Teaching plan design of China Garden VII, the first volume of the second grade of Chinese in the new curriculum standard.

In the study of China Garden 7, we should understand from reading, comprehend from reading, strengthen the connection between language and image, and realize the passive relationship between them in the sentence. The following is the lesson plan design of "China Garden 7", the first volume of the second grade Chinese in the new curriculum standard, for your reference. Welcome to browse!

Teaching objectives:

1. Fully respect students' subjective experience and provide space for students to actively explore and cooperate.

2. Expand the space of Chinese learning, mobilize students' existing information reserves, and facilitate knowledge accumulation.

3. Learn from reading, learn from reading, strengthen the connection between language and images, and experience the active and passive relationship between two things in a sentence.

Key points and difficulties:

Personalized reading of deer

Teaching preparation:

Topics, column pictures, Chinese character combination cards, animal headdresses (deer, goat, white rabbit).

Teaching process:

first kind

First of all, prompt the topic

Create situations and stimulate the introduction of interest.

Second, teach "My Discovery"

1. Show an enlarged picture of the combination of Chinese characters "Yin Ke (upper and lower structure)" on the blackboard, demonstrate the disassembly process, and give a camera prompt: the components of Chinese characters will not be disassembled.

2. Work in groups, observe and disassemble the combination card of "Yin Ke (upper and lower structure)", and find that the hidden words are written down one by one, which is faster than others.

3. Name one group to show the results of the demolition, and invite the students to the stage. Teachers and students cooperate to demonstrate the disassembly process and write on the blackboard.

4. Expanding exercise: choose the one you are most interested in from the combination or words such as "tree, spring, garden", or you can come up with words that can be split by yourself and test each other in the group.

5. Are you willing to learn a new literacy method?

Second lesson

First, teach "accumulate over a long period"

1, "I'll answer"-the word solitaire

(1) Take the word "father → relatives →………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………

(2) Choose a word that is not in the textbook (such as "garden") as the group leader and cooperate with the group to take the lead. Within the stipulated time, it is faster and longer than.

(3) Statement: Each group has a solitaire word reading group, which is evaluated by teachers and students together. Slogan: "Accumulate over time, accumulate more and more!"

2. "Read and say"-the transformation practice of "ba" sentence and "bei" sentence.

(1) Read by name to better understand the relationship between the two sentences. Boys and girls read separately at the same time.

(2) Swearing exercise (teacher's demonstration and guidance): "He put a small fish into the sea" and changed it to "_ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _

(3) Expand training.

① Practice the oral conversion from "ba" sentence to "bei" sentence by using classroom environment, physical objects and other random contents, combined with teachers' expressions and action demonstrations.

(2) Teachers only demonstrate actions and guide students to say "ba" or "bei" and the mutual transformation of the two sentences according to the situation.

3. "Reading Back"-Deer

(1) Description: Mysteriously let a classmate hide behind the podium and bring a deer headdress. The guide: In a beautiful forest, there is a cute little animal (slowly revealing its antlers and swaying gently). Who do you think it is? Is it cute?

(2) Tell your lovely feelings about the deer and cultivate your feelings.

(3) Read "The Deer" freely and read out your love for the deer.

(4) Read by name, comment: Have you read the cuteness of the deer?

(5) Call the students to play the role of Little Deer, Little Goat and Little White Rabbit, and perform reading aloud of Little Deer (silent reading).

(6) Emotional infiltration: Do you like them? (Small animals enter the class) Let's become good friends with small animals.

Second, summary