look, hands and mouth are good friends again. Expand reading and consolidate words.
Description: Consolidate and review the words in front of the students through the new language environment.
8. Our children's hands and mouths cooperate well. Listen to the music, read the lyrics clearly, sing with your mouth and move your hands.
Second, writing guidance
1, the students first write the order of new words with the computer teacher, and then draw a word in the field.
2. The teacher writes a new word while saying the location of each new word in Tian Zi Gerry, and the students write a new word independently.
Note: Writing by computer is to correct the stroke order, and tracing red is to let students write according to the correct stroke order. Teachers' demonstration can provide students with learning examples.
Blackboard design:
Who has the ability to hold hands? Zuǐ ba with a big mouth.
Build a house and talk.
Build a road to eat.
Repair tables and chairs
Supply food
Excellent teaching plan 3 of "Who has great skills" in the first grade of primary school Chinese
Teaching objectives:
1. Learn the new words in this lesson and write them correctly and beautifully in Tian Zi Gerry.
2, with the help of pinyin, read the text initially.
3. Have a preliminary understanding of the text and know that everyone has his own strengths.
Teaching preparation:
PPT, new word card, word card
Teaching process:
First, introduce obedient training.
Before class, let's practice our small ears. See who listens carefully and speaks accurately. Children, aim high and learn real skills from an early age. (The teacher said it twice and asked the second student to repeat it) Show me: Who can tell me about your skills? What skills have you learned? "Ben" is the first new word we will learn. Do you want to know how the word "Ben" was written in ancient times? (PPT shows) "Ben" originally refers to the root of vegetation, so the word "Ben" should be added with a horizontal line below the wooden word to indicate the root of vegetation. What words can the word "Ben" make friends with? Show: Skills Let's drive a small train to read this word.
Transition: Today, we are going to learn an interesting fable, which is about skills. Want to know who is competing with whom? Look, they are coming out. (PPT presentation) Which of them is the most skilled? (Finish writing on the blackboard and look at the topic together)
Second, read the text for the first time and teach new words.
1. After reading this topic, how many question marks pop up in your little head? (Students say) Read this story with these questions! Listen to the teacher clearly explain the requirements of initial reading: with the help of pinyin, read the correct pronunciation and sentences, read the difficult sentences several times and mark them with a bar. (Students read)
2. Have you read it? * * * How many natural paragraphs are there?
Studying hard is a great skill. We let eight children read the text by train one by one. The rest of the children listen carefully to see if they pronounce all the sounds correctly. Transition: accurate pronunciation and fluent sentences. Students who have heard it can listen carefully! This question is certainly not difficult for everyone: how many times have the wind and the sun compared technology? (twice) The following questions will be more difficult! What natural paragraphs in the text are about their first competition? Look at the text! What natural paragraphs did they write for the second time? (Comment: It's amazing, I found it right at once! )
We all know that the wind and the sun have their own abilities. Why are they better than technology? Please read the first part and find out why! The camera shows that one day, when the wind meets the sun, they all say that they have great skills. Display: Touch is also a new word that we must learn. (Reading, Pronunciation) "Touch" generally refers to the collision of two things. Does "bump" here also mean "bump"?
Transition: When the wind and the sun meet on the road, they all say that they have great skills, so they brag about each other. (Read the sentence again)
No one will take orders from anyone, and everyone thinks that technology is better than others. They decided to decide the grade through competition. What was their first game? What was the result of the game? Please read the text of 1? Section 3. Go and find it. What was the first time? Students say to show the sentences in the text and read them aloud. Is there any good way to remember "Tuo" by highlighting "Tuo" in the sentence?
5. The game has started! Feng can't wait to show his skills.
(Show the sentences and read them) But what was the result? (Show the sentences in the text and read) How does the sun show its skills? (Students read the corresponding content of the text by themselves) What does solar energy rely on to take off children's coats? (Display: strong light) Display "strong": In ancient times, people called the bow with strong archery power "strong bow", so the word "strong" was next to the word "bow". "Strong" means very strong and has great power. Let's write lyrics for the "strong" group!
6. The sun makes children take off their coats with powerful light, but the wind just makes children wrap their coats tighter and tighter. Now, you know the result of the first game! The sun won, is the wind convinced? They met again the next day. Sun won yesterday's game and is proud of it! It wants to compete with the wind again. (Show sentences, read) By contrast, the wind also has great skills. What did they compete for the second time? (Show Section 5, Reading) Show: Make the boat go faster. Read the words and then show them: eat (), run (), change () and write (). Here are some words, please complete them. (clear: the use of "some" here means a little more than them)
7. They compete who can make the boat run faster, which is an interesting game. See how they compare. What about the results of the comparison? (Read and say in groups of four, in different roles) Read: Let's ask a group of children to read 6? Seven squares.
Which group reads better than them? Transition: the students read better than one! Please tell the little sun in your group about the competition! (Read section 6) The sun has done its best. Look! Show me the picture: What do you see from the picture? (The students in the small group said, recommend someone to say) The teacher added: Look! How strong the sun is! The boatman was sweating with heat and kept panting. He feels terrible. There is a long sentence in this section. See which small group reads well.
8. Now it's Feng's turn to show his skills. (Show sentences, read)
Transition: The wind blows fast, which is exactly what the boatman needs! Look, the boatman is happy. Performance: The boatman shouted happily, "It's windy! Hang the sail quickly! Who will shout happily? The boatman happily hung up the sail and saw that "the wind pushes the sail, the sail carries the boat, and the arrow moves forward." "There are two new words in this sentence that mean action. Did you find them? " Push, hang "What do we usually push? Where are you hanging? Transition: The boatmen hang up their sails and let the boat go forward like an arrow. Obviously, the game was won by the wind. Watching Feng win the game easily, Sun was surprised. (Show Section 8, Reading) The wind has such great power that the sun has never thought of it before! (Guided reading Part 8)
Summary: Wind and Sun played two interesting games to compare their skills. Let's review this interesting story through these words! More powerful light feels particularly hot. Take off your coat, blow the wind and hang the sail. The boat was moving very fast and was just pushed by discomfort.
Third, guide writing.
Today we read an interesting fable and learned about the skills of the wind and the sun. Now, Teacher Qin will test the children's literacy. In this lesson, we will learn to write three new words: "accept, accept and push". Please look at the copybook and talk about the matters needing attention in writing these three words. The teacher plays on the blackboard, and the students paint red and write temporarily.
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