Write a lesson plan 1 1. Read Tian Zige to prepare for writing new words correctly in the future. Initially know what strokes are and what is the order of strokes.
2. Master the correct writing posture and develop the correct writing habits.
3. Cultivate writing interest and stimulate writing desire.
(1) Inspection and review
1, read the new word card.
2. Read "writing is useful" by name.
The teacher praised it appropriately.
(2) Understand Tian Zige.
Do the students want to learn to write? Today, let's meet Tian Zi. Show me Tian Zige. Who knows him? Do you know the names of its parts?
Let the students speak first, complement each other, and the teacher will correct the mistakes.
The teacher briefly introduced why writing should be practiced in Tian Zi Grid.
(3) Learn how to write.
Knowing Tian Zige, let's learn the correct writing posture. Look at the pictures in the book and study.
Who can show it to everyone? You can do it on the lecture table. )
Look at each other at the same table and correct your mistakes.
The teacher briefly talks about "three ones".
Draw with the correct posture, and pay attention to remind the writing posture.
(D) class summary
Say, why write in the right posture?
Ask the students to evaluate who you admire most in this class and why. Praise the students who have done well.
Teaching objectives of compiling lesson plan 2:
1. Stimulate students' interest in writing.
2. Get familiar with sentences and know seven new words by listening and reading. Know what strokes and stroke order are.
3. Learning methods and habits: Learn reading and listening by pointing.
Teaching focus:
Read the words and know 7 new words.
Teaching difficulties:
Have a preliminary understanding of the knowledge of strokes.
Teaching process:
First, import
1. Look at the pictures in the book: Who said what was painted on the picture? The teacher is having a Chinese class and the students are listening. )
How did the children listen? Seriously, attentively, etc. Inspire students to say different words and train them to say complete words at the same time. )
2. Want to know what they are learning? Tintin also has classes there. Look, he tells you what they are learning. Show me six words in the book.
Second, learn new lessons:
1. Who can help Tintin tell everyone what he is learning? Who wants to take everyone to read it?
2. It turns out that they are learning to write, stroke and stroke order!
(1) Say five basic strokes of Chinese characters on the blackboard. (Horizontal, vertical, point, skimming and pressing)
(2) The teacher writes and the students recite the book.
(3) Summary: Chinese characters are composed of strokes in a certain order. Write from left to right and from top to bottom. Don't forget! "
3. Tintin taught you strokes and stroke order when he was a little teacher. Who wants to be a little teacher and teach you these? Read after the students' names.
You have studied hard. Can you read by yourself? Open page 8 of the book, point to yourself and read to see who has the most beautiful finger posture. (Students read by themselves)
5. Read each other at the same table:
(1) Check reading posture with each other;
(2) Help each other with unknown words.
Cultivate cooperative consciousness and reading habits, and infiltrate another literacy method-seeking advice. )
6. Read it together. You have studied so well in such a short time, which shows that you can all study as hard as Ding Ding and his friends.
7. Word-choosing game: Students choose a word they know or like on the blackboard, read it out loud and take everyone to read it again, and then invite children to play games.
8. Game:
(1) Touch: Children read word cards and put them on the table. Then one of the children said a word and the other child found it. Two identical words form a pair.
(2) Find friends: Put the words "use, write, and" on the blackboard vertically, and let the students find friends for them from the remaining new words, that is, form words.
Three. abstract
Children, we will learn to write soon. The teacher hopes that every student can write beautifully and that you can gain something in every class.
Fourth, Tang Qing detection:
Driving a train to read new words:
Pen holder writes with heart
Attachment: blackboard design
Learn to write
Pencil eraser field work
Write carefully.
Pen holder writes with heart
Writing lesson plan 3 lesson 1:
(1) Look at the picture to reveal the topic.
1. Observe the diagram 1 and explain its meaning. Camera blackboard writing.
2. Introduce Huai Su.
3. Reading problems.
(2) First reading guidance.
1, teacher's template reading.
2. Students are free to read the text twice, and are required to read the correct pronunciation, read the sentences and mark the natural paragraph numbers.
3. Check the pronunciation of new words. Pay attention to the accurate reading of flat tongue, nasal sounds before and after, and three pinyin.
How many natural paragraphs are there in this text?
5. Read the text in the natural paragraph by name, correct the pronunciation and lead the pause between sentences.
(3) Intensive reading training.
1, learn the first paragraph.
(1) Read by name.
(2) What does it mean to be studious and enterprising?
(3) Why is Huai a studious and enterprising child?
(4) Read and recite the first paragraph.
2. Learn new words.
(1) displays the new word.
(2) Learn new words by yourself.
(3) Guide writing.
(1) Teachers demonstrate writing.
② Students paint red.
③ Students practice writing in Chinese character books.
The second class:
(1) Review.
Recite the first paragraph.
(2) Continue intensive reading training.
1, learn the second paragraph.
(1) Read the second paragraph by name.
(2) What is Huai Su's writing attitude? What else can I say?
(3) Where can we see that Huai Su writes with great care?
① Writing is divided into three steps.
(2) forever.
(4) Read and recite the second paragraph.
2. Learn the third paragraph.
(1) Read the third paragraph by roll call.
(2) Where can we see that Huai Su is not only serious but also hardworking?
Write and write.
(3) Read and recite the third paragraph.
3. Learn the fourth paragraph.
(1) Read the fourth paragraph together.
(2) What does it mean to be famous?
(3) Why did Huai Su become a famous calligrapher?
(3) Summarize the full text.
1. Read and recite the text.
2. Learn new words.
(1) displays new words: first.
(2) Learn new words by yourself.
3. Guide writing.
(1) teacher's model essay.
(2) Students paint red.
(4) Extracurricular activities.
Everyone is going to participate in Xiao Huai Su's Growth Writing Competition.
The teaching goal of compiling the upper and lower structure in the third lesson of the fourth chapter of the teaching plan
1, master the correct writing method and sitting posture, and write lesson plans for Class 2, Grade 6.
2. Stimulate the interest in learning Chinese calligraphy.
3. Cultivate good writing habits. Teaching content: About the words "point" and "photo". Teaching emphasis and difficulty: correct writing method and sitting posture. Teaching tool: pen.
Teaching process:
One: Teachers' blackboard writing subjects.
Second, show the small blackboard "point" and "photo"
1. What are the characteristics of reading posts? What are the morphological characteristics? "point" and "photo"
2. Let the students read it. Say a word similar to the above.
Third, guide students to write:
1, exercise book is empty.
2. Observe and compare, master the characteristics of these words in the book, and then ask the teacher about the problems encountered in writing, the teaching plan "Teaching Plan 2 for Sixth Grade Writing".
3. Practice persistence.
4. Patrol to help students practice (double posture, brushwork)
Fourthly, teaching evaluation.
1, guiding self-assessment.
2, check and evaluate students' writing, and guide to correct bad writing. Lesson 4: The teaching goal of left-right symmetrical structure of Chinese characters is 1. Master the correct writing method and sitting posture. 2. Stimulate the interest in learning Chinese calligraphy.
3. Cultivate good writing habits. Teaching content: About the words "Bo" and "Wai". Teaching emphasis and difficulty: correct writing method and sitting posture. Teaching tool: pen.
Teaching process:
One: Teachers' blackboard writing subjects.
Two: Show the small blackboard "Park" and "Outside"
1. What are the characteristics of reading posts? What are the morphological characteristics? "Berth" and "External"
2. Let the students read it. Say a word similar to the above.
Third, guide students to write:
1, exercise book is empty.
2. Observe and compare, master the characteristics of this kind of characters in the book space and then ask the teacher about the problems encountered in writing.
3. Practice persistence.
4. Patrol to help students practice (double posture, brushwork)
Fourthly, teaching evaluation.
1, guiding self-assessment.
2, check and evaluate students' writing, and guide to correct bad writing.
Introduction to the fifth chapter of compiling lesson plans:
Who has the best handwriting among the students in our class? Would you please ask him (her) to introduce his (her) experience?
Teaching objectives:
1. Learn 9 new words in this lesson, read the pronunciation correctly and know the font.
2. Be able to read and recite the text skillfully.
3. Learn from Huai Su's positive attitude and write well.
first kind
Teaching process:
Look at the picture first to reveal the topic.
Huai Su was a famous calligrapher in the Tang Dynasty, who was good at cursive writing, and wrote Forty-two Classic Chapters and Thousand Characters. His calligraphy is fluent and has a great influence on later generations. How did he become a talent? You will know after learning the text.
Exhibition Title: Written by Huai Su.
Second, the first reading guide
1, the teacher demonstrates reading, and the students won't understand the words marked "?" Point of
2. Students are free to read the text once, and are required to read the correct pronunciation, read the sentences and mark the natural paragraph numbers.
3. Check the pronunciation of new words.
New words: gǔHJǔnxiānyàngri
In ancient times, you had to look at such days to make progress.
Hao Zhang
Calligraphers after eternal life
Read by name, and guide students to distinguish the similarities and differences of braille pronunciation from the aspects of flatness, warping, nasal sound before and after, and three pinyin.
4. This article is divided into several natural paragraphs.
5. Read the natural paragraphs in groups, correct the pronunciation and guide the pause between sentences.
Third, learn new words.
1, show all the new words, read them by yourself and correct each other at the same table.
2. Name reading, pronunciation and word formation.
3. How to remember this word?
4. The teacher writes.
5. The students paint red.
Postscript of teaching:
Students can write carefully.
Second lesson
Teaching process:
First show calligraphy (sixth grade students) and introduce the text:
Is this handwriting good? Do you know how long it took him to write so beautifully? Next, we learn the text "Huai Su writes" and write on the blackboard: Huai Su writes. See how he practices calligraphy.
Second, read the text for the first time and read the pronunciation correctly.
1. Read the text freely.
2. Check the preview:
(1) Show the new words on the blackboard and draw some students to read.
(2) The team leader checks the parents' signatures.
3. Read the text carefully and understand the meaning of the text.
(1) Learn the first paragraph.
Draw a student reading the text aloud.
The teacher asked: What kind of child is Huai Su? Are we the same?
(2) Learn the second and third paragraphs.
① Read the second and third paragraphs freely.
The teacher asked: How did Huai Su learn to write?
(3) The teacher read the summary in the fourth paragraph.
(4) Read the text with emotion and realize the significance of the class.
Third, learn new words and write them carefully. (Classroom exercises)
1, the teacher writes in Tian Zige first, and indicates the font structure and correct stroke order.
2. Students write and teachers patrol the classroom for guidance.
Fourth, extracurricular extension.
Think about how to write beautifully after class and write a picture for the teacher to evaluate.
Postscript of teaching:
This writing has made great progress and is much more serious than before.
Writing teaching plan 6 teaching objectives
1. Understand the meaning of calligraphy correctly.
2. Understand the characteristics of Chinese characters and the artistic features of writing.
3. Learn to appreciate China's calligraphy art.
Teaching hours: one class hour.
Preparation of teaching AIDS: multimedia classroom video equipment, computers, VCD discs introducing calligraphy, etc.
teaching process
Let's talk about Chinese characters and China's calligraphy.
Calligraphy is an ancient traditional art in China, with a long history and profound knowledge. It reflects the history of China's civilization for thousands of years from one side and embodies the infinite wisdom of China people. It is not only an important part of China's national culture, but also a valuable asset of world culture.
1. What is calligraphy?
Calligraphy is a method of writing, that is, a line modeling art with Chinese characters as the object and brush and various hard pens as the performance tools. 2. The factors of Chinese calligraphy in China.
Calligraphy styles are constantly changing, such as Da Zhuan, Xiao Zhuan, Li Shu, Cao Zhang, regular script, cursive script and running script. Every time the style of calligraphy changes, there are generally three factors in the formation of China's calligraphy art:
First, the ideographic nature of Chinese characters.
Secondly, the writing tool of Chinese characters-brush, Chinese writing can become a wonderful art, which has a lot to do with it.
Third, the infiltration of China's cultural thoughts.
Second, appreciate all kinds of calligraphy works.
1. Show the works of typing and calligraphy first. 2. Show modern calligraphy brush works.
3. Appreciation of famous inscriptions in past dynasties
① Features of Yan Zhenqing Diligence Monument: The brushwork is vigorous and magnificent.
② The characteristics of Liu Gongquan's mysterious tower monument: vigorous and powerful, bronze classic, clanking with iron bones.
③ The characteristics of Wang Xizhi's Preface to the Lanting Pavilion: the pen is smooth and smooth.
Three summaries
The quality of calligraphy works lies in the skill of practitioners. As long as you keep practicing seriously, your calligraphy attainments will flourish.
Writing lesson plans 7 I. Teaching objectives
Knowledge goal: to know the morphological characteristics and writing essentials of five hook paintings: horizontal hook, vertical hook, horizontal hook, curved hook and oblique hook.
Ability goal: understand the writing method of hook, and be able to correctly write vertical hook, horizontal hook, horizontal hook, curved hook and oblique hook, and use them initially in example exercises.
Emotional goal: continue to train students to read posts carefully and correct good writing habits. Further stimulate students' strong interest in writing good words in appreciation.
Second, the difficulties in teaching
1, key point: master the writing essentials of five different hook paintings and apply them in the corresponding example exercises.
2. How to write "cross hook and oblique hook".
Third, the teaching process
(A) display works to stimulate interest
Show the works of some students in our school (demonstration-show the original text)
(B) reveal the topic, understand the hook
Teacher: In this class, let's learn Lesson 8-How to write a hook. (Board theme)
1, know the types of hooks.
Tell us, which hooks do you know
Teacher: There are many kinds of hook paintings. In this lesson, let's learn five common ways to draw a hook. Let's meet them first. (Show them one by one)-Vertical hook, horizontal hook, horizontal hook, curved hook and oblique hook.
2. Know the five forms of hook painting
Teacher: Please observe the shapes of these strokes carefully. What can you find?
(3) Understand the writing essentials and learn to write hook paintings.
1, explore independently and understand the writing essentials of hook painting.
Teacher: How can I write these hook pictures well? What should I pay attention to when writing? The deskmate can discuss it first, and then try to write it in Tian Zi Ge Li according to the main points of writing.
2. Organize comments and understand the writing essentials of hook painting.
(1) Teacher: Who will show you what you just wrote first?
(2) Student presentation-organizational evaluation-timely encouragement.
According to the student's report, the teacher will comment and write on the blackboard in time. )
3. Students question and break through difficulties.
Teacher: When the students were studying by themselves just now, which hook painting did they find more difficult to write?
Important note: the writing of horizontal hook and vertical hook.
(Using teachers and students to discuss the writing method of horizontal hook and vertical hook-students practice writing-organize comments)
4. Summarize the linked writing.
Show the strokes of "vertical hook, horizontal hook, horizontal hook, variable hook and oblique hook".
The teacher concluded: When writing a tick, you must stop at the tick and tick again.
Practice writing examples
1, sample words: small, tooth, hand, inch, energy and redundancy.
Teacher: What are the tick marks for each word? Then guide the students to carefully observe the position of each hook in different words.
Teeth: the vertical fold should be longer than the upper vertical, not too long.
Hand: the vertical hook can be slightly bent to the right, and the second horizontal hook is slightly longer.
2. Students are free to practice writing in their posts.
3, group cooperation evaluation (comments: whether the hook painting is beautiful, whether other strokes are arranged properly, whether the handwriting is more beautiful. )
4. Show and comment on the words written by students.
(5) Summary:
When writing a hook, be sure to stop at the hook and hook it again.
(6) Appreciation of famous posts.
(7) Encourage students to set up their ambitions and practice calligraphy diligently.
Teaching goal of writing lesson plan 8: to cultivate correct writing posture and writing methods, so that students can develop good writing habits.
Teaching difficulties: the cultivation of good writing posture and writing methods.
Teaching process:
First of all, an exciting introduction.
Students, you are in Grade Two this year. This is your first writing class. Who knows how to calculate the correct writing posture and writing method?
Second, demonstrate.
1, please raise your hand on the stage.
Comment: Who did it right?
In what ways?
2. Students perform cooperatively on the stage.
Comment: See who is the golden partner of the same seat.
Praise the golden partner.
Third, the whole class demonstrates.
Writing posture: When writing pencil characters, you should generally sit and write with your head straight, your body straight, your arms open, your feet on the ground, your eyes one foot away from the paper, your chest punched from the inner edge of the table, and your thumb one inch away from the pen tip.
Holding the pen method: hold the pen holder with the fingertips of thumb and forefinger, and hold the pen holder below the first joint side of middle finger. Don't hold it too tightly. The ring finger presses the middle finger, the little finger presses the ring finger, the little finger and the outer side of the wrist are placed on the table as the support points for writing, and the pen holder is inclined at about 45 degrees.
Fourth, compare whose posture is the most correct.
Five, five.
Teaching reflection:
Write lesson plan 9 activity objectives
Develop the good habit of writing with the correct writing posture.
Know the correct way to hold a pen and write.
Activities to be prepared
Experience preparation: I will write my name and seat number.
Courseware preparation: background music; "Correct writing posture" picture; "Writing posture formula" real shot video; Real video of "holding a pen".
Material preparation: paper and pencil.
Activity process
Play the background music and let the children draw on the paper at will, which leads to the theme of the activity.
Draw freely with the music, and keep your posture when the music stops.
Observe whether your posture is correct?
Show pictures of "correct writing posture" and guide children to understand the main points of correct writing posture.
Today, a child will show us how to write in the right posture.
Does he sit askew or straight?
Is his book crooked or straight?
Are his eyes close to the book or at a certain distance?
Is his chest leaning against the table or far away?
Summary: When writing, keep your back straight, keep your books straight, and keep your eyes and body at a certain distance from the table. If we write and draw with the wrong writing posture, it will affect our eyesight and health in the long run, so we should always pay attention to our writing posture.
Play the video "Writing Posture Formula" and let the children adjust their writing posture according to the formula.
We already know what the correct writing posture is. A teacher makes it into a formula to make children remember it better. Let's listen to it.
Please adjust the distance one inch one foot one punch according to the video.
Play the video "Pen Holding Formula" and ask children to adjust their pen holding posture according to the formula.
In addition to the correct writing posture, we also need to master the correct pen holding posture and learn from the video.
Is your pen holding posture correct? Check with your partner.
Please write down your name with the correct writing posture and pen holding posture, and the teacher will tour to guide you.
Please write your name with the correct pen holding posture, and pay attention to the correct writing posture.
Summary: Children will learn a lot of new knowledge and know a lot of words after entering primary school. Correct writing posture and pen holding posture can not only help us keep healthy, but also help us improve the efficiency and beauty of writing. Children should practice more and form a good habit of writing correctly.
Writing lesson plans 10 teaching objectives:
1, can read independently with the help of pinyin, know the new words in this lesson, and write the words required to be written correctly and neatly.
2. Be able to read the text correctly, fluently and emotionally and experience the beautiful hearts of the elderly.
3. Understand the meaning of keywords and be able to make sentences with keywords orally.
Teaching emphases and difficulties:
1, know the new words in this lesson and write the required words.
2. On the basis of reading aloud, experience the beautiful mind of the elderly.
Teaching preparation:
Teacher: The new word cards and reading tapes for this lesson.
Student: Hand-made apple graphic new word cards.
Teaching time: two hours.
Instructional design:
first kind
Teaching process:
First, the blackboard writing topic directly exposes the topic.
1, the teacher writes on the blackboard.
2. Students read the topic independently with the help of Pinyin.
Show the new words "apple" and "fruit" and read them by name.
4. Read the topic by name.
5. Look at the topic together.
6. The teacher set a suspense: What story will happen between the children, the old man and the apple tree? Today, we are going to read the text The Old Man and the Apple Tree.
Second, learn new words by yourself.
1, show the requirements, students read the text and learn new words by themselves.
2. Check the recognition of new words.
3. Teach students new words that they can't spell by themselves.
Third, familiar with the text, perception and understanding.
1, the teacher plays the text and reads it aloud, and the students listen carefully.
2. Play it again, and the students read it softly.
3. Students try to read the text.
4. Students read from each other.
5, name reading, other comments.
6. Read together.
Read the text again and understand the content.
1, naming feedback: What story does the text tell between the old man and the apple tree? Let the students say it in their own words as much as possible.
2. The teacher shows the picture of the old man: Look, children, what kind of old man is this? (Students look at the picture and say)
3. Teacher: You all have grandparents. Now that they are old, what do they usually do?
4. Teacher: Yes, my grandparents died. They have worked hard all their lives and should have a good rest. But the old man in this text is no longer young. What is he doing? (showing pictures of old people planting trees)
5. Named feedback.
6. Do you have any questions after reading this picture? (Students ask questions according to the picture)
7. Teacher's Guide: Yes, this old man is so old. What is he doing planting trees? How did people ask him?
8, named feedback, the teacher shows the sentences in the text.
"What are you doing planting so many apple trees? It takes a long time for these trees to bear apples. I'm afraid you can't eat their apples! "
9. Understand the above words.
(1) displays "zhe" to guide correct reading and distinguish the polyphonic word "zhe".
(2) Read this sentence together.
(3) Say "for a long time" and "I am afraid".
(4) People think that Grandpa should not plant trees. Why? (Students use their own words according to the content in the sentence)
(5) Instruct people to read these words with emotion.
10, read the article to understand why the elderly plant trees.
(1) Read the last paragraph of the text by roll call, and other students think: What did Grandpa say?
(2) Named feedback.
(3) collective reading.
(4) In my own words: Why did Grandpa plant apple trees?
(5) The teacher summarizes and reads the last paragraph of the text together.
Five, familiar with the text, the overall perception
1. Students can read the text freely.
2. Guide students to read the text with emotion.
3. Read the text in different roles.