As a teacher, you often need to prepare lesson plans. With the help of lesson plans, you can effectively improve your teaching ability. So what issues should we pay attention to when writing lesson plans? The following are 7 literacy lesson plans I compiled. Welcome to read and collect them. Literacy Lesson Plan Part 1
Teaching design concept:
The first thing is to stimulate students’ interest. Interest is the best teacher. How to mobilize students' learning enthusiasm in class is one of the teachers' tasks. The first lesson "Literacy 1" in the second volume of the first-grade standard Chinese experimental textbook published by the People's Education Press is for students to appreciate good words and sentences and feel the beauty of spring. The teaching of this course mainly uses activities to arouse students' life experience, allow students to understand and use words in a wider space, stimulate students' love for the motherland's language and characters, and improve students' interest in learning Chinese. Second, teachers should actively guide students to take initiative in learning. Students are the main subjects of learning and development, and teachers are active organizers and guides of learning activities. Chinese teaching should be based on students' self-reading, self-understanding, and self-study inquiry, and vigorously promote independent cooperation and inquiry learning methods, giving full play to the initiative and creativity of both teachers and students in teaching. However, it is not yet possible for first-year primary school students to achieve this ideal goal. It is very possible, so the effective guidance of teachers is even more important.
Learning objectives:
1. Understand 13 new characters such as "Wan, Fu, Su, Liu" and arouse students' interest in literacy.
2. Write the five new characters "Wan, Dong, Qi, Ding and Bai" correctly, neatly and standardly.
3. Read words correctly and fluently.
4. Actively collect and accumulate spring words.
5. Recognize and understand the changes that spring brings to the earth, make students curious, and stimulate students' interest in understanding and observing nature.
Teaching focus:
Active literacy, combining literacy with looking at pictures and learning words, and integrating it with life. Teaching difficulties: Write the words beautifully and neatly in the field grid.
Teaching tools:
Computer, courseware, physical projection, grid blackboard
Teaching preparation:
Recording (sound of running water) , bird chirping), multimedia courseware produced based on the text content (spring scenery), text word cards, text illustration enlargement, children's song "Where is the Spring" tape.
Teaching process:
1. Create situations and stimulate interest
1. Listen to the recording and feel the spring. Recording: The sound of gurgling water and the gradually rising chirping of birds ("The Sound of Spring") The weather is gradually getting warmer, the creeks "Ding Dong" and "Ding Dong" are singing songs, and little swallows can be seen flying happily in the sky. What season is this? (Writing on the blackboard: Spring)
2. Language stimulates interest. Yes, Miss Spring has quietly come to us, and she brings vitality to all things on the earth. Miss Chun is inviting us warmly! (Show: Spring is here! Let us walk into the beautiful spring together!)
2. Combining pictures and texts to recognize words
(1) Look and look for spring 1. Play the multimedia courseware (The Beauty of Spring) produced based on the text illustrations.
2． Question: Children, was the scenery we saw just now beautiful? Yes, spring has covered the earth with green clothes, and everywhere is full of vitality and spring. Where is spring, can you find it?
3. Speak freely. Randomly show relevant words in the text. For example: You observed very carefully, which made the teacher think of a word and showed it: green flowers and bright flowers. Read along with me, will you? (The orioles are singing and the swallows are dancing, the ice and snow are melting, the springs are ding-donging...) Writing on the blackboard: Spring returns to the earth, all things revive, the willows are green and the flowers are red, the orioles are singing and the swallows are dancing, the ice and snow are melting, the springs are ding-donging, a hundred flowers are blooming, and a hundred birds are singing.
(2) Read and memorize words
1. Read the words freely. Children, the words we just read are all in our book "Literacy 1" (blackboard writing: Literacy 1). You see, these words are lined up, eager to get to know our children! You can read it by yourself. If it is difficult to read, you can read it a few times. You can also ask your friends to help you. (Children read freely and help each other)
2. Individual students read the words. Show text projection.
Who will lead everyone to read? (Students read along)
3. Interact with students and exchange literacy methods.
① Students are free to look for new words and recognize them. The weather is really warm in spring, which is a good time to play games. No wonder my baby loves to play hide and seek with everyone. Quick, let's find them, recognize them, and let them become your good friends!
② Recognize and read new words. Which child has already made friends with the new word babies? Read the new words together.
③Communicate within the group first, and then report to the whole class. Tell me, you can recognize it so quickly. Is there any good way?
④Find out difficult-to-remember words and unfamiliar words. Students or teachers help memorize. The teacher focuses on instructing the memorization of "Wu, Liu". The movements record "dance", the simple drawings understand "willow", and the camera expands the words.
⑤Check the literacy. Let’s play the train driving game!
3. Understand emotions while reading, and accumulate while reading.
Language rendering: Spring is here, the spring breeze is blowing gently, the spring rain is pouring on the ground, the willows are green, the grass is green, the buds are breaking through the soil, the earth is green; swallows, cuckoos, and bees are flying here, for spring How much life is added; pear blossoms, apricot blossoms, and peach blossoms open their smiling faces, adding color to spring! Would you like to have a nice read? Let us feel how beautiful spring is! 2. Students recite rhymes and imagine while reciting to achieve memorization and accumulation.
Four. Play games to consolidate words.
(Show the text illustrations), children, just now we found the beautiful spring in the soft spring breeze, in the green leaves of the willow trees, in the beautiful songs of the little orioles, and in the bright smiling faces of the flowers. . Can you help send the words in the article to its friends? Please take out the word cards, and the children in the same group will cooperate with each other to post them. After they are posted, read them together to see which group can complete it quickly and correctly. (Play the song "Where is the Spring")
5. Summarize the full text and extend it
1. Summary. Children, the spring is bright, the birds are singing and the flowers are fragrant. Spring is so beautiful. No wonder the ancients said, "The plan for a year lies in spring." I hope that the children will cherish the beautiful time in spring, study hard, and add glory to our motherland in the future.
2. Assign homework:
①Recite the text.
②After class, the children will look for some poems or idioms about "spring" and read them.
6. Writing on the blackboard: Literacy 1 Spring returns to the earth, everything revives, willows are green and flowers are red, orioles sing and swallows dance, ice and snow melt, springs tink in winter, a hundred flowers bloom and a hundred birds sing.
Second Lesson
1. Check and Review
1. Read the new word cards.
2. Read the words.
3. Exchange words collected outside class.
2. Writing new words
1. Show the new word card, students read "Wan, Ding, Bai, Dong, Qi" and expand the words orally.
2. Students observe the structure of the five characters and their placement in the field grid, paying attention to the key strokes.
3. Teacher’s model of sketching Chinese characters and emphasizing key points. For the word "Wan", please note that the stroke order is "一, S,丿"; "丿" starts on the vertical center line. The "亅" in "D" should be written on the vertical center line. The word "hundred" is written longer horizontally. The points of "Winter" and "Qi" are written on the vertical center line, and the strokes and strokes should be spread out.
4. Students write while the teacher inspects and provides guidance.
5. Display and evaluation.
3. Practical activities
1. Show the problems after class and let students discuss and communicate in groups first.
2. Tell me: Do you hear the sound of spring? Have you seen the colors of spring?
3. Draw a picture: a beautiful spring picture
(1) Discuss within the group what can be drawn?
(2) Play the song "Where is the Spring", and students will describe the spring in their hearts in the light and pleasant music.
(3) Show your paintings.
IV. Summary.
This time we accepted Miss Chun’s invitation and gained a lot in Spring Paradise. I suggest: use your eyes, ears, and hearts to find where spring is after class, and carefully observe the scenery. ? And then share it with everyone, okay?
5. Writing on the blackboard:
I can write: Wan Ding Dong Bai Qi Spring Pictures: (Showing student works) Literacy Lesson Plan 2
1. Literacy and Writing
1. Contextual reading:
Let students read the text by themselves, draw unknown words, and read them with the help of pinyin.
2. Use various methods to memorize glyphs. For example, use the method of changing the radicals to memorize (pull - cry, shake - distance, bath - cao); use the method of adding radicals to memorize (cun ??- xun, liang - food, build - jian).
3. Consolidate and use the new words you have learned:
⑴ Use of word combinations. Food, shrinkage, distance, kindness.
⑵ Transfer literacy. The teacher provides students with a new text and asks them to find the new words they have just learned.
⑶ Speaking application. Write a paragraph about the new words learned in this lesson and let students try to use the new words they have learned.
4. Guiding writing:
Before writing, you can guide students to observe the eight words to be written in this lesson, and first look for words that are easy to write wrong and words that are difficult to write. Writing guidance is provided based on students' observations and findings. Words that are easy to write incorrectly include: cry (less), food (the last word is written as 捺), and body (less horizontal). It is easy to remember typos, so students can be guided to make up rhymes, such as, A puppy has two mouths (crying). The more difficult words to write are Cao and Chang. The key to writing Cao characters is to write the right side well, and the key to writing the right side well is to write the top characters well. When writing, the three openings should be small and flat, leaving space for the wooden characters below. The key to writing the word "Chang" is to write the horizontal fold hook on the right: the horizontal fold should be short; the second fold should be parallel to the horizontal; the third fold should be closed inward.
2. Reading insights
Teachers or students tell the story of "Ma Liang, the Magic Pen".
1. Read the text thoroughly and grasp the overall content of the text.
Procedure: Model reading: Correct characters and correct pronunciation, allowing students to understand the emotional tone of the text.
Free reading: Familiar with the text, it is required to read it correctly, read it smoothly, and read it in an appropriate tone.
Retell: Use your own words to describe the general content of the text.
2. Reading guidance:
The reading of poetry pays attention to changes in rhythm and rhyme. As the emotions change, the tone, speed, gravity and urgency of the reading must be different. different. What should be paid attention to when guiding reading aloud is to focus on perception and not overemphasize sound form and technique.
There are two difficulties in reading this poem aloud:
First, the sentence structure of each paragraph is relatively consistent, but it cannot be the same when reading aloud. There should be certain changes.
Second, the objects depicted in each paragraph are different, and their different images should be highlighted when reading aloud.
The best way to overcome difficulties is to infect students through the teacher's model reading and stimulate students to read aloud. Focus on guiding you to read the following sentences well.
⑴ If I had a magic pen by Ma Liang.
This sentence appears four times in this poem. You can read it aloud according to the following tips.
When I read it for the first time, the attack was slower and the pause was longer, creating a certain amount of suspense.
When I read it for the second time, my speech speed increased, forming an eager mood to pay attention to the following things.
When I read it for the third time, I reread Ma Liang’s magic pen. Emphasizing Ma Liang's magic pen means that the following things are more important.
When you read it for the fourth time, the sound changes from heavy to soft, and the speaking speed changes from fast to slow.
⑵Draw a red sun, draw many delicious grains, and draw a pair of good legs.
When reading these sentences, the feelings are different. The first is excitement, the second is joy, and the third is heaviness.
3. Read the text thoroughly and recite the text.
3. Practical Activities
The last paragraph of the text does not say for whom or what to draw. It allows students to use their imagination, imitate the text, say or write a poem, or use pictures to express it. The content of your own imagination.
Literacy Lesson Plan Part 3
Teaching objectives:
1. Recognize 12 new words such as "Tuan" and "Liang". Can write 6 words such as "who, afraid". Master the radicals such as the word "日" next to the word "心" and the bottom "three points" of water.
2. Be able to write 6 characters according to the rules of stroke order, understand the structure of characters with left and right structures and up and down structures, and initially feel the physical beauty of Chinese characters.
3. Read the text correctly and fluently.
4. Understand the content of the text and the characteristics of the riddle.
5. Interested in collecting riddles and making up your own riddles
Teaching focus:
Be able to write 6 new characters and master the structure of characters with left and right structures and upper and lower structures. structure.
Teaching difficulties:
Understand the content of the text and the characteristics of the riddles. Inspire students' interest in collecting and making up their own riddles.
Teaching preparation:
Courseware, Tian Zi Ge. Display stand.
Teaching process:
1. Introducing excitement
Children, do you like to guess riddles? Say two riddles and let’s guess them together. Yesterday, one child asked the teacher a riddle, but the teacher was stumped. Children, do you want to know what riddle the teacher guessed? Are you confident in guessing its answer? Raise your hand with confidence. What a group of little warriors who are not afraid of difficulties.
2. Read the text for the first time and recognize the new words.
1. Show the riddle (1).
2. Smart children, please read this riddle quickly and pay attention to the pronunciation of the words. Please raise your hand if you guess the answer. Everyone shouts the name of the answer together. How did you guess the answer to the riddle? Which sentence did you guess it from? Can you read it? Can everyone read it together? Read the word "tuan" and the word "quantity". What does unity mean? Can one unite? How many people are needed? This is called the crowd. In the end, is the power of one person greater than the power of the masses? Can you give an example. If everyone doesn't unite, will they still be powerful? So read "United we have great strength, and when there are many people, no one will leave the group." Read it again. Can you carry it? Carry it.
3. Summary: It seems that I have to guess the answer to the riddle. The first thing is to read the riddle correctly and smoothly. Second, we must grasp the key words to understand the meaning of the riddle. Third, you need to use your brain and imagination. Now let's use this trick to ask for the next riddle.
4. Show the riddle (2).
5. What is our first trick? Please read it freely according to pinyin. The baby with the new words in this riddle is very naughty, who can compare it with him? Driving a train, reading new words and forming sentences.
6. What are the second and third moves of our trick? Shh! Listen to the teacher read, and while listening, think about what word it is, and how you discovered it from that sentence. What structure is this character and where did you find it? What likes timely rain? What is afraid of water? When does the cool breeze blow? So this word is?
3. Learn to write riddles.
1. Being able to guess riddles is not a skill, but being able to make up riddles is? The teacher invites the baby to learn the new words today. Please choose a word and make up a crossword puzzle for it. There are also tricks for making up crossword puzzles. Do you want to learn them? The first step is to pay attention to the structural characteristics of the characters. The second trick is to use your imagination.
2. The students tell the riddle, and the teacher and classmates guess the answer. (Give a reward to the child who makes up the riddle.)
4. Writing new words
1. Show the courseware, students can see the strokes clearly, and there are empty strokes in the book.
2. Show the courseware (slow playback) and the structure of the teacher’s instruction words. (How do two good friends stay comfortable in the square grid. Find the strokes near the horizontal and vertical midlines, and pay attention to the strokes at the key points)
3. Students write. Writing riddles (head straight, body upright, shoulders level; eyes seeing, brain thinking, heart self-conscious.)
5. Summary
Learning riddles is such a joy! Let’s go over the trick of guessing and making up charades again, shall we? The teacher is looking forward to you making up more exciting word puzzles to test the teacher next time, okay? Literacy lesson plan Part 4
Teaching objectives:
1. Be able to read short passages correctly and fluently and understand the meaning of short passages.
2. Can recognize 13 new characters, can write 7 new characters, and recognize the two radicals "冖" and "Zhu".
3. Learn to combine the form and meaning of characters to understand and memorize new characters.
Teaching focus:
Recognize 13 new characters, be able to write 7 new characters, and develop good literacy skills and writing habits.
Teaching time:
One class hour
Teaching design:
1. Games are exciting and introduce new lessons
< p> 1. Show the pictograms of the words "horse, insect, bird, fish, foot, hand" and let students guess what they represent.2. Reveal the title - interesting Chinese characters.
2. Study short passages
1. Teacher’s model reading requires students to listen to the pronunciation of the words correctly.
2. Students read freely and use pinyin to read the parts they find difficult to read several times.
3. The tablemates read short articles according to their roles and correct each other’s pronunciation.
4. Name the characters and read aloud, and teachers and students will evaluate.
5. The teacher guides you to read the short article well, and requires Grandpa’s tone to be friendly and Yuanyuan’s tone to be innocent and cute.
6. What did you know after reading this short article?
2. Learn new words
1. Draw the new words in the passage, read them yourself, and pronounce them correctly.
2. Check the pronunciation and correct the pronunciation of each other.
3. The teacher shows the new word card and drives to read it.
4. Freely choose new words to form words and sentences.
5. Guide writing.
6. Consolidate practice.
3. Summary
Ask students to talk about what they learned in this lesson and what they gained? Literacy lesson plan 5
Literacy 2
Textbook analysis:
Selected items from "Compare": This lesson shows a beautiful farmhouse, a beautiful life scenes. Mainly through comparison of specific things in the small courtyard, it shows an aspect of farm life. The rhymes are catchy and the rhythm is strong, making it very suitable for children to read aloud. The topic of this lesson is "Comparison", which fully explains the characteristics of the teaching material and the learning method, so that students can meet the learning requirements in comparison.
Excerpted from "Shopping Mall of Your Choice": This lesson is a literacy class based on picture classification. It uses pictures to help students understand the shopping mall of their choice. It is equipped with short articles about the sales methods and advantages of the shopping mall of their choice based on the situation map. In the process of learning, students will know more words and learn more knowledge based on their own experience.
Excerpted from "In the Vegetable Garden": This lesson also teaches literacy by looking at pictures and categorizing them. By looking at pictures, we can help students understand some vegetables and their names, enrich students' understanding of the names of vegetables in the pictures and consolidate new words while reading aloud.
Excerpted from "Sun and Moon Bright": This lesson reveals the character-formation characteristics of some ideographic characters through a three-character rhyme. Help students understand the formation rules of knowing words, let students feel the fun of literacy, and stimulate students' greater enthusiasm for literacy. Teaching objectives:
1. Recognize the 53 new words in this unit and be able to write 15 new words. Understand the two strokes of "vertical hook" and "lying hook", as well as the three radicals of "titubian", "nuzibian", "bamboo head" and "windziframe".
2. Master the two sets of antonyms of "more - less" and "big - small". Understand the meaning of the quantifiers "group, particle, and heap" and be able to use some quantifiers correctly.
3. Read the text correctly and fluently. Understand the content of the text and experience the emotions in the text. 4. Literate in daily life, feel the joy of literacy, and stimulate students' love for the language of the motherland.
Teaching arrangement:
1. Comparison…………………………………………2 class hours 2. Shopping mall of your choice…………………… …………2 lessons 3. In the vegetable garden…………………………………………2 lessons 4. The sun and moon are bright……………………………… …………2 class hours Chinese garden…………………………………………2 class hours I can do puzzles…………………………………………2 class hours< /p>
Unit test…………………………………………2 lessons
- 1 -
1. Compare ( First lesson)
- 3 -
1. Comparison (second lesson)
- 4 -
- 5 - Literacy lesson plan 6
Teaching objectives
1. Learn 8 new characters and recognize 1 radical.
2. With the help of text illustrations and multimedia situations, understand the meaning of words, appreciate the picturesque Zhuang countryside landscape, and feel the poetic Zhuang customs.
3. Read the text, develop your sense of language, and accumulate vocabulary.
Teaching focus
Recognize 8 new characters and be able to write them correctly and evenly in the grid according to strokes.
Preparation before class
Produce multimedia based on the text content and related videos and network materials. Courseware.
Teaching process
1. Video introduction, initial perception
1. Introduction: China is a multi-ethnic country. Our motherland is a vast land with rich resources and magnificent mountains and rivers. , in the Guangxi Zhuang Autonomous Region in the south of my country, where there are beautiful mountains and rivers and charming scenery. Do you want to go with your teacher to the hometown of the Zhuang people?
2. Multimedia plays a video of Guilin’s landscape, allowing students to appreciate the picturesque scenery amidst the sound of music.
3. Name and say: What did you see? What did you hear? How do you feel?
4. Reveal the topic: Today we are learning a new lesson (blackboard writing topic: Literacy 2). What will it be?
2. First reading of the text, literacy and word recognition
I. With the help of pinyin, students read the text carefully and are required to read the syllables, read the pronunciation of the characters correctly, and read the words in order.
2. Read the text in designated rows, with teachers and students having the same pronunciation.
3. Read the text again, compare it with the pictures, and think about what the text describes?
4. After reading, talk about what is written in the text.
3. Compare pictures and texts to understand the meaning of words
1. Guide the study of the first line.
(1) The multimedia displays a set of reflection pictures of beautiful peaks. After students look at the pictures, they talk about the scenery in the pictures.
(2) Words appear on the camera corresponding to the media picture: clear water, beautiful peaks, reflection.
(3) Students read aloud with emotion.
2. Guide the learning of the second line.
(1) Multimedia plays an antiphonal song. What is the sound? Then it shows a scene of young men and women from Zhuang Township singing to each other under a banyan tree. Antiphonal singing is a custom of the Zhuang people. Do you know which ethnic minorities also have this custom?
(2) The student said where the two young men sang to each other. The teacher narrates and shows the corresponding words: antiphon, banyan tree, Zhuangxiang.
(3) Close-up of the picture, get to know the banyan tree.
Read the second line with emotion.
3. Guide the study of the third and fourth lines.
"As the saying goes, "Guilin's landscape is the best in the world." The landscape there has different postures and various images. Do you want to appreciate its uniqueness in detail? The multimedia displays a landscape painting, and then displays a set of pictures. , students talk about what they look like.
(2) The teacher shows the corresponding words: elephant trunk, camel, penholder.
(3) Let’s enjoy the Lijiang River again. The water, the multimedia shows the scene on the river, and guides the students to understand the scene by looking at the picture.
(4) The teacher shows the words: bamboo raft and cormorant.
(5) How do you feel when you see such mountains and water? The camera shows the words: Gallery.
Read the word well.
(6) Read the third and fourth lines consecutively.
4. Repeated reading to consolidate literacy
1. Students read the text freely and associate the scenes while reading.
2. Read the text aloud by name and find out the interest.
3. The multimedia displays the words (without pinyin). After the students read it, the picture will be displayed to see if they read it correctly.
4. Gradually present each line of word strings, and after students read them, string the words into sentences and practice speaking.
5. Read the text with music.
5. Guide writing and write new words well
1. Show the new word card and ask students to read it.
2. Read the word list after class and find the words with left and right structures. The media camera will show them and the students will talk about the structural proportions.
3. The media shows "Bi" and "jia", and students observe and say what they should pay attention to. The horizontal drawing at the bottom of the two words is displayed in red.
4. Focus on the guidance of "nose" and "corridor";
"Nose": first see the structural characteristics clearly, then watch the teacher's demonstration, and then draw red on the book. "Bi" is also used as a radical, pronounced next to the word "bi".
"Corridor": Pay attention to the "lang" part inside, there is only one point below. Read the teacher's sample and then draw red lines in the book.
Students trace red, imitate shadows, and write on the "Calligraphy Book".
The teacher patrols and reminds students to correct their writing posture. Soothing and gentle music is played in the classroom. Literacy Lesson Plan Chapter 7
Teaching content:
Cursive characters and related new words
Teaching objectives:
1. Cognition: understanding cursive characters The meaning expressed by the head is to recognize and read 8 new characters and master the writing of 8 new characters.
2. Ability: Cultivate students’ observation and analysis abilities, and cultivate students’ habits and abilities of literacy in life.
3. Emotion: enable students to experience the fun of learning new words and cultivate their love for the language of the motherland.
Important and difficult points in teaching:
Recognize and read 8 new words, and understand the meaning of the cursive prefix.
Teaching aids and learning aids:
Physical projector, courseware, vocabulary cards
Class schedule:
1 class period
< p> Teaching process and methods:1. Review:
1. Show the new word card: pear, willow, stick, barrel, board, rest
2. Driving a train Read it
2. The courseware shows new words
Grass, herbs, reeds, cabbage, radish, celery, apples, grapes and bananas
1. Ask students who can read to try to read it (Excellent students)
2. Observe what are the different characteristics of the red words (Bad students)
3. Group discussion: Why do these words have the prefix "Chu"?
4. Students in groups teach each other new words
5. Exchange the new words you have learned
(1) Click on the new words you know in the courseware
< p> (2) Lead everyone to read, compose words, and talk about how they know him.3. Think about it
(1) Discussion: Do you still know those words with cursive prefixes in life?
(2) Group communication
(3) See if Dongdong knows those new words prefixed with cursive
(4) Read it (for middle school students) )
IV. Writing new characters
1. Observe the different characteristics of the new characters grass, vegetable, medicine, radish, fragrant, fragrant and apple (poor students)
2. What characters are these characters composed of? (medium-level students)
3. Observe the position of the new characters in the Tian character grid
4. Discuss the strokes , stroke order and blank
5. Independent practice for students
5. Summary
Homework:
Take a look, there are still many problems in the market What kind of things are written with a cursive prefix?
Writing on the blackboard:
Zaocao
Fenfen
Grass prefix
Picking vegetables
< p> Grass prefixFang Fang
Appointment for medicine
Pingping
Luo Luo
After-class notes:
Judging from the feedback on the last class assignment, the students were highly motivated and very willing to participate, and judging from the words they found, the results were good. In addition, since the new words encountered in this class are all common words in daily life, it is very familiar to learn.