Write a lesson plan

As a tireless people's teacher, it is necessary to carefully prepare teaching plans, which is conducive to our scientific and reasonable control of classroom time. How to write a lesson plan? The following is my teaching plan for writing words, which is for reference only and I hope it will help you.

Teaching purpose of compiling lesson plans 1;

1, observe pictures and beautiful scenery in spring, and experience the interest of investing in nature.

2, according to the pictures and examples, learn to write more specifically the scenery of spring.

3. Use punctuation correctly.

Teaching emphases and difficulties:

1, observe the picture carefully and write the picture more specifically.

2. Accurately use the accumulated vocabulary.

Teaching preparation:

1. Children's songs and pictures about spring.

2. Arrange students to observe the natural scenery in spring before class.

Class arrangement:

1 class hour

teaching process

First, situational introduction

1, play the song "Where is Spring?".

Let's sing this song together.

We have learned many texts about spring. Everyone must like spring very much. Today, let's be a little writer and praise this beautiful spring.

Second, the guide map

1, please look at the pictures in the book. Who wants to be a little teacher and take everyone to read the words in the book?

2. Observe the scenery:

(1) Where is the map? What are the scenic spots here?

(2) Look at the colors and shapes of these scenes carefully, and then use the words in the book. It would be better if you could use the words you have learned.

(3) Students discuss the report and teachers write on the blackboard.

3. Observe animals:

(1) What animals are there in the picture? Where are they?

(2) Observe their movements and expressions carefully.

(3) Imagine what they would say?

(4) Students report after discussion and exchange, and teachers write on the blackboard.

Third, guide writing.

1, everyone speaks very well, and the teacher can't help but want to say a few words. Listen, I wrote down what I wanted to say.

2. The teacher took it out and read it emotionally.

3. Is the teacher writing well? Students must write better than teachers. Pick up a pen and write down what you want to say.

4. Show me the writing requirements:

(1) Then the total sentence continues to write "Spring is really beautiful".

(2) Write down the main animals and scenery, and pay attention to highlighting the seasonal characteristics of spring.

(3) Fluent sentences, try to use words in books, or you can use words you have learned.

(4) Correct use of punctuation.

Students' exercises and teachers' patrol guidance.

Fourth, review.

Display evaluation criteria

blackboard-writing design

lawn

The flowers are beautiful

Bees in spring

frog

Happy rabbit

Ursa Minor

Teaching requirements for compiling lesson plan 2:

1, learn to fill in the appropriate words according to the characteristics of things.

2. Read and recite the words describing the spring scenery and accumulate the language.

3. Take part in simple planting activities to cultivate the interest in observing things and the emotion of loving life.

Teaching emphases and difficulties:

1, improve the ability to use words flexibly.

2. Cultivate the ability to observe and analyze things.

Teaching preparation:

Organize students to choose an animal or plant to breed, and observe it carefully and make records.

Class arrangement:

1 class hour

teaching process

First, scene import

Play the background music of the swallow. The teacher tells stories and shows her collection of pictures of spring scenery.

Secondly, complete the first part.

1, spring is so beautiful, children, do you like spring? What do you like best about spring? Why? Student observation chart.

2. Students look at the pictures and think, and learn to communicate in groups.

3. Report and communicate with the whole class.

The children speak very well, and the teacher likes this beautiful spring. Guess what the teacher likes best about spring?

For example: I like peach blossoms best because-peach blossoms are red. She said to the sun, "I am spring."

Students read this sentence and see what its characteristics are.

Can you learn from the teacher and boast about your favorite spring scenery?

Show me this sentence:

-Huang Huang, she is right-"I am spring."

Liu Zhi-she is right-"I am spring."

-She is right-"I am spring."

5. Encourage students to be bold and innovative.

Third, complete the second part.

1. The teacher has a treasure chest. Who can guess what is hidden inside? Show the new word cards and read the words by name. )

2. The little teacher is really nice. What do you find from these words?

Students read words to each other. After reading it, talk about the words they understand.

4, read by name, probably understand the meaning of the word.

5. Students practice reciting these words freely.

6. Can you say a sentence with these words?

7. Besides the words in the book, what other words do you know to describe the scenery in spring?

Fourth, complete the third part.

1, spring is not only beautiful and colorful, but also everything grows. Do you know which animals and plants are born and germinate in spring?

2. Show a box of silkworm babies and read aloud the growth of silkworm babies.

3. How interesting! What do you have?

Students show and introduce their growth records.

4. The whole class chooses the best one to see who observes the most carefully and records it in the most detail.

Teaching objectives of compiling lesson plan 3:

1. Stimulate students' interest in nature by looking at pictures, talking and writing.

2. Under the guidance of the teacher, you can carefully observe the pictures in a certain order, understand the meaning of the pictures, express them in complete sentences, and transition to being able to say what is in the pictures in a few words.

3. Inspire students to use life to expand their imagination, expand the picture content and practice oral English.

4, can look at the picture and write a few words.

Teaching emphases and difficulties:

Write several complete and coherent sentences on the basis of careful observation.

Teaching methods:

Say, do, etc.

Teaching preparation:

Multimedia courseware, shovel, bucket, etc.

Teaching process:

First, introduce a dialogue to reveal the topic.

1. Dialogue: What is the teacher's last name? Student answers (Li Muzi). The teacher can do magic. What will happen to the word "Li" with an apostrophe? Students answer (one quarter). How many seasons are there in a year? (4) What are the characteristics of each season? The students take turns to speak.

2. Show pictures of the four seasons of trees. Students can say sentences about spring, summer, autumn and winter according to the pictures.

3. (Transition: Trees make nature look so beautiful, but some people are destroying the beautiful nature. What's going on here? Look at these photos together. Show pictures about destroying trees and guide students to say sentences with the words they have learned to understand the harm of destroying the environment.

How can we make our planet more beautiful? Do you have any good ideas? (Planting Trees) Well, let's plant trees in the suburbs today. The blackboard says: plant trees.

Second, show pictures and guide observation.

Take a look, whose eyes are bright.

1. (showing pictures of planting trees) Students' reading requirements: What season is painted on the picture? When and where? Who are there? What are they doing? Think, expand your imagination and write a fluent sentence. According to the basic requirements of "four elements-time, place, people and events", guide students to say a few complete and coherent words. )

2. What season is drawn on the picture? (Spring) Show the words that describe spring: (Spring returns to the earth, everything revives, the willow blossoms are bright, the singing and dancing are peaceful, the ice and snow melt, the spring water is Ding Dong, a hundred flowers blossom, a hundred birds contend, the spring blossoms are warm, colorful, the wind and rain are drizzling, the birds are singing and the flowers are fragrant, and the spring breeze is beautiful). Read and say the words that can be used in the picture.

3. What scenic spots are there in the picture? Guide students to observe from far to near or from near to far in a certain order, and make sentences concrete and vivid with beautiful words.

(2) Who has strong performance ability?

1. Recall the learned text. (Show pictures and words) Students use the language in the text to tell the process of Grandpa Deng planting trees. Ask the students to imitate the writing of the text and say how the characters in the picture plant trees.

2. There is a certain order of planting. Let's see what the order is. Let the students perform the process of planting trees on the stage. (A group of boys and a group of girls, four in each group, perform a competition to see which group performs well.) During the performance, the teacher constantly guides the students to observe their movements and expressions, and gives guidance and comments.

3. Summarize the performance process, and ask the students to use words (first ... then ... then ... finally ...) to describe the process of the characters planting trees in the picture.

(3) Think about it, whose brain is smart?

What a wonderful speech! In addition to looking at the content of the picture and imitating the writing of the text, we should also think about what is not painted on the picture. On the blackboard: think (not shown on the picture) for example: how do they feel after planting trees? What would you think? Say what? Do what? At this time, what will the bird say when it comes? Talk to each other at the same table and then say their names.

(4) Say, whose mouth is smart?

Transition: Now let's challenge the difficulty together. Please connect the whole picture according to the hint given by the teacher. Note that it would be better if you could add your own ideas to the tips given by the teacher! (Students practice in groups and recommend representatives to speak)

(5) Write, who is the little writer?

Transition: The teacher found that the child not only has bright eyes, but also has a glib mouth. The teacher wants the children to think seriously and write down the pictures they just saw and thought of in a few words. I wonder if you have confidence?

First, the prompt writing requirements:

1, set a title for the picture and write it in the middle of the first line;

2. Leave two spaces at the beginning and use punctuation correctly.

3. Write neatly, use words accurately, and make sentences fluent.

B, show me the writing outline:

1, the overall feeling (time, weather, place, things, surrounding scenery, and what you thought at that time, etc. ).

2, the process of planting trees (key)

3. What do you think after planting trees? Say what? Do what? )

C. students' writing exercises.

(6) Reading, whose writing is great.

Please read your own words to yourself or to your deskmate or teacher, correct the sentences you don't understand, and then the teacher selects two or three excellent works to read. Teachers will highlight students who "express themselves in a standardized way or in a personalized way".

Third, summarize the methods of writing words by looking at pictures.

Children, what did you learn from today's practice of looking at pictures and writing? The teacher gave everyone a song "Look at Pictures and Write Words". It is not difficult to look at pictures and write. Look carefully and put it in front of you. Look at the environment and people, look at the movements and expressions. See it a little accurately, and imagine what it looks like in life. Add the cause and the result, and the process is complete. Don't forget to say it orally and make it clear when and where. You can't lose your mind, thoughts and language. Remember that I look at pictures and write songs, and my writing is smooth and magical. Finally, I hope all the students, like the children in the picture, love trees and protect the environment, and strive to be small environmental guards to make our home full of spring!

Writing lesson plans Article 4 Teaching objectives:

1. Learn and review the methods of consolidating and observing a single picture. You can carefully observe the pictures in a certain order and develop a reasonable imagination according to the contents of the pictures.

2. Cultivate students to speak and write a few complete and coherent sentences on the basis of speaking.

3. According to the needs of expression, you can use commas, periods, question marks and exclamation marks correctly, and strengthen the cultivation of basic writing habits such as "the first two spaces and punctuation marks occupy the case independently".

Teaching emphases and difficulties:

Learning and reviewing the method of observing a single picture can develop a reasonable imagination according to the content of the picture, cultivate students to express the meaning of the picture on the basis of "speaking" and write a few complete and coherent words.

Teaching aid: multimedia courseware

Teaching process:

Review the methods of consolidating and observing a single picture.

1, look at the picture as a whole and have a little idea about the picture.

Teacher: Students, in this class, we will learn to look at pictures and write words. Please think back. If we give you a photo, what do you have to figure out first?

Let the students exchange and discuss. Then call the roll.

(1) Diagram: Who is doing what where?

Students practice oral English.

(2) Show the picture again. Teacher: Just now, a child was doing something. What should I say if I have three children?

When, who, where and what mood?

Students practice oral English.

When and where, who does what?

Teacher's summary: Time, who is doing what where, and the result (mood) are important parts of picture writing. Is it not difficult? Let's have a try.

Second, speaking and writing joint exercises

1. Observe in sequence and practice speaking.

Teacher: Look at this picture carefully, try to find out the time, people, places, activities and their mood in it, and say it briefly with the word 1-2. (press the pause button to try)

Courseware demonstration:

Let me help.

2. Writing exercises.

Emphasize "the first two spaces, punctuation takes up one space". Please look at this picture. Please write according to what you just said now. Replace the words you can't write with pinyin. (Guided by the teacher)

Third, sum up the harvest

What did you learn today? Please listen to your parents when you go home!

Teaching objectives of compiling lesson plan 5:

1, can understand the meaning of the picture and know the meaning expressed by the picture.

2. Be able to expand the imagination reasonably, tell the picture content in an orderly, smooth and coherent way, and cultivate students' ability to speak complete sentences.

3. Be able to write down what you see with the correct format and punctuation.

Teaching focus:

1, can understand the meaning of the picture and know the meaning expressed by the picture.

2. Be able to expand the imagination reasonably, tell the picture content in an orderly, smooth and coherent way, and cultivate students' ability to speak complete sentences.

3. Teaching difficulties: being able to write down what you see, with correct format and correct punctuation.

Teaching process:

Introduction: Today, let's learn to read and write (blackboard writing) together.

Second, review sentence patterns: (courseware)

1, ① Calves eat grass.

Q: Who is doing it?

The calf is grazing on the grass.

Q: What is more than the last sentence?

Who is doing what?

(3) Cows are eating grass in ().

Q: Who can fill in the blanks?

What kind of sentence is this?

In the evening, the whole family is watching TV.

Q: What time? Who are you talking about? What are you doing?

What kind of sentence is this?

② (), () in ()

Q: Who can fill in the blanks? Say it. Talk about sentence patterns.

When we speak, we should speak completely and clearly: time, place, task and what to do.

Third, the new grant:

1. Show pictures: What do you see?

2. What should I pay attention to when observing pictures? (Observe in order, focus on the key points and see the whole picture)

Let's see what season it is. how do you know

Blackboard: flowers, trees, rivers, birds

4. Try to say it yourself in order. Talk to each other at the same table and say their names.

Let's look at the picture again. What is the main picture on the picture? Can you give them a name?

6. Who can tell me what they are doing? How do you feel? Talk to each other.

4. Can you talk about the meaning of the whole picture together?

Tip: Let's talk about seasons and scenery description first. Besides, who is doing what with whom; Finally, talk about their feelings.

Requirements: reasonably expand the imagination and tell the content of the picture in an orderly, smooth and coherent manner.

Verb (abbreviation of verb) writes:

1, let's start with the format requirements: the first two spaces, and the next line is written at the top. Use punctuation correctly.

2. write and write.

3. Read by name and comment on what is good?

Summary of intransitive verbs:

Teacher's summary: Pay attention to the picture and write: you can understand the meaning of the picture and know what it means. Develop a reasonable imagination, tell the picture content in an orderly, smooth and coherent way, and tell the whole story. Be able to write down what you see in the right format and punctuation.

Teaching objectives of compiling lesson plan 6:

1. Stimulate students' interest in nature by looking at pictures, talking and writing.

Under the guidance of the teacher, you can observe the pictures carefully in a certain order, understand the meaning of the pictures and express them in a few complete sentences.

3. Inspire students to use life imagination, expand the picture content and practice speaking.

4. You can look at the picture and write a few words.

(Introduction: Students, who knows what season it is? (Spring) Yes, we have learned many words and sentences about spring in Unit 1. Now let the teacher test everyone and see who remembers the most! )

First, story-telling games.

1. Who can talk about spring? (Name)

(Courseware displays text)

In spring, everything on the earth recovers, flowers bloom and the sun shines brightly.

Birds contend, the weather is sunny, the spring breeze is blowing, birds are singing and flowers are blooming.

(Transition: It seems that everyone studied hard some time ago and accumulated a lot of words about spring. )

2. Spring has come. What do you like to do?

The teacher concluded: It seems that everyone likes spring very much. Teachers like others like spring very much. Now let's go into the picture and see what children like to do in spring, shall we?

Second, show pictures to guide you to look at the pictures and speak.

1, review the methods of looking at pictures we have learned. (whole first, then part)

2. Guide screen:

1) Look at the picture as a whole: Is this a picture describing the scenery or a picture writing something?

2) Who wants to talk about what the whole should look at in the picture of writing? (time, person, place, thing)

3) Who can tell your overall feelings? (For example: the weather, the surrounding scenery, and what you thought at that time, etc. ) (answer by name)

4) Who can relate what everyone just said? (Practice freely first, then name)

3. Focus on the things described in the guidance diagram.

1) Who is doing what in the picture? (planting trees)

1. Who has experience in planting? There should be a certain order of planting. Can you describe the process of planting trees by the characters in the picture with the following words? (Words: digging holes, raising soil, watering and planting seedlings)

_ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _

B, who can use the following sentence to talk about the process of planting trees?

They work together, and one person is responsible for the work of _ _ _ _ _ _ _ _ _ _ _.

2) Everyone speaks very well. Now, please think about it. How will they feel after planting trees? Where will it end? (Answer by name)

3) Now let's challenge the difficulty together. Please connect the whole picture according to the hint given by the teacher. Attention, if you can add your own ideas to the hints given by the teacher, so much the better! (Practice freely, call the roll)

Third, guide writing.

1. How can I write down what I just said?

1) first set a topic (written in the middle of the first line)

2) Paragraph 1: Write down the whole part of the picture.

3) The second paragraph: Write about the process of planting trees.

4) The third paragraph: Write about the feeling of planting trees.

5) Remember to leave two spaces at the beginning of each paragraph. Pay attention to the punctuation in the sentence.

6) Patrol students' writing exercises.

Blackboard writing:

Tree planting (overall) time: person: place: matter:

(Partial) Things: First ... then ... then ... finally. ...

Dig a hole, put the seedlings in the soil and water them.

Writing teaching plan 7 teaching objectives:

1, can read pictures, know what pictures mean, and write a sentence or two.

2. Be able to expand imagination reasonably, tell stories in an orderly, smooth and coherent way, and cultivate students' ability to speak complete sentences.

3. Be able to write things down in the right format and learn to use punctuation correctly.

Teaching emphases and difficulties:

Key point: write a sentence or two with pictures.

Difficulties: expand imagination and tell stories in an orderly, smooth and coherent way.

Teaching process:

First of all, exciting introduction:

Teacher: Students, do you usually help your mother with housework at home? What did you do for him?

Student exchange.

Teacher: Help my mother do housework at home. What did we do besides studying at school? Let's watch it together and write our own stories, shall we? (Writing on the blackboard: Look at the pictures and write words)

Second, the map:

1, read the relevant requirements.

Teacher: Students, do you know what we should do before writing?

Student exchange.

Teacher: Yes, we should read the requirements of writing before writing. Next, let's read the reading and writing requirements by ourselves with the help of Pinyin, shall we?

Students are required to read and write by themselves.

Teacher: Who wants to read the writing requirements to everyone?

Named reading needs (2) teacher evaluation.

Teacher: Next, let's look at the writing requirements. How many questions are there in the requirements? Who wants to read the first little question?

Roll call to see the problem 1.

Teacher: What did you understand after reading the first question?

Students communicate, the teacher writes on the blackboard: Who?

Teacher: Who wants to read the second question? What do you understand after reading this question?

Student exchange.

The teacher concluded: In other words, this question contains two small questions, that is, where should we write clearly and what are we doing? Blackboard: What is this place for?

Step 2 look at the pictures and communicate

Teacher: After reading the requirements, let's look at the pictures together.

(1) Who do you see in the picture?

We found the main character easily. Let's guess again. Where are they going? How did they get there? (Guide students to observe their movements)

(3) What are they going to do? how do you know

When do you think this story will happen? (Teacher writes on the blackboard: time)

Students take turns to communicate, and teachers evaluate them randomly.

Third, imagine communication:

Teacher: The students observe carefully. Now, can you relate these answers that everyone exchanged and say them in one or two sentences?

(1) deskmates communicate with each other. (Requirements: 1. Talk to each other at the same table to see who speaks clearly and clearly. 2. Listen carefully. If your deskmate has something to say, you can help him. If you speak well, praise him. )

(2) Name communication. (3)

The teacher summed it up.

Fourth, independent writing:

Teacher: I believe that after listening to everyone's communication, students must have a more comprehensive understanding of the pictures. Let's get a pen and write down what we want to say. Before writing, the teacher also wants to give you some writing requirements:

1, put a comma after the time, and add a period after the sentence is written. If the sentence is long and there is a pause in the middle, we should separate it with commas in appropriate places.

2. Write carefully. If you encounter words that you can't write, you can ask friends in Pinyin for help.

Students write independently and teachers patrol.

3. Give your work a name again.

Teacher's summary: With the help of students and their own efforts, students speak more and more completely and write better and better.

Step 4: Arrange homework

Five, the blackboard design

Look at the picture and write.

When and where to do what.

The classroom of the students on duty is cleaned after school.

Writing lesson plans 8 I. Teaching objectives:

1. Based on your perception of spring, you can observe the pictures carefully in a certain order, understand the meaning of the pictures, and say what is in the pictures in a few words.

2. Practice oral English in combination with life imagination. Highlight some phenomena "new discoveries" in spring.

3. Be able to look at the pictures and write a few words, and stimulate Ai Chun's interest by looking at the pictures and writing words.

Second, the teaching focus:

Write down the contents of the screen from top to bottom.

Third, the teaching difficulties:

Can grasp the main scenery reflecting the characteristics of spring to write.

Fourth, preparation before class:

Teacher: The song "Where is Spring?" is a courseware.

Student: Go into nature and observe the scenery in spring.

Verb (abbreviation of verb) teaching process;

(A), the situation in the spring, revealing the theme

1. Play music "Where is spring?" Teachers and students can freely perform dances and enter the situation.

2. Oral expression

Do you know where spring is from the song "Where is Spring"? Tell your partner clearly.

(2) relive the spring scenery and feel the spring.

Children, spring has quietly come to us, so what changes have taken place in nature?

Today, the teacher will take the children for a spring outing in the suburbs and enjoy the beautiful scenery of spring together. Are you happy? (Show various pictures of spring scenery)

(3) Overall observation

Teacher: Little friend, is the scenery beautiful in spring? What do you think is beauty?

Feel free to order 3-5 students to say.

Teacher: Who can praise the beauty of spring in one sentence and describe the colorful spring scenery?

Teacher: Just now, the praise of our classmates expressed our love for spring. Where is its beauty? We need to talk about it in detail. Let's look at the picture carefully first. (writing on the blackboard: in order) What is the approximate order of our observation? (From top to bottom, the first act and later generations)

Teacher: Who will talk about it in order? What scenic spots are there in the picture?

Preset: sky, white clouds, swallows, willows, peach blossoms, grasslands, wild flowers, bamboo shoots, children and distant mountains.

Teacher: There are many scenery on the picture, so we should write some scenery that can best reflect the characteristics of spring selectively. Who will tell me what you want to write?

Summary: Swallow, Willow, Peach Blossom Grassland, Little Flower Child

(4) Look at the picture and speak.

Teacher: Let's choose one of the six landscapes you like best and tell everyone how beautiful and lovely it is.