As a selfless teacher, we often have to prepare for teaching design, which is a process of systematically planning the teaching system. Then the question is coming, how should the teaching design be written? The following is the teaching design of "Chinese World II" that I have compiled for you, hoping to help you. Teaching design of "Chinese World II" 1
Class 1
1. Teaching objectives:
1. Read "Linka Going to School" to stimulate students' thoughts and feelings of forming good habits.
2. Dictate words.
3. Comparison of homophones.
Second, teaching focuses on difficulties:
Key points: 1. Read short passages
2. Review new words.
difficulties: 1. new words.
Third, the teaching process:
(1) Read aloud the essay "Linka goes to school".
1. Read the passage freely and circle the words you don't know.
2. Group students can read words together.
3. The whole class solves words that no one knows.
from the blackboard to the blackboard: oh, gee, jam.
the teacher showed everyone how to read.
4. Read the passage in groups.
5. What do you understand by reading this passage?
students are free to answer.
what good habits do you have to introduce to everyone?
Students introduce their good study habits.
(2) Read and compare.
Gong-Gong Dan-Dan crow-Tooth wish-Original
address-Stop code-Ma Zhi-Know brick-Specialized
Read and recognize.
tell each other in the same group what you found? The whole class communicates.
(3) Dictate words.
How about children and grandchildren singing their thoughts in private just now? Crows form a good dictionary
Building teachers' scientific character leads to blood knowledge
4. Homework: 1. Accumulate idioms.
2. Read two texts.
second class
1. Teaching objectives:
1. Read the text aloud.
2. Get rid of bad habits in oral communication.
3. Learn to correct the wrong words.
Second, teaching focuses on difficulties:
Key points: 1. Oral communication. 2. correct the wrong word.
Difficulties: 1. Oral communication. 2. correct the wrong word.
Third, the teaching process:
(1) Read aloud the texts "Ask if you don't understand" and "Dictionary Building".
1. Read the text freely.
2. Read the text in groups.
(2) get rid of bad habits.
Show the picture: 1. I always interrupt when my classmates are speaking, which is a bad habit.
2. I am picky about food. I want to ask my mother to remind me to correct it.
3. I want to get rid of the habit of biting the pencil rod when writing.
the group discussed how to change these bad habits.
class communication.
Tell me what bad habits you have and how you plan to change them.
(3) show the "golden key": learn to correct the wrong words.
I have a good habit. I use a small notebook to correct my typos, write them down, and look through them often.
This is another good way to learn new words.
Students exchange their own good ways to remember new words and how to correct them.
fourth, summary. Teaching Design of Chinese World II 2
1. Content Analysis: < P > "Ball Falling into a Hole" and "Style of Bihua" are both articles about how to use your brains to find ways to solve problems.
"The ball fell into the hole" refers to three children playing football together and accidentally the ball fell into the hole in the tree. What can we do? Thus, students use their brains to find a solution;
Bihua Style is about three good friends, a kitten, a puppy and a pig, drawing together to see who can use their brains to draw the existence of the wind.
second, the intention of teaching design
since these two questions are all about "how to use your brain to find a way to solve problems". So, I thought about how to integrate these two activities into a whole and connect them naturally.
(compared with teaching design)
1. Create a story and talk.
2. Contact life and exchange what you know.
3. Read the text correctly, and get some insights during reading.
4. Sublimate emotions and expand.
5. Contact life again and exchange what you know, that is, page 39: Do you have your own brains to solve problems in life? Communicate with classmates. Put it at the end of Bihua Style for processing, so as to better integrate these two activities into a whole and connect them naturally.
3. Teaching process
Teachers' behavior
Students' learning activities
Design intention
1. Creating story scenes
Teacher: Three children are playing football together, and they are very happy. What can we do if they accidentally fall into a tree hole? (Show the courseware).
teacher: yes, let's use our brains together and try to help them take the ball out.
It's no problem for students to read the courseware
Teachers can create story scenes with inspiring language, which can arouse children's strong interest and produce the desire to think of ways.
second, contact life and exchange what you know
Teacher: Think about it yourself first, and then talk to your deskmate to see who thinks differently from others.
group discussion and listening; And express their opinions.
"Think for yourself first, and then talk to your deskmate" has given the children a broad time and space to think differently, so Qi Xin tries to find a way.
"The way to see who thinks is different from others'" encourages students to express their unique opinions.
Bihua Style
Teachers' Behavior
Students' Learning Activities
Design Intention
1. Read the text correctly, and get some insights from reading it.
1. Finally, the children's ball is caught. Look, they can play football happily again. (Show the courseware)
2. (Play the cries of kittens and puppies)
3. What is this sound? (What's the matter? ) oh! I see, it turns out that three good friends, kitten, puppy and pig, are also playing together. Guess what they will do? Open the book to page 4.
Students are happy with the way they use their brains to catch the ball.
The students listened carefully with curious eyes.
1. Read the text by yourself, and read it correctly and fluently.
2. Read in groups, and then communicate what you want to say most.
"Read the text by yourself first" is to make students read the article fluently and perceive the content of the text as a whole.
Different students have different reading experiences; Reading the article again is to let students exchange their feelings and ideas about the article so as to experience the happiness of learning.
second, sublimate emotions, expand and extend.
teacher: what else can you do to draw style?
1. Think for yourself first, and then draw a picture (you can draw a picture on your own drawing paper or on the blackboard).
2. Show and communicate in class: Explain: Why do you draw the wind?
This design is helpful to improve students' abilities and qualities. At the same time, it embodies the integration of disciplines.
Third, contact life and exchange what you know
Teacher: In life, you have your own brains to solve problems, don't you?
Communicating with classmates
Talking about feelings in connection with their own life practice is the distillation of students' own life experiences.
Lecturer: Mu Yuxin, Yanshan Road Primary School, Fengrun District, Tangshan City, Hebei Province
Instructor: Su Yan, Department of Education, Fengrun District, Tangshan City, Hebei Province
Teaching design of "Chinese World II" by Cui Yaning, Yanshan Road Primary School, Fengrun District, Tangshan City, Hebei Province 3
Teaching analysis:
This textbook includes: copying, reading, reciting, beginning to show one's skills, and opening books.
Emphasis and difficulty in teaching:
Practice of exchanging uppercase and lowercase letters
Teaching hours:
2 class hours
The first class hour
Teaching process:
1. What should I pay attention to when writing the following words?
Young grass, walking, harp, kindness, forgetting, green and misty
Second, can you write lowercase letters corresponding to uppercase letters? Spell it when you're finished.
CHUN, TIAN----YU, Dian-
Feng, ZHENG--JIAO, Bu-
Li, Xiang-,MENG, Long-- Dancing
hoarse, fluttering, tired, hazy and vigorous
Fourth, read:
Spring comes back to the earth, and all loves is full of spring scenery
Birds are singing and flowers are flourishing, and birds are singing and dancing
What other words do you know to describe spring?
5. Read and compare:
Let her think about it in the sky!
she will think about it when she flies to the sky.
She kept looking until the teacher's back melted into the green Yuan Ye.
The teacher's back slowly melts into the green Yuan Ye.
which sentence do you think is better?
The second class
Teaching process:
1. Read and recite in groups of four:
Village residence
(Qing) Gaoding
The grass grows long and the warblers fly in February, and
The willows are drunk with spring smoke.
Children come back early from school,
They are busy flying kites in the east wind.
Second, show your skills at first:
Hold a small exhibition on the theme of Footsteps in Spring:
Combine hands, brains and words, including poems, paintings, essays and songs ...
Third, it is beneficial to open books:
Learn Rain is Singing mainly by yourself:
Find out.
ask questions that you don't understand;
Read aloud with emotion ...
Fourth, the golden key:
Know "Four Treasures of the Study".
V. Self-check:
When I hear different opinions during the discussion, I can:
be calm and
think carefully
absorb the correct opinions of others
What else can you think of? Teaching Design 4 of Chinese World II < P > Teaching objectives: < P > To copy syllables of disyllabic words correctly, and practice marking syllables; Review the words with gold lettering and twisted wire and fill in the radical list; Accumulate words; Continue to write "It's raining".
teaching process:
1. copying syllables.
ch ū n y ǔ sh ǔ i zh ū c ǒ i hó ng z ǒ u ? y ǒ o yu ǒ n m ě i l ǒ
Students copy independently and check by themselves.
2. Mark the syllables with key signature.
Shui you zhe yang ju da de bi
Who has such a huge pen
Second, review the words with gold lettering and noose, and fill in the radical list.
1. Write the words with the following radicals to see who writes more.
beside the gold lettering: () () ()
beside the twisted wire: () () ()
2. Fill in the radical list.
Examples of the meanings expressed by radicals
Cheng
Third, expand the word "rain".
1. Read the words: it's raining cats and dogs, and it's sunny after the rain. Tears are like rain and sweating like rain
2. Expand your own words and see who says more and speaks well.
Example: Rain, rain, rain, rustling, drizzle, drizzle, storm and sporadic rain ...
Fourth, continue to compile poems.
It's raining, and the snail says, "Don't be afraid, I've brought my house back."
When it rains, the mushroom says, "No, I have."
it's raining, so I said, "I'm not afraid."
finish in groups, think back and discuss in class. The judges assessed.
Example: When it rained, the mushroom said, "No, I have a small umbrella."
When it rains, the beetle says, "Don't worry, I have a rain jacket."
blackboard writing design: Chinese world
mark syllables with key signature
Who has such a huge pen
The seventh and eighth classes
Teaching objectives: read Umbrella by yourself and repeat it, so as to clarify the relationship between the characters; Recite Delighting in Rain on a Spring Night; Summarize your own hot word method.
teaching aid preparation: small blackboard.
Teaching process:
1. Read Umbrella by yourself.
1. Read it by yourself.
2. Question: How many children are there in this story?
3. Read again and then repeat.
second, read and recite ancient poems.
1. Read by yourself and recite by yourself.
2. Hint: You see, Du Fu found it raining, and stayed up all night. It was so quiet that he could hardly hear the rain. It was really' Delighting in Rain on a Spring Night'!
3. Discussion: Why is the poet happy all night?
4. Tell me about the poems you have read by Du Fu.
third, summarize your own methods of word recognition.
read a passage from the golden key.
class summary: what did you learn in this unit?
Writing on the blackboard: Umbrella
Xiao Bao and his classmate Xiaoli and their classmate's teaching design of Chinese World II 5
Analysis of teaching materials:
This time, the Chinese World * * * has arranged four contents, including: expanding reading of Hai Shi, speaking freely, showing one's talents at the beginning and the golden key. The content of these exercises is flexible, which not only enables students to consolidate the words they have learned, but also exercises their ability to form words and sentences with words.
teaching purpose:
1. ask questions strictly according to the idea of scenery.