Teaching design is the plan of specific teaching methods made by educators for each class hour, and it is also a conscientious performance of teachers for their own work. The following is the first-grade Chinese teaching design I compiled for you. I hope you like it!
The teaching goal of 1 in the first grade Chinese teaching design
1, learn 8 new words and 8 words in this lesson and know 6 words.
2. Read the text correctly and fluently.
3. Educate students to be as calm and resourceful as Sima Guang.
Teaching focus
1, read the text aloud.
2. Guide reading and writing.
3. By reading the fourth and fifth paragraphs aloud, I know that Sima Guang's reaction when encountering difficulties is different from that of other children, which shows that he is a smart and intelligent child.
Preparation before class
1. Multimedia courseware.
2. Collect information about Sima Guang.
teaching process
First, the dialogue reveals the theme.
In this class, we are going to meet an ancient child. Who is he? (Blackboard: Sima Guang) Please read "Si" correctly. Tell the students that "Si" is the "Si" of the "driver". Please pronounce "light" correctly. The voice of "light" uses life to write "light" in the blank. Students read the questions completely.
Second, the transition of interest, the overall perception
1. What great things did Sima Guang do that can be written into textbooks for all of us to learn?
2. Watch the courseware (animation) and pay attention to listening and observing.
3. Listen and read again, and you can read in a low voice. Pay special attention to punctuation in the text and listen to the pause. Pay attention to correct pronunciation and read long sentences in the text.
Students read the text freely and quietly.
4. Read the text by name. Other students pay attention to and comment on each other after listening.
5. (Show new words in class year) Trains read new words and phrases.
Third, highlight the key points and teach the text
1, Sima Guang lives far away from us now. What words are used in the first paragraph of this article? Learn the ancient "correct reading" and "time".
On one occasion, Sima Guang was playing with some children in the garden. Suddenly, a very dangerous thing happened. How did Sima Guang do it? What was the result? Please learn paragraphs 2 to 6 by yourself. Requirements: Read the text carefully, draw words about Sima Guang's performance, imagine the scene at that time, and then express it by reading aloud.
3. exchange discussions.
(1) What's the danger? Who will read the second and third paragraphs? Others are concerned about whether there is a sense of danger.
(2) What happened to other children when they saw their little friends fall into the vat? Answer by name first, and then look at the relevant sentences. Then guide the students to learn the new words "du, panic, frighten, cry and shout" and inspire them to analyze the glyphs of "frighten, cry and du" themselves. (Look at the courseware and read the fourth paragraph together)
(3) What is the difference between Sima Guang's performance and that of other children? Read the fifth paragraph by name (see the courseware). Other students pay attention to whether he emphasizes the difference between Sima Guang and other children. Comment and practice reading aloud.
(4) What was the result?
How are the teachers and students reading here? Read the last paragraph aloud.
Fourth, practice (courseware demonstration)
1. Finish Exercise 2 after class.
2. Finish exercise 3 after class.
Read "quick, quick" first, and guide the students to find that they have the same pronunciation, the same font on the right and different radicals on the left. Understand that "block" often refers to "clods and stones", so there is "soil"; "Fast" generally means high speed, short walking time, and also means "very fast, very fast". Then let the students try to fill in the blanks themselves, and then correct them collectively.
3. supplementary exercises.
Students may put forward the following ideas:
① Pull the child out;
(2) in the cylinder, pull him out;
3/ Push down the cylinder, etc. Teachers must first affirm that students love to use their brains, and then compare methods:
The way everyone thought was to let people leave the water, but at that time, the water tank was big and heavy, and no one could be called. Sima Guang could think of breaking the water tank with a big stone in time to let the water flow out and let the water leave people. This method is ingenious and practical, which is inseparable from his love of thinking when things go wrong.
Teaching objectives of the second part of Chinese teaching design for senior one.
1. Know the new words such as "vegetable, garden, bean, horn, radish and carrot" 14. Know a new stroke "cross hook" and a new radical "bellows". Can write "heart, wind" and other four words.
2. Be able to read children's songs correctly, fluently and fluently.
3. Learn about some vegetables.
Emphasis and difficulty in teaching
Know the words 14, such as "vegetable, garden, radish and carrot". Can write "heart, wind" and other four words.
Teaching preparation
Teaching courseware, vegetable word card, new word card, subject card in the garden.
teaching process
First, show the pictures and remember the new word "vegetable garden"
1, Teacher: Children, Miss Huang brought you some good friends today, including eggplant, pepper, cucumber, beans and so on. They have the same name. What is this?
Health: vegetables.
Teacher: These vegetables live in the same home. What's their home called?
Health: vegetable garden.
Teacher: Yes. You guys are so smart.
Teacher: Did you find it? What are the "dishes" in the "vegetable garden"?
Health: Caozitou.
Teacher: Why is it a grass prefix? Think about what cursive prefix has to do with.
Health: Because these dishes are all related to grass.
Health: These dishes are all plants.
Teacher: Let's look at the word "garden" again. It is a word with a fully enclosed structure consisting of radical boxes and New Year's Day elements. The box outside is like a fence, enclosing everything inside. The place where vegetables are grown is called a vegetable garden. What's the name of that flower? What about the place where fruits are grown? What about the place where animals are kept?
Teacher: Let's walk into the vegetable garden together today. (Look at the topic together)
Second, know vegetables and recite five new words.
Teacher: Children, there are many vegetable friends in the garden. Look at these vegetables. Who do you know?
Health: Chili.
Health: eggplant.
Health: Cucumber.
Health: beans.
Health: Radish.
Teacher: What about you?
Health: Chinese cabbage.
Health: Chinese cabbage.
When the students answer, show the relevant words and bring pinyin. )
Eggplant eggplant pepper Huāo Huáng guá beans dòu corner Ji m o Luo luó south nán melon guā white bái dish cài roll Ju m n heart xīn dish cài west xī and red hóng persimmon stone.
2. Teacher: We know a lot of vegetables. There are two soft colors hidden in these small vegetables. Can you find them and read them to everyone?
Teacher: Let's read these little vegetables together.
Teacher: Can you find these small vegetables in the garden?
Third, learn nursery rhymes and read after the text.
(A) reading children's songs, with the text literacy
1, Teacher: These vegetable babies also come to play children's songs. Please read children's songs accurately and fluently with pinyin. Start reading freely.
2. Teacher: What shape are beans?
Health: thin and long.
Teacher: The beans are green, thin and long.
3. Teacher: What color is the cucumber?
Health: green.
Teacher: I seem to be wearing green clothes.
4. Teacher: Eggplants grow on seedlings, like purple lanterns hanging high.
5. Teacher: Where do radishes grow?
Health: In the soil.
Teacher: Yes, radishes grow in the soil. We usually eat radish roots buried in the ground. When we go to the radish field, we can only see the green leaves, but not the radish. Radish is like hiding and playing hide-and-seek with us.
6. Teacher: We use various literacy methods to read with the vegetable baby. Baby vegetable can't wait. Come and see! What is the tip of the bottom of pepper?
Health: Like a bird's beak.
Teacher: Yes, pepper seems to have a sharp mouth. Read this sentence.
Teacher: Let's observe the growth process of pumpkin.
Teacher: What is the radical of Yue?
Health: Walk beside the words.
Teacher: Can you say something with this sentence? ... more ... more ......
7. 1 (3) The children in class are getting more and more capable! There are red tomatoes, green cucumbers, yellow pumpkins, purple eggplants and so on. In this vegetable garden, it is colorful and varied. What a beautiful scenery!
(2) Independent literacy
Teacher: The new words in children's songs want to come out and make friends with everyone. Please take out your new word card and read it in groups of four.
Teacher: The new words are in the words. Please read with your deskmate.
Teacher: Please ask a little teacher to read the first line. Please read the second line. Third little teacher, you come.
Teacher: Children, word recognition has started again.
(3) Reading nursery rhymes and consolidating literacy.
Now let's send these new words back to children's songs! Let's read this interesting nursery rhyme together!
(4) color practice
The children in our class are really sober Baby Vegetable knows you know so much about vegetables and wants to test you.
Fourth, write new words.
Teacher: Let's write the new words in this lesson together.
1, Teacher: Radish is a very healthy vegetable, especially in winter. Let's look at the word "no" in radish first.
2. Teacher: Look at the word "you" again.
Let's look at the third word "heart". "Lying hook" is a new stroke we know, like a person lying in bed and moving with his head down. Attention, children, the direction and position of the three points of the heart are different. The first point is on the left, and the second and third points are on the right. The third point is on the outside of the hook.
Chinese Teaching Design for Grade One Part III "Tumbler"
Teaching objectives
1, continue to learn vowels ai, ei, ui, learn spelling syllables, and accurately read the pronunciation with the help of pinyin.
2. In the language environment, I am making sure to read the new words "Ba, Zhan, Qi, Lai", and take the initiative to memorize new words in my own way.
3, can read the text word for word, correct pronunciation, can generally understand the content of children's songs.
4. Describe "Ba, Xiang, Lai" and pay attention to the rules of stroke order.
Important and difficult
1. In the language environment, I am confirming reading four new words and practicing writing strokes.
2, read the children's songs word for word, you can not sing or read.
Teaching preparation: the real tumbler
teaching process
First, perceive the content of children's songs by listening and reading.
1, demonstrate the tumbler, ask: What is this?
2. Show the topic and read it.
3. Listen to the text and think: What do you hear?
(Prepare freely first, then discuss)
4, Xiuwen: Say you are stupid, you are really stupid, bearded, like a child.
Say you stay, you don't stay, push you down and stand up again.
5. The teacher reads the text and the students read the text while listening.
6. Read freely.
(Read by name, read by challenge and read once)
Second, learning new words in the language environment
1, with the help of pinyin, practice spelling the pronunciation of quasi-new words by yourself: ba, zi, you, qi and lai.
2. Practice writing "You" and "Lai" and guide the practice of writing strokes "Si".
3. New words and phrases.
4. game consolidation: postman delivers letters.
Third, reading guidance.
1, let the new words return to the text, then read the text and guide the students to read the tone.
Call you stupid, you are so stupid, you look like a child with a beard.
Say you stay, you don't stay, push you down and stand up again.
2. Read the text again and find out the Chinese characters with ai, ei and ui vowels.
Teacher: Pinyin Festival: Stay and push.
Fourth, review vowels and pinyin sections.
1. Review the vowels ai, ei, ui.
Step 2 spell syllables
(Free reading, named reading)
Verb (abbreviation of verb) Review and consolidate new words.
Sun in the house before sun in the house.
Pei Bei Mei Fei Day
Chasing and blowing water nozzle is fragile
1, read the new word card.
Free reading, finger reading, men and women reading.
2. Change the language environment and consolidate literacy.
Show:
Tumbler, a bit dull, with a beard, looks like a child.
The tumbler didn't stay, pushed him down and stood up again.
Read freely, read by name and read together.
The fourth chapter of Chinese teaching design for grade one "Woodpecker"
Teaching objectives:
1, can remember the four new words "wood, forest, insect and catch" in the context of the text; Know the stroke "Ti" and correctly describe the Chinese character "Insect, Rice" according to the stroke order.
2. Read children's songs without adding words or missing words, get a preliminary understanding of the contents of children's songs during reading, and be able to say the contents of children's songs in complete sentences according to the prompts.
3. On the basis of correct pronunciation, imitate the tone of exclamation mark in children's songs read by the teacher.
4. Learn to spell "shù, chú, zhu" and three pinyin, and correctly distinguish the flat tongue sounds.
Teaching process:
First of all, reveal the topic:
1, with the help of pictures, know "woodpecker" and read "woodpecker, catch pests".
Teacher: Do you know this bird in the photo? Who can call it by its name (Write "Bird" on the blackboard in advance)
-(holding the "Woodpecker" card)
Teacher: You know its name, but you didn't pronounce it correctly. Please listen to the teacher call its name-woodpecker (holding a card). Calling the teacher-woodpecker (reading by train)
Teacher: Who knows what woodpeckers can do?
-(holding the card "Catch Pests") Read by name. Read with the teacher-catching pests
Read these two words correctly, boys read them and girls read them-(holding the cards "Woodpecker" and "Catch Pest")
2. Show the topic and learn the new word "wood".
Teacher: How do woodpeckers catch pests? Today, we will learn Lesson 23 Woodpecker and watch the teacher write a topic:
"Wood" is a new word we are going to learn today. Please write with the teacher.
Please write another "wood" in your hand. Students should name the strokes and leave the books blank. )
Reading topic: 23. Woodpecker.
Second, listen to tapes, read children's songs and read students' words.
1. Listen to the text and listen to the new words clearly.
Teacher: How do woodpeckers catch insects? Please listen to the recording of the text and ask to look at each word and listen to the pronunciation of each word clearly. (Played twice)
2, in various forms, read children's songs, correct pronunciation.
(1) Free reading and accurate pronunciation.
Teacher: The teacher gives everyone 1 minute to read children's songs freely, and you can read them several times.
(2) Read each other at the same table and check the pronunciation.
Teacher: Let the children at the same table read aloud to each other. Please listen and see if he has read every word correctly.
(3) Read aloud by name and check the feedback.
Teacher: Who wants to read it to everyone? Did the other children hear him pronounce the new words correctly?
2. Focus on reading three sentences with exclamation marks.
(1) Introduction by the teacher
Teacher: Listen, what's the noise in the Woods? ——
What is that woodpecker doing? ——
Woodpeckers are trees. Except for pests, they are busy day and night.
(2) Reading in old normal schools
Teacher: Listen to the teacher read it again, and pay special attention to how the teacher reads these three sentences with exclamation marks. (Media screen: three sentences change color)
◆ Imitate the teacher and read freely.
◆ Read by name
Teacher: Let three children read it to us.
◆ Find a partner to read aloud.
Teacher: You three are woodpeckers. You are so happy to catch many pests. Fly to the Woods to find your partner and read children's songs together!
Read children's songs together (after reading the game with your partner, stay where you are, read together and watch the screen)
Teacher: Let's happy birds read children's songs together again.
Third, read the children's songs again to understand the content.
1, listen to the tape and understand the nursery rhymes.
Teacher: Please let the birds fly back to their seats quickly, and listen to the recording of the text carefully again. Listen and think:
What do woodpeckers do for whom? (Writing on the blackboard while talking)
Blackboard writing: used for
2. Learn to write the new word "worm"
Teacher: "Bug" is also a new word we are going to learn today. There is also a new stroke in it (show the card "/"), and say "mention it" to the teacher (talk without talking)
Teacher: Please use the stroke order table to understand the stroke order of the word "worm" first. Please say and write together with the teacher (write in Tian Zi's box on the blackboard, and students say strokes in the blank).
3. Say the contents of children's songs in complete sentences.
Teacher: Can you read the blackboard and complete this sentence?
Say by name
◆ Talk to each other at the same table.
Fourth, learn to spell syllables.
1, learn to spell and read the tongue.
Teacher: To learn to spell the syllables of two new words in this sentence, please look at the blackboard carefully. The initial of this syllable is sh and the vowel is ω, which means SH-ω-ω (driving a small train with a word card).
Teacher: Please try to read the second syllable by yourself. Who can spell it?
(Spell by name with a word card)
Writing on the blackboard: shchú
Eliminate pests for trees.
2. Learn to spell three pinyin.
Teacher: (holding a word card with pinyin written on it) This syllable is different from tree and except. An initial has two vowels (holding a card with three pinyin), so we call it three pinyin. Read after the teacher-
3. Discriminate the spelling of "zhuó zhu"
Teacher: In this nursery rhyme, two syllables are very similar in pronunciation (holding the word card of zhuó and the word card of Zhuū). Can you see the difference between them?
Teacher: Put these two syllables together on the same table, and pay special attention to the correct intonation.
Read two different forms of pinyin cards.
4. Read children's songs again to consolidate pronunciation.
Teacher: After reading children's songs and learning pinyin, you should pronounce each word more accurately. Let's read together.
Five, review and consolidate, break through three levels.
Teacher: Let's play games together and break through the three levels.
1, the first level: playing games, consolidating pronunciation and memorizing fonts.
Teacher: Who can tell us how you remember the word "Lin" with "wood"?
2, the second level: pick the fruit, spell it, and distinguish the tongue.
Teacher: There are pinyin fruits on the apple tree, some with flat tongue and some with tongue sticking out. Please spell them for the children in the group. Can you put them in the basket according to the flat-tongued woman? Can you spell it and get a point?
3, the third level: small announcer, read the essay, consolidate literacy.
Media display:
The old tree is sick, and the woodpecker is coming. It pecks a hole with its long mouth, sticks out its long tongue and catches insects. A few days later, the old tree healed and grew new leaves. (autonomous reading, named reading, synchronous reading)
4. Summary: Congratulations on your success! Today, we not only learned nursery rhymes, but also learned Chinese characters. Through our efforts, we have distinguished Pinghua, and we have become a small announcer.
The fifth article "What I See" in the first grade Chinese teaching design is a five-character quatrain written by Yuan Mu, a poet in Qing Dynasty. This poem describes what I saw at noon in summer through a combination of static and dynamic description, and vividly depicts a lively, intelligent and naive shepherd boy. In teaching, I made the following design.
First of all, an exciting introduction.
1. Play the tape. The students like the explanation of this lesson. The teacher drew the situation in the poem on the blackboard with a simple pen.
2. Ask the students to summarize the meaning of the picture in the most concise language according to the picture, and lead to this topic.
Second, read ancient poems aloud.
1. Let's enlarge the illustration of this lesson. The teacher will read the ancient poems as a model, and the students will listen while looking at the pictures. Pay attention to pronunciation and pronunciation of each sentence.
2. Students should read ancient poems together, pay attention to accurate pronunciation and pay attention to the reading position of each sentence.
3. Read the text freely, draw new words, read new words correctly, and use your own learning methods (such as finding and combining text notes). Understand the meaning (shepherd boy, Lin Yue, desire, silence, standing).
4. Check self-study and read ancient poems.
Third, appreciate ancient poetry.
(1) Read the ancient poems carefully and understand the meaning of the poems.
1, read each poem by yourself, discuss the poems in groups, and then instruct the teacher.
A, I learned that "the shepherd boy rides an ox, and the song vibrates Lin Yue." Q: What is the shepherd boy doing? What was his attitude at that time? how do you know At this point, how is his mood? Which word did you get it from?
B, learn "I want to catch cicadas and suddenly shut up." Q: What did the shepherd boy hear when he walked? what does he want to do? Why are you silent?
2. Say the meaning of each poem.
3. Organize the exchange of poetry understanding, and the teacher will guide students to appreciate poetry and make a summary.
First, the first two poems describe the shepherd boy's manner and mood. All sounds and sounds are ready, and the scenes blend together, outlining a colorful "Song of the Shepherd".
B. The last two poems describe the poet's speculation about the shepherd boy's mind. The shepherd boy's agile movements and changes in expression instantly capture the details of the shepherd boy and vividly draw a picture of catching cicadas.
C. The language of the whole poem is fresh and smooth, and the organization is clear, which makes the lively, innocent and lovely shepherd boy jump from the paper.
(2) Reading ancient poems.
1, the teacher demonstrates reading aloud, the students listen and experience the pause and rhythm of the poem.
Shepherd boy/riding a yellow cattle, intending to/catching cicadas,
Singing/shaking Lin Yue, standing suddenly/silently.
2. Guide reading, read the carefree and cheerful tone in the shepherd boy's song, and read the changes of the shepherd boy's cicada catching action and way. (Practice by yourself-read by name-evaluate reading guidance-practice reading)
3. Recite ancient poems with emotion.
Fourth, appreciate ancient poetry.
(1) Appreciate ancient poems and expand your imagination.
The students closed their eyes, enjoyed the recitation of the score poem and imagined how the shepherd boy caught cicadas. Did you catch the cicada?
(2) Feel the artistic conception, refine and strengthen.
Talk about the artistic conception you just imagined and try to make up a story. Try to edit at the same table and exchange comments with the whole class. )