The first volume of the first grade "China Garden IV" teaching plan

1. Through the practice of independent spelling and comparative discovery, students can understand the mystery of antonyms and stimulate their interest in learning.

2. By guiding students to read the words of seasons and scenic names, stimulate students to say their favorite words and train them to speak in an orderly way.

3. Stimulate students' enthusiasm for literacy, and encourage students to cooperate, communicate and innovate their thinking through the "exhibition platform" to improve their literacy ability. (difficulty)

4. Guide students to complete "accumulation over time" independently and cooperatively, and guide students to accumulate seven-character idioms and enrich vocabulary accumulation. (answer)

5. Consolidate Pinyin through reading activities with adults, improve reading ability and stimulate reading interest.

Preparation before class

1. Make related courseware. (teacher)

(1) Students preview the contents of "using words and expressions" and "accumulating over time" with the help of reference books. (student)

(2) Collect the words you know in your life and prepare to show the results. (student)

(3) Collect words with numbers and accumulate a few. (student)

Class arrangement

2 class hours.

teaching process

first kind

First of all, point out the theme and stimulate interest in learning.

Lead: Students, we have learned four texts in this unit, and I believe that students will gain a lot. In this lesson, we will learn China Gardens IV, and I believe you will gain more.

Life is full of knowledge. Who can tell us how you learn pinyin and Chinese characters in your life? (Students speak freely, teacher comments)

Design intention: Let students expand their methods of learning Chinese through communication in life, feel that life is full of knowledge in a subtle way, and naturally enter the learning atmosphere of the new curriculum. Second, learn to "literacy gas station"

1. Introduction: Spelling syllables is very interesting because it can find out which children are the most careful. Look at these syllables on the screen. Who can spell them accurately and find the little secrets hidden between new words? Teachers use courseware to show the "interesting literacy" in the book. )

2. Students spell the syllables themselves and find out the secrets.

3. Spell syllables in groups and communicate your findings. Students in the group help each other, make progress together and spell syllables accurately. )

4. Communication in class: compare who spelt correctly and find out the secrets between new words.

(1) Displays spelling by group. Other students pointed out that these words are paired one by one and are antonyms.

(2) Judge the best cooperation group and reward a smiling face.

(3) Name a word casually, say its antonym, and other students will be judges. (Guide students to evaluate spelling speed, correctness and deskmate's reaction. )

5. Expand your practice.

(1) (Courseware shows sentences) Students read small sentences independently and fill in antonyms in the sentences.

The tap is always on. Go and have a look!

(2) Students read children's songs in groups, find out the antonyms in children's songs and draw a picture.

From top to bottom, from small to large. From front to back, from left to right.

More to less, old to less. Come and go, man to woman.

Black dialogue, inside and out. From high to low, from coarse to fine.

(3) Expand your speech.

Can you choose one of the pictures to make up an interesting antonym story? Talk to each other in pairs.

What about giraffes? How about the white rabbit (Gao)? (short)

How's the little sister? How's little brother? (Laughter)

How about basketball? How about table tennis? (small)

Design intention: In the teaching process of antonyms, students are guided to read the correct pronunciation through various forms of reading aloud, and the mystery is clarified in time, so that students can appreciate the characteristics of antonyms. At the same time, combined with the thinking characteristics of junior students, rich situations are created and interesting game activities are designed to stimulate students' interest in learning and guide them to read and write in situations. Copyright 2 1 Century Education Network.

Third, learn "the use of words"

1. Lead: The performance of your classmates just now proves that you all have sharp eyes. The teacher will continue to test you to see who has the sharpest eyes. The courseware shows the words in the book "Read and Speak". Read these words. If you can't, you can ask others or consult a reference book. What did you find after reading it?

(1) Let the students read the words by themselves and guide them to solve problems independently or cooperatively. (Teachers' patrol, random guidance)

(2) Students read the words they know in groups and solve the words they can't read or understand.

(3) Read and find the words displayed in class.

(1) The little teacher read, the train read, the card read, and finally read together.

(2) Exchange thoughts after reading. (Default: the first line is four seasons; The last two lines are favorite scenery and animals. )

2. Guide students to exchange their favorite words.

Introduction: Do you like these words? Which word do you like best? Tell me why.

(2) Students are free to say what they like and why.

Default value:

Health 1: I like spring. In spring, the grass sticks its head out of the soil, and I like its naughty appearance.

Health 2: I like small fish, and I want to be as free as small fish.

Health 3: I like making snowmen. My friends and I will make a snowman together in winter. It was fun! ……

3. Read these words.

The four seasons are beautiful, let us remember them-spring, summer, autumn and winter; The scenery around us is more beautiful, including leaves, soil, grass and lotus flowers; We have many friends around us. They are birds, small fish, frogs and snowmen.

4. Expand: What other words do you like? Tell me why.

Design intention: Through students' independent reading of words and collective cooperation to exchange their own words, guide students to accumulate language, cultivate their speaking ability and stimulate their feelings of loving the language and characters of the motherland.

Fourth, improve the "exhibition platform"

1. Presentation preparation.

(1) Introduction: Students, through this unit of study, the teacher believes that you must have gained a lot, especially in literacy, right? Ok, let's show our literacy gains!

(2) Teachers guide students to prepare for communication and presentation. Students can sort out the words they know in life, prepare nursery rhymes or nursery rhymes they know, and show how they read in life. ...

2. Show in the group and share the harvest.

(1) Teachers put forward requirements for each group's presentation: students who are presenting should speak loudly, and students who are listening should listen carefully and not interrupt others at will. If you have any comments, you can put them forward after listening, and the students who are presenting should give the answers. After each student's presentation, the team members should applaud as a reward. Finally, the "performance stars" of each group were selected to participate in the class performance appraisal.

(2) Each group of students will show their literacy ability one by one under the organization of the group leader. Teachers' patrol guidance.

(3) Each group chooses "Exhibition Star".

3. Show your gains in class.

(1) Each group shows its own achievements, and other students randomly add them.

Default value:

Student 1: I know many students' names from the exercise book, and students can also know words from the exercise book.

Health 2: I watched the following subtitles when watching cartoons and learned a lot of words. For example, Logger Vick, Xiong Da and Xiong Er. ...

Student 3: My deskmate and I teach each other a new word that can be read after class every day. Now we know more than 30 new words after class.

Health 4: I suggest that each of us know a new word every day and then communicate in class, so that we can know more words.

Health 5: I also know a lot of words from billboards on the street. I can also write a word-"shop"!

Health 6: I know a lot of words from the school warning signs!

……

(2) Teachers guide students to judge the "king of literacy" and "the best display star" in the class, and reward them with a star sign respectively. Other students will be rewarded with literacy cards as long as they dare to show or supplement. 2 1 education network

4. After the students' performance, the teacher or students will evaluate the performance content, with emphasis on encouragement.

Design intention: According to the theme of this unit and the age characteristics of first-year students, I have determined the content and form of the exhibition. Students show their literacy gains in a relaxed and pleasant atmosphere and enjoy the joy of participation and gains. V. Class summary

Let the students talk about the gains of this lesson first, and then the teacher will make a random summary from the aspects of accumulating more and encouraging progress.

Second lesson

I love accumulation.

1. Lead: Students, what numbers have you learned? Let's count them together. What words with numbers do you know? (Students communicate freely) Chinese characters are very rich, including not only four-character words with numbers, but also seven-character idioms with numbers! Let us accumulate together!

2. The words in "Accumulate over a long period" are displayed in the courseware.

3. Students try to read seven-character idioms in groups.

4. Read the words by name in class, and the teacher corrects the pronunciation.

5. Read all kinds of idioms and understand their meanings. (The teacher leads the reading, sits at the same table, competes in class and drives the train. )

"A year's plan lies in spring" is the experience summed up by the working people in China in thousands of years of production practice. A year's plan should be considered and arranged in spring. It is a metaphor for planning everything early and grasping it at the beginning. It emphasizes the importance of spring in all seasons of the year. "A day's plan lies in the morning" means making plans for the day in the morning. Metaphor means that you should prepare for what you want to do as soon as possible. This is also a metaphor to cherish the good time in the morning. "One inch of time and one inch of gold" means one inch of time and one inch of gold. Metaphor time is very precious. "An inch of gold can't buy an inch of time" means that an inch of gold can't buy an inch of time. Describing time is very precious and should be cherished.

6. Compare whose memory is better. Guide students to recite and accumulate these four idioms.

7. Combine extracurricular knowledge and compare who knows more.

8. Use: Choose one of the seven-character idioms in the textbook and say a sentence.

9. Expand: What other words with numbers do you know? Students can freely exchange other words with the numbers collected or accumulated before class. )

Design intention: The main purpose of this link design is to make students truly become the masters of the classroom. The teaching of "accumulated over time" content is completed in students' independent and cooperative inquiry. In teaching, teachers purposefully guide students to fully understand and read various forms of digital idioms, and on this basis, guide students to accumulate language and expand it appropriately, so that students can choose their favorite words to speak, which lays the foundation for cultivating students' speaking ability and good sense of language. Let students get a lesson, gain a lesson, improve a lesson, and constantly improve their Chinese literacy.

Second, I love reading.

1. Lead: Reading makes people progress and reading makes people happy. Let's read together, shall we?

2. Guide: What should we do when reading together?

After discussion, the students made it clear that when reading together, everyone should try to keep quiet, not disturb others, and keep their voices down when asking questions.

4. The courseware shows the content of "reading with adults"-"Little squirrel looking for peanuts".

5. Teachers and students read together. Teachers also sit among the students, spelling with them and enjoying reading together. )

6. After giving students enough study time, guide students to compare text illustrations and exchange reading experience.

(1) Transition: Read quietly and enjoy yourself. Does this feel good? What did you get from the story "Little squirrel looking for peanuts"? You can also talk about your feelings after reading this story.

(2) Students can freely exchange the gains or feelings of reading.

Default value:

Health 1: The little squirrel is very patient and has been waiting for the peanuts to grow up.

Health 2: But it doesn't know that peanuts grow underground.

Health 3: I see. You need to observe more to get the result.

Health 4: I also know that potatoes and sweet potatoes also grow in the soil. They are the parts of plants for us to eat.

……

7. Put forward the initiative and summarize it. I hope the students can study quietly with the teacher for 10 minutes every noon, absorb the essence of the book and feel the pleasure of reading. Class will be over soon. What do you want to say to your classmates and teachers? Students speak freely and summarize, and applaud. )

Design intention: The benefits of reading are self-evident. According to the characteristics of first-year students, teachers create a scene where teachers and students read together, so that students can feel the joy of reading with adults, and then stimulate students' interest in reading. Let the students sum up, cultivate their awareness of doing things from beginning to end, and stimulate their interest in participating. Texts teach knowledge in the form of vivid fairy tales, which is a good way to activate students' thinking and develop their intelligence.

Teaching reflection

In the teaching process, teachers combine the teaching content with the characteristics of first-year students, creating a relaxed and pleasant learning atmosphere for students, stimulating students' interest in learning and cultivating students' autonomy, cooperation and inquiry ability.

Teachers stimulate students' interest in literacy through "exhibition platform" activities, so that students can experience the fun of participation and enjoy the joy of harvest. Through the activity of "reading with adults", students can really feel the joy of quiet reading. Communicate and share the harvest of reading, let students feel the happiness of cooperation and sharing, and lead students into the ranks of independent reading imperceptibly.