The first volume of the fourth grade China Garden Teaching Plan

As an excellent educator, we must compile teaching plans, which will help us understand the contents of teaching materials and then choose scientific and appropriate teaching methods. How should we write lesson plans? The following are the teaching plans for the fourth grade of People's Education Press that I have compiled for you, hoping to help you.

People's Education Edition Fourth Grade Chinese Garden Teaching Plan Volume I 1 Learning Objectives

1, my discovery: Through various forms of communication, I understand the characteristics of fairy tales and stimulate students' interest in creating fairy tales.

2. Accumulate beautiful sentences in poetry to stimulate students' creative desire and provide reference for students to create fairy tales.

3. Showstand: exchange the gains from reading this unit text and comprehensive study, so as to enhance the understanding of fairy tales.

Preparation before class

1, courseware (fairy tale fragment), music.

2. Information about fairy tales before class.

teaching process

Stimulate interest introduction

1, showing the fragments of "Good Horse", "Harry Potter" and The Lord of the Rings.

2. Teacher: Students, do you know what these movies are?

Teacher: Yes, these wonderful movies are all based on fairy tales. In fact, fairy tales have always been with each of us. Today, let's walk into the fairy tale world together and feel its magic and colorful.

Wind from all directions

1, Teacher: Before class, all the students collected a lot of information about fairy tales. Can we talk now?

2, the whole class communication

Teacher: The teacher also downloaded some materials from the Internet. Let's have a look. (Chinese and foreign fairy tale masterpieces, Chinese and foreign fairy tale masters)

My discovery

1, Teacher: So many wonderful fairy tales add a lot of color to our life. In fact, there are certain rules for the compilation of fairy tales. Xiao Lin and Xiao Dong found some. Let's have a look.

"My Discovery" in the Reading of Boys and Girls

2. What did Xiaolin and Xiaodong find after learning this group of fairy tales?

Review the fairy tale books you have read and see what you have found.

4, group communication, teacher patrol guidance.

5. Communicate with the whole class.

Teachers can randomly play CAI and briefly introduce three elements of fairy tale writing: fantasy, exaggeration and personification.

Long-term accumulation

Fantasy, exaggeration and personification constitute a lovely fairy tale. When you read it, your heart will fly with it. Just like walking in a poem! Listen-

1, read "Woods in the Rain" with music.

2. Do you like this poem?

3. Practice reading with heart and affection. (Practice reading freely)

Recite the name of a comment and read it again.

5. Teacher's summary: The fairy tale world is really interesting! As the Woods in the rain say, fairy tales are elves, and fairy tales are rolling in.

Rain beads are a string of necklaces, frogs dancing with gongs and drums, soft and fragrant fallen flowers, sweet and sour berries and magic.

Raindrops of art. Let's recite this little poem emotionally again, and let the colorful and novel fairy tales stay in our hearts forever.

6. Emotional reading. (Free reading, performance reading, cooperative reading between teachers and students, music reading)

7. Teacher's summary: Students, I hope you can regard imagination as a boat, exaggeration as a paddle, personification as a sail, and let your fairy tales.

No. "sailed to the other side of happiness.

Exhibition table

1, transition: This unit is coming to an end. Please look at the academic achievements of several students in the textbook first. I believe the students have gained more than them. Let's communicate, communicate, show and show together.

2. Show the learning results in groups.

3. Organize a visit to the learning achievement exhibition.

4, evaluation, and then put the evaluation into the "growth record bag".

Homework after class

Fairy Tale World is about to be drafted. I hope that the students will show their magical powers across the ocean, write fairy tales, perform fairy tales, tell fairy tales, run fairy tale wall newspapers, read fairy tales and write fairy tales together-carefully prepare and walk into the "stands" of the next class.

Oral communication? Do composition exercises

learning target

1, feel the fun brought by fairy tales in personal experience and stimulate the interest in learning fairy tales.

2, in the process of writing fairy tales, telling fairy tales and performing fairy tales, train language expression ability.

Teaching preparation

1. Prepare self-made stories, fairy tales performed in cooperation and fairy tales written before class.

2. Props and music needed for the performance.

first kind

introduce

Profound fairy tales made us experience a wonderful time. If we pick it up again, you will find it so beautiful.

In this lesson, let's enjoy the happiness brought by fairy tales again in the process of writing, telling and acting fairy tales!

Walk into the "stands"

1, transition: Last class, the teacher asked everyone to cross the ocean, show their magical powers, make up fairy tales, write fairy tales, tell fairy tales and act fairy tales, and walk into today's "stands". The students must be unable to restrain their joy and want to try their hand. Action is better than action, let's begin!

2. Student preparation. Rehearse, tell fairy tales, read self-made fairy tales, etc. )

3. Once in the "stands"

A. After reading the story of starting from scratch, the loyal audience made suggestions. Requirements: read fluently, fluently and emotionally.

B. Tell fairy tales, and the attentive audience will judge which one it is. Requirements: bold, generous and loud; Grasp the main content of the story and tell it in your own words. The audience should listen carefully and give reasons for the evaluation.

Play fairy tales, and enthusiastic audiences will talk about their ideas. Requirements: Have a sense of cooperation, perform generously, and grasp the main plot of fairy tales.

D, sum up experience, listen to suggestions, prepare again, and be guided by the teacher.

Elgin stand

First, create a situation: students, the "fairy tale stand" begins now. Please welcome the first performer with the warmest applause.

B. Read this self-made story with emotion.

C, tell fairy tales with feelings.

D, perform fairy tales.

Exchange harvest

Second lesson

Students write fairy tales and teachers patrol.

People's Education Press Grade Four Volume One Three Teaching Plans for Chinese Gardens II

learning target

1. Understand the characteristics of fairy tales through various forms of communication.

2. Accumulate beautiful sentences in poetry to provide reference for creating fairy tales.

3. Exchange the gains from reading this unit and carrying out comprehensive study, so as to enhance the understanding of fairy tales.

4. In the process of creating, telling and performing fairy tales, stimulate the interest in creating fairy tales and train imagination and language expression ability.

Preparation before class

Collect illustrations and materials about fairy tales.

Teaching time

2 class hours.

teaching process

first kind

My findings have accumulated over time.

First, play the picture and guess the name.

1, guess:

Show the illustrations of fairy tales. Look at the illustrations and tell the names of fairy tales, such as Snow White, Little Red Riding Hood and Frog Prince.

2. The first game:

What other fairy tales can you tell? See who talks a lot.

3. like it:

Yes, it is these many wonderful fairy tales that accompany us to grow up and add color to our lives. Today, let's walk into the fairy tale world and feel its beauty and magic.

Second, discuss and find out the characteristics.

After reading so many fairy tales, have you noticed any characteristics in the compilation of fairy tales?

2. Students can talk freely.

3. Two careful students also have their findings:

Guide the study of "My Discovery": read quickly and silently, and then read the dialogue between Xiao Lin and Xiao Dong in different roles.

4, summarize the characteristics of fairy tale writing, the teacher projection:

Writing songs from fairy tales

Remember when writing fairy tales,

The hero is not simple,

Have words, actions and thoughts,

Thinking about the plot in combination with life,

(personification, exaggeration)

This story is true.

Create at will.

As long as we are good at imagination, many things in nature will be wonderful. Learning the poem "Woods in the Rain" from "Accumulate Over a Long Period";

Free reading-synchronous reading-cooperative reading between teachers and students.

6. Conclusion:

Students, I hope you can sail into the fascinating fairy tale ocean with imagination as the boat, exaggeration as the pulp and personification as the sail in the future.

Second lesson

Oral communication and practice

First of all, the dialogue is interesting.

We used to feel happy in fairy tales written by others. In this class, let's try to write our own fairy tales. I believe we can build a beautiful fairy tale kingdom with our hands and mouths.

Second, think about it and make a series.

1, practice "writing songs for fairy tales" together, and clarify the writing requirements again.

2. Create a story by yourself:

Content prompt:

(1) You can choose several animals.

(2) You can choose several items.

(3) The story of the puppet can go on.

Third, talk about it and comment on it.

1. Tell your story to your good friend.

2. Tell your story to the class:

Storyteller requirements: bold, generous and loud; Grasp the main content of the story.

Audience requirements: listen carefully and give comments.

3. Sum up experience, listen to suggestions and prepare again.

Fourth, perform and practice.

1, free combination group, choose your favorite story from the fairy tales compiled by this group of students, and direct and perform it yourself.

2. Perform and judge the cast in class.

Five, write a write

1, teacher mobilization:

The students' bold creation, beautiful narration and wonderful performance let us travel happily in the fairy tale kingdom. Next, let's get a pen and write down these interesting fairy tales. Let's write it into a fairy tale and let more people share our happiness.

2. Students write a composition.

People's Education Press Grade Four Volume One Three Teaching Plans for Chinese Gardens 3

Learning objective: 1. Further understand and master the characteristics of fairy tales.

2. Practice writing and editing fairy tales, cultivate students' rich imagination and conceive the plot of the composition through dialogue and personification.

3. Stimulate students' enthusiasm for creating fairy tales, experience the charm of fairy tales and feel the happiness brought by fairy tales.

Learning focus: further understand and master the characteristics of fairy tales, and practice creating and editing fairy tales.

Difficulties in learning: cultivate students' rich imagination and conceive the plot of the composition through dialogue and personification.

Analysis of learning situation: through the study of several texts in the third group, children have a certain understanding of the characteristics of fairy tales. On this basis, the purpose of this exercise is to let children make up fairy tales, tell fairy tales and write fairy tales, scientifically arrange the teaching process, and carry out hierarchical training according to specific thinking, so as to finally achieve the goal of improving students' fairy tale writing ability, let them experience the happiness and fun of fairy tale creation, and stimulate students' enthusiasm for fairy tale creation.

Learning process:

One. Knowledge link:

Which fairy tale do you like best in the third group of texts we have studied? Why?

Show the characteristics of fairy tales and deepen students' understanding of fairy tales.

Second, guide the writing method:

1. Play the slide of the fairy tale "Last Year's Tree". There are four dialogues in this paper.

The first time was a conversation between a bird and a tree.

The second time is a dialogue between birds and tree roots.

The third time was a conversation between Bird and Mr. Du.

The fourth time was a conversation between a bird and a little girl.

This fairy tale mainly unfolds the story through dialogue and promotes the development of the story.

Teacher: In this fairy tale, birds can talk, trees can talk, and the door calls Mr. Door. The author uses personification rhetoric to add magic color to fairy tales and enhance their interest. Guide students to write fairy tales by dialogue and personification. )

2. What happened when the puppet recalled the text "The Story of the Puppet"?

Third, create fairy tales:

(1) show self-study tips:

What happened before the puppet?

What will happen to puppets?

The protagonist can come from the original text or join a new protagonist.

Spread the wings of your imagination, bold imagination, unrestrained imagination.

1, Sheng continued the story of the puppet.

2. Report by name.

(2) Show pictures of pens and ink.

1, create fairy tales.

2. Report by name.

Fourth, write fairy tales:

You can continue to write the story of the puppet, you can write the story of pen and ink, you can write at will, and write the most beautiful fairy tale in your heart.

Five, students' mutual evaluation

Sixth, summary.

The first volume of the fourth grade of People's Education Edition China Garden Teaching Plan 2 I. Hinting topics

1. Create a situation to stimulate interest introduction.

(1) Guess the riddle: "Buzz, fly west, fly east ..." (Bee) Show the picture.

(2) What do bees do when flying from west to east? (Collecting pollen to make honey), is honey sweet? (making a sweet expression)

(3) Honey brewed by bees from pollen is very sweet. Do we feel happy whenever we learn a new knowledge and master a new skill? Is it sweet?

(4) Let's come to the Chinese Garden full of knowledge like a little bee, collect the pollen of knowledge and brew the sweetness of knowledge.

2. Show the theme on the blackboard: "Chinese Garden 7" and some pictures of green grass like flowers (the titles of columns such as "My Discovery" are temporarily hidden in the green grass). Teachers and students recite and compose children's songs: "Come to the Chinese Garden, where the flowers are overflowing, we are happy little bees, and the pollen of knowledge is sweet." This painting shows the honey-picking action of bees.

Second, teach "My Discovery"

1. Demonstrate that the little bee flies to the first meadow, turns over the green meadow, presents the flower of "My Discovery", and writes: "My Discovery, as long as you are careful!"

2. Show an enlarged picture of the combination of Chinese characters "Yin Ke (upper and lower structure)" on the blackboard to demonstrate the disassembly process, and the camera prompts the components that disassemble Chinese characters not to disassemble the strokes.

3. Team work, observe and disassemble the "Yin Ke" combination card, and find that the hidden words are written down one by one, faster than others.

4. Name the group to show the demolition results and invite the students to the stage. Teachers and students will cooperate to demonstrate the disassembly process and write on the blackboard.

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

6. I learned a new method of literacy. Are you happy? Are you sweet? (Make it look sweet) We have sweetened the flower of "My Discovery"!

Third, teaching "accumulates over time"

The little bee flew to the second meadow, opened the green meadow and presented a "cumulative" flower with the slogan: "Accumulate over time, accumulate more and more!"

1. "I will 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 leader, and cooperate with the group to take the lead. Within the stipulated time, it is faster and longer than.

(3) Presentation: Each group has a Solitaire word reading group, which is evaluated by teachers and students together. Slogan: "Accumulate over time, accumulate more and more!" "Is it sweet?"

2. The practice of "reading and speaking"-"Ba" sentence and "Bei" sentence transformation.

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

(2) roll call exercise (teacher's demonstration and guidance): "He put the small fish into the sea" and changed it to "_ _ _ _ Read it together and experience it."

(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 and guide students to say "ba" or "bei" sentences according to the situation and the actions of mutual transformation between the two sentences.

Motivation: "Flower of the Garden". The flowers in this garden are sweet again. How sweet!

3. "Reciting"-"Little Deer"

(1) Show the situation: mysteriously let a classmate hide behind the podium, bring a deer headdress, guide: In a beautiful forest, there is a cute little animal (slowly revealing its horns 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 roll, comment: Have you read The Cute Deer?

(5) Ask the students to play the role of Little Deer, Little Goat and Little White Rabbit respectively, and perform "Reading Little Deer" (reciting).

(6) Emotional infiltration: Do you like them? (Small animal walks into the classroom) Let's make good friends with small animals.

Fourth, summary, classroom extension

Oral communication

Organizational process:

1. Show pictures of small animals, wall charts, videos, courseware and other materials collected after class, create situations and introduce new lessons. The teacher inspired the question: which small animals do you know on the screen? Besides these small animals, can you name other small animals?

Communicate with each other in the group and talk about the benefits of these small animals to human beings. Which of these little animals do you like? Give your reasons. We can explore students' life experiences and cite examples in life to illustrate them.

3. Group discussion: How should we protect these lovely animals? Students decide for themselves what kind of small animals to discuss; Teachers patrol, randomly encourage all members of the group to participate, and guide them through the camera)

4. Report and communication: the group sent representatives to introduce the results of the group discussion. Teachers should encourage students to express their views boldly, and the methods of discussion can be eclectic as long as they are reasonable. The rest of the students can ask questions to realize the interaction between teachers and students. )

5. Encourage students to practice, such as designing advertisements, making placards and drawing posters.

6, show the practical results, teachers and students * * * with comments.

Teaching reflection:

Through this activity, students have mastered new literacy methods, and word solitaire has trained their vocabulary. Children's songs are catchy and easy to read, and children's oral expression is not very good, which needs to be improved.