The display stand for the second volume of second-grade Chinese language "Chinese Garden 8" is to display the popular science books I borrowed and the "Science Around Us" handwritten newspaper created by the group. I have compiled the teaching design of the second volume of the second-grade Chinese language "Chinese Garden 8" for the second-grade Chinese teacher. I hope everyone will gain something! The teaching design of the second volume of the second-grade Chinese language "Chinese Garden 8" 1

Teaching objectives:

1. Identify the different expression effects of question marks, periods, and exclamation marks.

2. Accumulate new characters and words in different forms and similar words.

3. Read metaphorical sentences and accumulate famous quotes.

4. Carry out oral communication, stimulate interest in loving and learning science, and cultivate oral communication skills.

5. Practice writing and develop language expression skills.

6. Display popular science readings, and the groups design "Science Around Us" handwritten newspapers to exchange scientific knowledge and insights.

7. Search for information and learn about the achievements of scientists and inventors.

Key points and difficulties:

1. Identify the different expression effects of question marks, periods, and exclamation points.

2. Learn new words, new words, and good sentences.

3. Communicate verbally.

4. Practice writing.

Teaching time: four lessons

First lesson

Teaching objectives

1. Identify the different expression effects of question marks, periods, and exclamation points .

2. Distinguish between words with similar shapes and learn new characters and words.

Teaching tools: slides, vocabulary cards

Teaching process:

1. My findings,

1. Project sentences

There are so many stars, how can you count them?

There are so many stars, you can’t count them.

There are so many stars, you can’t count them!

2. Students read the sentences themselves and share their findings with their classmates.

3. Group report and teacher summary.

The three sentences have similar meanings, but a question mark is added to the first sentence to indicate that you cannot count; a period is added to the second sentence to indicate that you are unable to count; and an exclamation mark is used in the third sentence. It means you must have lost count.

4. Expansion kit extension.

Is this the book Li Ming bought?

This is the book Li Ming bought

This is the book Li Ming bought

2. Choose and recognize.

1. Read the words to yourself and clarify the practice requirements.

2. Choose words and connect them according to your own understanding.

3. Reasons for communication and connection between deskmates.

4. Communicate collectively on how to distinguish words with similar shapes.

5. The teacher shows the new word cards and the students pronounce them and form the words to see who can read them correctly and form the correct words.

3. Consolidate practice.

Choose appropriate punctuation marks for the following sentences. . !

1. Can you do such a thing?

2. How can you do such a thing?

3. Do you want to do such a thing? Make it

Lesson 2

Teaching objectives:

1. Learn "I talk" and accumulate metaphors.

2. Read, memorize and accumulate famous quotes.

Teaching tools: slides

Teaching process:

1. Learning "I can read"

1. Students read sentences to themselves , discover the unique characteristics of the sentences.

2. Project the sentences.

The dense branches and leaves are like a pergola, blocking the sun.

Dense branches and leaves blocked the sun.

Ask: Which of the two sentences above do you like? Why?

The students expressed their opinions.

The teacher summarizes: Using an analogy with something similar to the thing written can describe the thing more vividly and vividly.

3. Read other sentences and talk about what they are compared to.

4. Find metaphorical sentences from the texts you have learned, or you can use your own metaphorical sentences.

2. Learn to "read and memorize".

1. Students read famous quotes to themselves and think about their meanings.

2. Share your favorite quotes and talk about what inspires you.

3. Read and recite famous quotes freely.

3. Homework.

Collect famous quotes after class.

The third lesson

Teaching objectives:

1. Conduct oral communication.

2. Make a handwritten newspaper.

Teaching tools: multimedia courseware, popular science reading materials.

Teaching process:

1. Oral communication:

1. The teacher explains the scientific examples around him given in the text to stimulate students' interest in oral communication.

2. Multimedia displays of scientific pictures around you.

3. Group communication.

1. Groups share their knowledge of the science around them.

The 2 group recommended a doctor of science to introduce the science around us to everyone.

4. Recommend new books and exchange old books.

1 Recommend the popular science books you bring to your classmates and briefly introduce the content and features of the books.

2 Exchange the books you have read with your classmates.

2. Classroom exercises:

Group cooperation design "Science Around Us" handwritten newspaper.

Fourth Lesson

Teaching Objectives:

1. Practice writing.

2. Collect information and understand the achievements of scientists and inventors.

Teaching tools: Popular science books. p>

Teaching process

1. Write.

1. Inspire students to recall what they have done this semester.

2. Talk about it. Your own gains.

3. Talk about your plans for the summer vacation.

4. The teacher summarizes the main points: 1. Write what you have done.

2. The process of writing.

3. What do you understand after writing?

Writing plans: 1. What to do during the summer vacation. /p>

2. What to do.

5. Students write freely.

2. Broadband network

1. Students report their understanding. Famous scientists and inventors.

2. Students read popular science books independently and collect scientists and their scientific achievements.

3. Students go on stage to present the information they have collected and make collective comments. .

3. Summary and expansion:

Our Chinese nation has a history of five thousand years of civilization and has made great contributions to the development of the world. Now, the world has entered an era of high development. , I hope that students will study hard, master knowledge, improve skills, and work hard to build our country into a prosperous and powerful socialist country. Teaching design for the second volume of the second grade Chinese language "Chinese Garden 8"

My. Discovery

There are three sentences in this part. Although these three sentences have different sentence structures, they express the same meaning. The purpose of the arrangement is to allow students to discover the same meaning by reading the sentences, and they can use different sentences. expression. When teaching, you can design the following links.

1. Read the three sentences in the text and see what you found?

2. Communicate with your classmates. The three sentences have the same meaning, but the sentence structure is different, and the tone of expression is different.

3. Find a sentence for everyone to change. p>

This part includes three contents: "Select and Recognize", "I Can Read", and "Read and Memorize"

"Select and Recognize" allows students to distinguish between four groups. Learn about 9 new words with similar sounds.

1. Read the words to see who understands the requirements and purpose of this exercise.

2. Choose words and connect them according to your own understanding.

3. Tell me why you connect it like this? How do you distinguish these groups of similar characters?

4. Which characters are easy to mispronounce? Pay attention to " address, toe, account The pronunciation of ", account".

5. The teacher issues word cards and students form words. See who can assemble it quickly and correctly.

"I can read" is to ask students to read sentences and accumulate metaphors. The following sessions can be arranged.

1. Read the sentences to yourself and find the same characteristics of the sentences. Compare one thing to another thing.

2. Tablemates read each other’s sentences and share their findings.

3. Knowledge Collection. In order to describe something more vividly and vividly, an analogy is often used to describe something similar to the thing being written. For example, the stars in the sky are like sparkling gems. Stars are compared to gems

4. Do you know what the sentence in the textbook compares to what? Please tell everyone.

"Read and memorize" allows students to accumulate famous sayings and aphorisms, and use these famous sayings to guide their own learning.

1. Read famous quotes and think about their meanings.

2. Share and read your favorite quotes.

3. Competition to recite famous quotes.

Oral Communication

This oral communication is to communicate what you have learned about the science around you. When teaching, you can design the following links.

1. Language situation.

The teacher describes the scientific examples around him given in the article to stimulate students' interest in oral communication.

2. Picture situation.

Multimedia displays scientific pictures around them to inspire students.

3. Communicate.

1. Groups share what they know about the science around them.

2 The group recommends a "Doctor of Science" to make the introduction.

3 "Doctor of Science" answered the "journalist" question.

The four groups collaborated to create a "Science Around Us" tabloid based on the materials they heard.

4. Recommend new books and exchange old books.

1. Recommend books about scientific knowledge to classmates, and give a brief introduction to the content and characteristics of the book. Students who are listening can ask questions about issues that interest them.

2 Exchange books you have read with your classmates. During the exchange, you can give a brief introduction to the content of the book.

"Write"

This time "Write" prompted two aspects. The first is to write about what you have gained this semester; the second is to write about your plans for the summer vacation. When teaching, you can first ask students to think about what they want to write according to the prompts, first exchange their ideas with their classmates, and then write down what they want to write and show it to everyone and give a brief introduction.

Display Stand

This time the display stand is to display the popular science books that I borrowed and the "Science Around Us" handwritten newspaper produced by the group. When teaching, it is necessary to broaden the display content and combine it with the content of oral communication. First, arrange for everyone to be prepared, determine the books for extracurricular reading, divide the work to collect scientific materials around them, and cooperate in running newspapers. Then use the class meeting time to hold a class meeting with the theme of "We Love Science", allowing students to display reading materials and tabloids, and exchange scientific knowledge and insights.

This activity can also be combined with the "Broadband Network" below.

Process Suggestions

1. The teacher conducts an inspiring conversation and guides students to understand the content of this activity with the help of learning partners.

2. Work in groups and use your favorite method to display the popular science books collected outside class and the handwritten newspaper "Science Around You" created by the group. Select outstanding books and works and prepare to display them to the whole class.

3. The whole class displays, and the teacher encourages and evaluates in a timely manner to inspire students to engage in extracurricular reading and exploration.

Broadband Network

This group of broadband networks provides some information on ancient and modern scientists and scientific achievements in my country, aiming to inspire students to search for information and understand the achievements of scientists and inventors. This is a kind of reading training, training in collecting and processing information, and it is also the content of traditional cultural education and patriotism education. Teachers can communicate with students about the famous scientists and inventors in our country in ancient and modern times. Which scientists or scientific achievements we are going to learn about, and from what channels we can learn about them.

Then let students read and collect information independently or cooperatively. Finally, give students the opportunity to communicate and present.

Process Suggestions

1. Show the short article and let students read it to themselves to understand the content of the short article.

2. Conversation: What other famous scientists, inventors and their achievements do you know about our country in ancient and modern times? Try to communicate in the group, sort them out appropriately in the group, and report to the whole class.

3. Inspiration: What other ways can we use to learn more about scientists and scientific achievements? Exchange collection methods and approaches.

4. Students read and collect. It can be extended to the appropriate time outside class to organize students to collect and display. ↓↓↓ More on the next page "Teaching Design for the Second Volume of the Second Grade Chinese Language "Chinese Garden 8"" ↓↓↓