Teaching Design of China Garden Five, the first volume of Grade One Chinese.

The teaching goal of China Garden Five is to accumulate 12 words representing time and know 5 related new words. The following is the teaching design of China Garden Five that I brought to you. Welcome to reading.

Teaching objectives:

1. Accumulate 12 words indicating time, and know 5 related new words.

2. Be able to classify according to structure and consolidate literacy through classification; You can find the radicals of each group of words, and try to write several groups of such words to expand your literacy. (key)

3. Review Chinese Pinyin, distinguish the flat tongue, the tip of the tongue, nasal and lateral sounds, front nasal vowels and rear nasal vowels, and read the pronunciation correctly. (Key points and difficulties)

4. Understand the rules of stroke order and write Chinese characters correctly.

5. Be able to correctly read and recite the ancient poem "Compassion for Peasants (Part II)" to stimulate students' interest in reading and accumulating ancient poems. (difficulty)

6. In the story "Pulling Radish" read by teachers and students, enrich the language and stimulate students' reading interest.

Preparation before class:

1. Courseware, letters and related new words cards, lamb headdress, grass headdress, grandparents headdress, etc. (teacher)

2. New word card. (student)

Class arrangement: 2 class hours.

Teaching process:

first kind

First, create a situation to stimulate the introduction of interest

1. Import: Kid, which sheep do you like best in the cartoon Pleasant Goat and Big Big Wolf? (Students write down the names of sheep on the blackboard as they talk) Today we will be divided into four teams: lazy sheep, beautiful sheep, boiling sheep and pleasant sheep for the "PK match of sheep team". Are you confident of winning? (Yes) Then let's get started.

2. Courseware shows the figure of breaking through barriers.

Design intention: Divide students into groups with the characters in their favorite cartoons, lead students to "break through the barriers", arouse students' curiosity and thirst for knowledge, and let students quickly enter the best learning state.

Second, step by step, skillfully learn to tamper with knowledge

1. Fun literacy.

(1) Transition: The "Sheep PK Competition" begins now! Let's go to the first level together

(2) The words showing the time appear in disorder on the screen. Please arrange students in chronological order (morning, afternoon and evening). The camera learns "afternoon" and "evening".

(3) Guidance: Students, you are so smart that you can arrange your time in order. If the teacher gives you a few more words that mean long time, can you arrange them? Disrupt the order and display the words "day", "month" and "year". The camera learns Year, Yesterday and Today.

(4) Level 2: Disrupt the order and display the words indicating the time. Please arrange them one by one.

(5) Through the competition just now, Qi Xin helped Time Baby return to his position. Next, let's review their names again. (Show the words with new words, and the words change color and enlarge) Tell me how you remember them.

2. My findings.

(1) (showing the first level) Transition: The children were really good and passed the first level smoothly. Let's challenge level two together.

(2) (Show the second level) Show me a're sign that says: I am good at picking apples.

Play the courseware: Make the words in the book into apple trees. Autumn has arrived, and the beautiful apple orchard has a bumper harvest. Look! How lovely are the red apples full of trees! Take a closer look. What else did you find? Yes, the naughty word baby ran to the apple. Do you know these words?

(3) Practice reading by yourself. If you don't know the words, you can ask other students.

(4) The teacher shows the courseware: two children walk into the picture and carry a small basket with the words "trough head" and "beside the sub-wood" written on it respectively. Look, they are coming to pick apples. Please put their apples in the right basket.

(5) The courseware shows that the "grass prefix" is put in the first basket. The word "beside the wooden character" is put in the second basket. Huh? Smart children, can you guess what they are picking apples on?

(6) Group discussion: Pick apples by radical.

(7) Do you know other Chinese characters, such as "Caozitou" and "Beside Zimu"?

(8) Expansion: Let students say more words related to trees.

(9) Summary: Son, you know so many words. Look! How interesting our Chinese characters are. A radical has so many good friends. In our future life, we should also pay more attention to such characters with the same radicals, so as to open the door of Chinese characters and become educated young talents!

3. Use of words.

(1) Guidance: Ask students to read the requirements.

(2) Teacher: (Show Pinyin cards: Z, zh, S, sh, N, L) These Pinyin dolls are all our friends. Do you still know them? (Each team is read by train. The teacher's lens guides the difference between flat tongue, upturned voice and nasal sound. ) all brought today's good friends. Do you still know them? (showing syllables in a book) refers to reading.

(3) Show the new word card, two groups of words appear at the same time, and read aloud in groups. Group leader organizes, everyone reads a group at the same time. (such as: you, home)

(4) Open the book and read at the same table.

(5) Game: Lambs eat grass. The two teams are a group. (Play several rounds of games according to the students' actual situation) Choose six students to play with sheep, write words on the headdress, and the other team will play with grass, and write syllables on the headdress. Let the sheep eat grass. Other students and teachers act as judges to see which "sheep" and "grazing" move fastest and decide the "best team".

4. Writing skills.

(1) Transition: Children, you are so smart and lovely, and they like Pleasant Goat to be so happy! Are you happy that they want to invite you to their home? But you see, each of them has a strange key in the sheepfold. Courseware shows that there are four sheep sheds, and every word flashes on them. Only children who observe carefully can figure out the way to open the door.

(Show the third level, show the wooden sign, which says: I am the most sharp-eyed)

(2) Group discussion: Look at the first two sheephouses carefully and think about it: In what order did they write them? (From left to right) Yes, the order of opening doors is from left to right.

(3) Students report and write on the blackboard.

(4) Look at the last two sheephouses. What are the similarities between the words on them? (first skimming and then pressing)

(5) Expanding exercise: You are so smart to find the golden key to open every sheephouse so quickly. Can you write more such words according to the characteristics of the key of the sheephouse? Write with team members and compare which team writes the most.

5. Accumulate over time.

(1) Transition: Good boy! Go through three levels in one breath. Let's walk into the "accumulation" together and hold out a beautiful spray in the vast sea of ancient poetry! (Show me the fourth level, show me the "wooden sign", which says: I am best at reciting)

(2) Look at the picture and talk, understand the meaning of the picture: show the illustrations of ancient poems, and let the students talk about the picture content.

(3) Reading ancient poems correctly with the help of Pinyin.

(4) At noon in summer, the burning sun is high in the air, and farmers' uncles are working tirelessly in the fields. Sweat dripped from his head and fell into the soil. It's hard to find food.

Today we are going to learn a poem that reflects the hard work of farmers. Come and read it.

(5) Guide reading aloud.

① Old normal school.

② Correct pronunciation of the words "hoe, knowledge, lunch and rice".

③ Pay attention to the pause in the poem.

④ Students practice reading with their deskmates.

(6) Practice reciting ancient poems to see who can recite them quickly.

(7) Talk about the experience after reading ancient poems.

Design intention: First-year students are lively and active, and their attention duration to study is short. Using activities and games can greatly arouse students' enthusiasm for learning. Consolidate learning in lively and interesting games and let students study in a relaxed and happy way.

Third, the class summary, expansion and extension

Children, you are all fine. You overcame one difficulty after another with your intelligence. Let's clap for ourselves. When you get home, you must tell your parents what you learned today, so that they can share the joy of harvest with you!

Design intention: to stimulate interest, promote behavior, and encourage students to tell their parents what they have learned, which not only consolidates what they have learned, but also makes students feel the joy of sharing.

Second lesson

First, check the recitation and review the ancient poems.

1. Transition: Children, were you happy that our sheep team broke through Level 4 together last class? Did you recite the most beautiful waves we picked in the ocean of ancient poetry to your parents?

2. It refers to several students reciting and the whole class reciting.

3. Summary: Children can recite well! In this lesson, the teacher takes you into the story kingdom and shares an interesting story, ok?

Design intention: Kong Ziyun: Review the past and learn the new. For the first-year students, reviewing and reciting the ancient poems often will deepen the students' permanent memory.

Second, the first reading story, the overall perception

1. Students try to read stories by themselves with the help of pinyin, requiring accurate pronunciation. Mark what you can't read correctly.

2. Teachers demonstrate reading and ask students to listen to the correct pronunciation.

3. Look at the story at the same table and pay attention to pronunciation.

4. The teacher instructs reading aloud.

5. Read aloud the contest.

Design intention: Chinese curriculum standard points out that students should read fully, feel in reading and feel in reading. Especially for the first-year students, teachers should give students confidence and encouragement, let them dare to read independently, and then like to read independently. Only in this way can reading interest be led from classroom to extracurricular.

Third, retell the story and expand your thinking.

Instruct the students to retell according to the following questions.

Courseware demonstration:

1. Who does the old man turn to for help? (old woman)

2. Who did the old woman ask for help? (little girl)

3. What will the little girl say? (coming, coming)

4. Who's next? (puppy)

5. What will the dog say? (woof woof, coming)

6. Who does the puppy call? (kitten)

7. What will the kitten say? (Meow meow, coming)

8. Guess what happened? (The radish is pulled out)

The children are great. Who can tell the teacher who pulled the radish? By the way, let's pull out carrots together. Everyone's strength is really great!

Design intention: Asking questions can effectively help students clarify the context of the story, and at the same time help students understand the content in the process of retelling.

Fourth, direct the performance and feel the truth.

1. Guide students to try to perform in groups, and remind students to pay attention to:

(1) The action and expression of pulling radish.

(2) Call for human action and dialogue.

(3) Walking movements of old women, little girls, puppies, kittens and mice.

2. Individual groups perform on the stage.

Design intention: Performance can improve students' language expression ability and stimulate students' interest in learning.

5. Assign homework and share the harvest

Go home and read this story to your favorite person.

Design intention: Children are willing to share their favorite things with others, and knowledge is no exception. Children will deepen their feelings and stimulate their interest in sharing.

Teaching reflection:

This lesson has given me an important enlightenment, that is, when teaching China Gardens in the future, we should create learning situations so that students can learn Chinese in the situations, which will get twice the result with half the effort.

Pupils are active and playful, and their thinking is mainly based on images. In their observation and imagination, the objective world is anthropomorphic, from a small forest to a small animal. In their eyes, they are all emotional and intelligent elves. Organizing teaching according to this characteristic of students also grasps the key to successful teaching. The practice of creating situations is particularly applicable. This time, the teaching of the Chinese Garden created the "Sheep PK Competition" by using the children's favorite Pleasant Goat and Big Big Wolf, which made the students play the game of breaking through the barrier and greatly mobilized their interest in learning. Students have aroused their interest and enthusiasm in learning Chinese in the created situation, and easily completed teaching tasks such as consolidating syllables and distinguishing structures, and achieved good results.

Therefore, in junior high school Chinese teaching, we should boldly and fully tap the resources of Chinese courses in life, creatively use teaching materials and carry out creative Chinese teaching activities, so that our Chinese classroom can truly become a paradise for students to learn.