China Garden Teaching Design III

As a teacher, it is necessary to write teaching design, which is a process of systematically planning the teaching system. Then the question is coming, how should the teaching design be written? The following is the teaching design (5 selected articles) of China Garden III collected by me for your reference, hoping to help friends in need.

China Landscape Architecture Teaching Design Ⅲ1Teaching Objectives

1, take introducing yourself as the topic, and have oral communication.

2. Be able to grasp your own characteristics and write about yourself.

3, can find and understand the same meaning can use different sentence patterns, that is, rhetorical questions to express affirmation.

4. Accumulate metaphors and proverbs and read idiom stories.

Teaching focuses on oral communication; Homework (be able to grasp your own characteristics and write about yourself)

Teaching is to interview teachers and classmates' parents and understand their views on themselves.

The teaching schedule is four class hours.

first kind

Oral communication

First, dialogue attracts people and stimulates their interest in speaking.

Teacher: Students, I think you have all interviewed and know what kind of child you are in the eyes of others. In fact, nothing knows you better than yourself. Some people say that you are careless, and you may think unconvinced: Am I careful? In front of these teachers and classmates who know you well, they certainly don't know you as well as you do. Are you interested in introducing the real you to everyone?

Second, read the tips and understand the communication requirements.

1, you can talk about your personality, hobbies, advantages and disadvantages, and you can also talk about your whimsy.

Tell the truth, tell the truth.

Pay attention to what others say and comment on what others say.

Third, think seriously, organize language and communicate in groups.

1, first think about what to introduce and how to introduce yourself.

2. Group communication.

3. Comments:

Who said his own characteristics?

Fourth, class communication, teacher-student evaluation.

1, the group chooses to speak on behalf of the whole class.

2. Teacher-student evaluation:

Not only should you comment on how important it is, but you should also talk about your thoughts after listening.

3. Teachers give different suggestive evaluations according to the characteristics of different students.

Verb (abbreviation of verb) abstract

Teacher: Through today's heart-to-heart talk, I believe that the children have a deeper understanding of each other, and in the future life, we will certainly be able to better understand each other and get along happily.

Second lesson

Do composition exercises

First, combine oral communication and introduce exercises.

Teacher: In oral communication, we all introduced ourselves. Now let's write about ourselves, shall we?

Second, determine the communication object and work independently.

Guide the students to read the following articles and broaden their thinking:

My name is Ding Ding, and I am a boy. I am 1 1 year old. You have to ask me what I look like, in one word-ugly. Grandma said I was happy and handsome! The eyes are small but black as pearls, and the corners of the mouth are upturned, so you can speak at a glance. Plus a pair of big ears fanning forward, he must be a blessed man.

1, after reading this paragraph, what do you think of Ding Ding's self-introduction?

2. How are you going to introduce yourself?

3. Select an object (a teacher, a classmate or someone you have never met) to write independently.

The third category

comment

First, multi-evaluation and careful revision.

1, change it after reading it yourself.

2. Read it to peers, listen to their opinions, and then modify it appropriately.

3, in the classroom communication, teacher and student evaluation:

Whether you have written your own characteristics and whether the language is fluent.

4, exchange changes, (typos and punctuation)

Second, idiom stories.

1, read stories, read jokes:

(1) Practice reading the passage by yourself and read the new words correctly.

(2) Cooperate with your deskmate to see who reads correctly first.

(3) check and read.

2, combined with the passage, understand "buy gifts and return pearls":

(1) What did Zheng Guoren buy? What does "Xie" mean?

(2) What does "bead" mean? Who returned it to?

3. Read aloud in class.

the fourth lesson

I. My findings

1, compare import:

Teacher: The students are very energetic today. Listen carefully again. Does what the teacher said mean the same as what he just said? Aren't the students in high spirits today?

(2) freely say whether these two sentences are the same.

2. Teacher: Some students say the same thing, while others say different things. Please read the sentences in the textbook carefully and see what you can find. Tell your partner what you found. (One is an affirmative sentence, and the other is a question expressed in an interrogative tone, but the meaning is different. )

3. The experience of reading a sentence alone at the same table.

4, the game:

The teacher said an affirmative sentence and asked the students to say a rhetorical question with the same meaning at all levels.

Second, reading and memory.

1, read sentences freely.

Tell me what these five sentences have in common.

3. Look for similar sentences.

Third, look at the back

1, free reading.

2. Recite in your favorite way.

3. Back by train.

4, qi back.

Teaching objectives of instructional design 2 of China Garden III;

1. Through the teaching of "My Discovery", guide students to discover the rules of word formation and the differences of parts of speech and meanings of two groups of words.

2. Ask students to consolidate antonyms and read them through antonyms.

3. Conduct comprehensive training on words and guide students to accumulate words.

4. Through the teaching of "I can read", cultivate students' observation ability and imagination ability, improve reading ability, increase language accumulation, and let students understand and love our excellent ancient poems.

Teaching emphasis: understanding the characteristics and meaning differences of phrases; Literacy through antonyms; Understand the meaning of these phrases and fill in the appropriate words; If you know, you will read and recite poems correctly.

Difficulties in teaching: the teaching of My Discovery guides students to discover the rules of word formation and the differences of parts of speech and meanings of two groups of words; Experience the charm of language and the emotion contained in poetry in the teaching of "I can read"

Teaching process:

First, dialogue import

(Showing photos of the Monkey King)

Student: Who is this person, please? What's his skill?

Today, let the Monkey King take the children to Li San, China Garden. Do you want to? Have confidence?

Design Intention: At the beginning of the class, the Monkey King, who is familiar to everyone, led everyone to learn China Garden III. He has a strong curiosity and interest in primary school students, which inspires students to actively participate in the experience and their enthusiasm for learning, so that all students can't wait to study in Kindergarten 3.

Second, my findings.

1, Wukong just set out and encountered a difficult problem. What is this? (Projection of My Discovery)

Q: What's wrong with Wukong?

Student: Qi A.

Teacher: Can you help him?

Design intention: Create such a suspicious game situation, fully stimulate students' interest in learning and sense of participation, so that interesting Chinese practice activities can really make children move.

Let's get to know these words first. Who can read them? Correct pronunciation (pronunciation).

3. Read six groups of words by name (individual reading, group reading and simultaneous reading).

Who can tell me what you found after reading it? In order to distinguish them better, the teacher found out these words and their corresponding pictures. Can you say the corresponding words according to the pictures? (left and right groups)

Design intention: The purpose of designing words according to pictures is to let students better understand the difference between word parts of speech and word meanings.

5. Students answer and guide them to sum up the differences between the left and right groups of words.

(1) The two words in each group contain the same two words, and the second word is an addition to the previous word, with different meanings.

(2) For each group of words in the left column, the former indicates the activity and the latter indicates the tools to be used to complete the activity; For each group of words in the right column, the previous one represents the object and the latter one represents the place.

6. Knowledge expansion:

Can you fill in the blanks like just now? (The student groups talk to each other and call the roll)

Swimming-() Train-()

Laundry-() Clothes-()

Notes-() Fruit-()

Drink water-() Come on-()

Conclusion: Son, you are really capable. In a short time, you found so many different places. Congratulations on your successful customs clearance! Clap yourself.

Third, accumulate over time.

Read and identify:

1, students, do you know how difficult it is for the Monkey King to learn from the west? Eighty-one is difficult! Look, there are eight pairs of brothers in front of me. I heard that these eight brothers are strange, but Wukong doesn't know them. Can you tell me the names of other brothers in your wisdom? What are their characteristics?

Please read their names freely.

Design intention: create such a suspicious game situation, attach static and isolated words to a complete and active event, and make the classroom full of humanistic atmosphere.

2. Let's meet these brothers in hats and learn 9 new words.

3. Check reading (named reading, teacher-student cooperation reading, male-female competition reading, teacher-student evaluation reading, which is more accurate than who reads)

4. What did you find after reading the names of the two brothers? (Guide students to understand two groups of words with opposite meanings)-Read the words together.

5. You come to see your brother.

6. Extension: Is there such a brother in life?

Design intention: After learning antonyms, we can test whether students will draw inferences from others through practice, which provides students with an independent opportunity to practice Chinese and let them feel the fun of learning in successful experiments.

I'll fill it out

Review old friends and meet new ones;

1. Test your memory and recall which words in this unit can be friends with the following words:

Bright, prosperous, dense, colorful, flowing and beautiful, please see.

2. Find a match according to the memory of the text.

Step 3 find a friend:

Student: Besides the friends in the book, can you find two friends for these words?

Design intent: Creating friends makes it easier for students to understand how to match accurately. In the process of finding friends, don't limit yourself to two friends, ask questions appropriately, find as many friends as possible, and further guide students to summarize the meaning and collocation characteristics when summing up.

4. Finish the exercise.

Summary: Son, your knowledge is really rich, and you have completed this level very well. Please applaud yourself!

I will read.

1. The students passed three levels in one breath. The Monkey King said that he would lead us into the Inner Mongolia prairie, feel the endless beauty of the grassland, and learn to sing grassland folk songs.

2. Let's learn the lyrics first, read them again, read them again, and put the new words that are difficult to read in the poem: cumbersome, happy, yin, dome, Shandong, cage, cover, wild, pale, boundless, see, and lead the students to spell them together, so that students can find these words in the ancient poems in the textbook and mark them while reading.

3. Let students read poems accurately through various forms such as roll call, comment and performance.

Instructional Design 3 China Landscape Learning Objectives 3

1, perceive near antonyms and find out near antonyms of some words.

2. Review and consolidate some new words in this unit.

3. Read the children's song "I Love the Motherland" with emotion, and get the ideological education of loving the motherland.

4. Learn the sentence "_ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _

5. Gradually cultivate the habit of accumulating language.

Teaching time

One class hour

teaching process

First, an interesting introduction.

1, tell a joke:

Mingming and Tian Tian are twins. They look very similar. One day, their mother gave them a bath. Clearly said, "Mom, why did you wash me twice?" Mom looks at it every day and laughs secretly!

It seems that twin sisters even their mothers will admit their mistakes!

But in fact, they are definitely different. You help mom distinguish it!

2. Show the pictures and students can find the differences.

Game: teacher-student confrontation

From long to short, from top to bottom, to _ _ _ _ _ _ _ from top to bottom.

Second, learn "My Discovery"

You are smart, bright-eyed and fond of thinking. Today, the teacher will test the students and see what you can find.

1. Show the new words and read them aloud. The teacher pays attention to correcting the students' pronunciation.

Enter-buy back-sell fast-slow right-reverse.

Safety-Dangerous, Complex-Simple

2. Say: What did you find?

They are words with opposite meanings.

The business looks very similar. You can only sell (crosshead) when you have something, and you can only buy (crosshead) when you have nothing.

3. There are "buy" and "sell" in the book.

Step 4 read the new word card

Getting out of danger is simple.

Third, learning "accumulates over time"

1. What are the rules of this group of words? Let's have a look!

administration

Oh, their meanings are very similar. They are good friends. Then, let's find their friends for these words

Open page 55 of the textbook to see who can find friends with three words first and invite them to their friends. The time is three minutes.

3. Read and write it down.

Fourth, learn "I can read"

1, are you tired? Come on, let's read this nursery rhyme.

The teacher teaches reading.

I love my country.

I love the Great Wall of Wan Li,

I love this river;

I love the five-star red flag,

I love white doves;

I like red scarves,

I love flowers;

I love my parents,

I love teachers and classmates.

If you want to ask me what I love most,

I love my motherland the most!

2. Read aloud with emotion. You can stand up and read, or you can add your own actions to read.

Fifth, learn to "read and speak"

1, it's amazing that such a long poem can be read so well! You can certainly read this sentence well!

Show me this sentence:

What a beautiful flower bed!

2. What do you want to say and do after reading this sentence?

Health said:

I want to draw it.

I want to stay next to it.

……

3. The teacher chooses a sentence said by the students to join. Show the sentences and read them all.

What a beautiful flower bed! I want ...

4. Supplementary sentence:

Beijing is really _ _ _ _ _ _ _! How I miss _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _.

What a _ _ _ _ _ _ _ teacher! I really want to _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _.

_ _ _ _ _ True _ _ _ _ _ _! A _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _.

5. I also want to write these sentences in the honey book:

_______________________________________________

Instructional Design 4 Learning Objectives of China Gardens 3

1, my findings:

Through various forms of communication, we can understand the characteristics of fairy tales and stimulate students' interest in creating fairy tales.

2. Over time:

Accumulate beautiful poems, stimulate students' creative desire and provide reference for students to create fairy tales.

3. Show:

Exchange the gains from reading this unit and comprehensive learning, and enhance the understanding of fairy tales.

Preparation before class

1, courseware (fairy tale fragment), music.

2. Information about fairy tales before class.

first kind

My discovery

First of all, an exciting introduction.

1, Magic Pen Fragments, Harry Potter and The Lord of the Rings.

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

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.

Second, the wind comes from all directions.

1. Before class, all the students collected a lot of information about fairy tales. Can you talk to each other now?

2. communication.

3. The teacher also downloaded some materials from the Internet. Let's have a look.

Third, my findings.

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

2. Boys and girls score "my findings" in reading.

3. 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 find.

5. Communicate with the whole class.

Second lesson

Cumulative display platform

First of all, over time.

Fantasy, exaggeration and personification make up a lovely fairy tale. When reading it, my heart will fly with it. Just like walking in a poem! Listen-

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

2. I like this song.

3. Read aloud with your heart and feelings.

4. Read aloud by name-comment-read again.

5. Teacher's summary:

Fairy tale world is really interesting! As "The Woods in the Rain" said, fairy tales are elves, raindrops rolling in the fairy tale market, necklaces, frogs dancing with drums, soft and fragrant fallen flowers, sweet and sour berries, and raindrops that can change magic. Let's read this poem with emotion again and live in the world with colorful and novel fairy tales.

6. Perceptual reading.

7. Teacher's summary:

Students, I hope you can take imagination as the boat, exaggeration as the paddle and personification as the sail in the future, so that your "fairy tale" can sail to the other side of happiness.

Second, the 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 will gain more than they do. Let's communicate, communicate, show, show.

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".

Third, homework after class.

The Eight Immortals cross the sea, show their magical powers, write fairy tales, perform fairy tales, run fairy tale wall newspapers, read fairy tales, and work together to write fairy tales-carefully prepare and walk into the "stands" of the next class.

The third category

Oral communication practice

[learning objectives]

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

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

[Teaching preparation]

1. Prepare self-made stories, fairy tales and fairy tales for cooperative performances before class.

2. Props and music needed for the performance.

teaching process

I. Introduction

The deep fairy-tale love 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 that fairy tales give us again in the process of writing, telling and acting fairy tales!

Second, walk into the "stands"

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 eager to try. Action is not as good as action. Let's begin!

Third, students prepare.

1, once in the stands:

(1) Read self-made stories and give advice to loyal listeners. Requirements:

Read fluently and emotionally.

(2) When telling fairy tales, the attentive audience will judge which is the best. 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.

(3) Play fairy tales, and enthusiastic audiences will talk about their feedback. Requirements:

Have a sense of cooperation, perform generously, and grasp the main plot of fairy tales.

(4) Sum up experience, listen to suggestions, re-prepare, and be guided by teachers.

2. Second, close to the stands:

(1) Create a scenario:

Students, the "Fairy Tale Stand" begins now. Please welcome the first performer with the warmest applause.

⑵ Read homemade stories with emotion.

(3) Tell fairy tales with emotion.

(4) Excellent fairy tales.

3. Exchange gains.

Fourth, students' composition.

China Garden III Teaching Design 5[ Teaching Objective]

1, can recognize 9 new words and be familiar with the words in literacy.

2, will distinguish between similar words, according to the radical, guess the meaning.

3. Learn the radical search method. When you see Chinese characters, you will analyze the radicals of Chinese characters.

4. Understand the traditional culture of China Zodiac.

5. Cultivate good reading habits.

[Teaching Emphasis and Difficulties]

1, learn to analyze the meaning of words according to the radicals of Chinese characters, and master the search method of radicals.

2. Understand the traditional culture of China Zodiac and cultivate students' love for traditional culture.

[Teaching time]

2 class hours

first kind

teaching process

I can read.

1, show new words, students can read new words freely, and teachers check the reading situation of new words.

2. Show pictures (pictures of all kinds of food), observe the pictures and tell me what food you see.

Tell me, how do you feel after eating grapes? Is it sour or sweet?

(Show words: sweet and sour) Teacher's quotation: The grapes I eat are right, the grapes I eat.

4. (Show other pictures) Please tell me what food you have eaten according to the sentence the teacher just said.

5. (Show Words) Students can read words freely and take the train to read words.

6. Can you think of other food-related words? (e.g. hot, cold, sticky)

Second, I can recognize the profile.

1, showing two groups of words: "small, small, small" and "compensation, sparring". Please observe these two groups of words carefully and tell me what they have in common. (They all have the same radical, namely "Xiao" and "Ba")

2. Show three groups of words in "My Discovery" and discuss their characteristics in groups.

3. Guess what these Chinese characters are related to. What do you mean? (Related to radical, radical means meaning)

Next to the word fire, at the end of four o'clock: related to fire and water.

The bottom of my heart and the upright side: related to people's mood and feelings.

Sharp blade, next to the words: related to weapons; It means cutting and separating.

4. Show the problems in the textbook and complete the classroom exercises. (Focus on the wrong topic)

5. Show eight groups of Chinese characters in "Word Use" and talk about the radicals of these Chinese characters.

6. Review the radical word search method.

Third, I love traditional culture.

1, observe and identify.

(1) Student observation picture: What is this? What's painted on it?

(2) Look at the words below the picture, and look at the pinyin for words you don't know.

2. Understand the zodiac.

(1) Let the students know that the stamps are painted with the Chinese zodiac of China, which is one of our traditional cultures.

(2) Exchange some legends about the zodiac.

(3) communicate with places related to the zodiac in life, such as the zodiac and the year of people.

(4) Students talk about what their zodiac is.

3。 Reading and reciting.

(1) Students read the words, and pay attention to the order of the zodiac.

(2) Students try to recite the Chinese zodiac.

Second lesson

teaching process

First, situational introduction

Hello, class. Today, there are two friends in our class. They are jujube and willow. Shall we say hello to them?

Second, reading the text for the first time

1. Read the text freely and mark the serial number of the natural paragraph.

2. Show the reading text and ask 8 students to read a paragraph.

Third, read the natural paragraph 1~4.

1, the teacher introduces the title and paragraphs of the text 1, and the students read paragraphs 2~4 in groups.

2. Draw a sentence about the shape of a small willow with "-"and a sentence about the shape of a small jujube with "".

3, paragraph by paragraph exchange feedback, and reading guidance.

4. Read the second paragraph and draw sentences describing the small willow tree and the small jujube tree.

Fourth, learn 5~8 natural paragraphs.

1. Show the second illustration of the text and guide the students to guess what season it is. (Autumn) Question: What happened to jujube trees in autumn?

2. Read paragraphs 5~7 silently and answer the questions.

Small jujube trees bear big red dates, while small willows bear no fruit. Did jujube laugh at willow? (Health: No) Not only did the jujube tree not laugh at the willow tree, how could it talk to her? (Health: Speak softly)

3. Read paragraph 7 repeatedly.

4. Experience the advantages of Xiaoliu Jujube.

Xiaoliu: beautiful, you can enjoy the cool; Jujube tree: open-minded, can see the strengths of others.

5. Read the fifth paragraph to fill in the blanks: In autumn, jujube trees get married.

6. Read what Ziziphus jujuba said in the seventh paragraph, from which we can see the quality of Ziziphus jujuba.

Verb (abbreviation of verb) summary and sublimation

7. Tell me what you have learned from the text.

[Teaching reflection]

Judging from the implementation of teaching objectives, I have basically met the requirements of teaching objectives. That is, through examples, students can further understand the relationship between radicals and word meanings, and can guess the word meanings through radicals. Through the understanding and reading of the zodiac, students can initially feel the charm of China traditional culture. Secondly, judging from the key and difficult points of teaching, I basically solved the key and difficult points of this course. By connecting with life, I have linked literacy, learning Chinese characters and understanding things, which has aroused students' interest in learning Chinese in life.