Primary school Chinese speaking lesson notes

As an anonymous and selfless educator, you may need to write lecture notes. With the help of lecture notes, we can quickly improve our teaching abilities. So what issues should we pay attention to when writing lecture manuscripts? The following are 3 primary school Chinese speaking lesson notes that I have collected for everyone. They are for reference only. Let’s take a look at them together. Primary school Chinese speaking lesson manuscript Part 1

1. Speaking teaching materials

1. Analysis of teaching materials.

"On-time Landing Performance" is a text in the fifth unit of the fourth grade volume 1 of the Hebei Education Edition Curriculum Standard Experimental Textbook for six-year primary schools in compulsory education. This is an intensive reading text. The purpose of studying this text is to experience the wonder of fairy penguins landing on time and the harmony and magic of nature, to know that there are many mysteries of nature waiting for us to explore, and to know how to respect nature.

2． Overall goals:

(1) Through reading comprehension, establish the appearance of the fairy penguin landing, and be able to use language to express the main content of the article and the wonder of the fairy penguin landing on time.

(2) Really experience the magic of fairy penguins landing on time, and be surprised and amazed by this landing from the bottom of your heart.

3. Teaching objectives:

A. Knowledge objectives:

(1) Correctly read 6 new words, be able to write 12 new words, and understand "small and exquisite" The meaning of the general words ", tireless, orderly, intoxicated, admirable", and the connotation of the words "accurate, miracle, wonder, gentleman, unsteady".

(2) Read the text correctly, fluently and emotionally, feel the author’s love for the fairy penguins, and sincerely admire the spectacle of the fairy penguins landing on time.

(3) Understand the reasons why fairy penguins land on time, and have a preliminary understanding of the biological clock phenomenon.

B. Ability goals:

(1) Able to collect information on penguins and biological clocks under the guidance of the teacher.

(2) Ability to communicate reading experiences with others during learning.

C. Emotional goals:

(1) Cultivate students’ awareness and ability to cooperate with others.

(2) Feel the magic and harmony of nature, know how to respect and love nature.

4. Teaching focus: Feel the author’s love for the fairy penguins, and sincerely admire the spectacle of the fairy penguins landing on time.

5. Teaching difficulty: read out the magic and wonder that the fairy penguin felt when he landed on time to perform.

6. Class schedule: 2 classes.

7. Teaching preparation: CAI courseware; arrange for students to collect information about penguins and biological clocks before class.

2. Preaching and Learning Methods

Cultivating students’ good Chinese literacy, humanistic literacy and cooperative inquiry spirit is an important concept of the new curriculum standards. In order to realize this concept and build an open and dynamic Chinese classroom, while reflecting the teacher's dominance and the students' dominant position, I mainly use the guidance method and the guidance method in teaching methods, using the text title as the entry point to guide the students Questioning, by focusing on key paragraphs and words, we organize and guide students to explore and experience the magic of the fairy penguin landing on time performance and the author's love for the fairy penguin.

In terms of study guidance, I mainly used methods such as collecting information before class, questioning, independent inquiry, cooperation and communication. Collect information about penguins and biological clocks before class. Questions and problems: There are questions and problems about the title of the article: Who will do the landing performance? What kind of landing show? Is it really that punctual? Some people raised questions while reading the article: What are the unique skills of the Fairy Penguin? Is its landing performance really on time and accurate? Why do fairy penguins perform landing performances on time?

After asking questions, students, under the guidance of teachers, read the text, independently explore, solve questions, deeply understand the text content, and cooperate to exchange the knowledge and feelings gained from reading during independent inquiry.

3. Teaching procedures

First lesson

The first step: prompt the topic, question and ask questions, and stimulate students' interest in learning and inquiry.

At the beginning of the class, I guided the students to start questioning from the topic and ask: After reading the topic, what do you want to know? (Who logs in? How to log in?)

The second step: Read the text for the first time, perceive the text content as a whole, and solve the problem of reading and writing new words, understanding of general words, and solving problems in reading along with the text. Includes 4 small links.

(1) Students read the text to themselves, read the text correctly and read fluently.

(2) Read by name, correct pronunciation, and understand how students read the text.

(3) Check new words, recognize, read, write and understand general words, cultivate and improve students’ ability to read new words and understand words along with the text.

(4) On the basis of preliminary understanding of the text content, guide students to use the prompt words given by the teacher, that is, the words that students are required to understand, to describe the content of the text, to help students clarify the organization of the article and deepen their understanding of the text. Understanding and feeling about the text, and cultivating students’ ability to summarize the content of the article.

Second Lesson

The first step: get straight to the point and introduce new lessons.

"Students, in today's class, we will continue to study Lesson 25 "On-time Landing Performance". What does this text mainly introduce to us?"

What is your impression? What does a penguin look like? And what does the fairy penguin introduced in the article look like? Ask students to read the first and second paragraphs of the text.

This leads to the second step of teaching, reading it repeatedly, focusing on key words and phrases, and understanding the text in depth.

1. Question: What does the fairy penguin look like? The teacher wrote on the blackboard in a timely manner according to the students' answers: "Small and exquisite, ethereal." What feelings did you get from the two words "small and exquisite, ethereal." The purpose of this question is to guide students to have an intuitive impression of the appearance of fairy penguins, that is, they are small, not clumsy, walk very light, have a feeling of flying, and are very cute.

The courseware provides a sentence: Not only do they walk gracefully and have a very elegant name, but they can also perform landing performances on time and are naturally gifted with unique skills.

Let students read it repeatedly and ask: What knowledge did you gain from this sentence? Where did you sense it? The purpose of this link is mainly to guide students to perceive from the related words "not only...but also..." that the fairy penguin's stunts are more attractive than the stunts and appearance of the fairy penguin's landing performance on time.

2. What kind of stunt does the Fairy Penguin perform the landing show on time? Ask the students to read the third and fourth paragraphs of the text, and outline the words that introduce the fairy penguin's unique skills of landing on time and accurately. Enter the second link of the second teaching step, focus on the key words and sentences, and read them repeatedly. , deeply experience the wonder of fairy penguins landing on time.

(1) "On Phillip Island, south of Melbourne, Australia, a large group of tourists from afar are attracted to the beach every day by the little fairy penguins." What do you perceive from this sentence?

(2) What do you think when you see the sign on the beach saying "The landing time of fairy penguins this month is 8:05 pm"? What is the mood and performance of tourists?

(3) When the watch announced to people that it was 8:05, what miracle happened on the sea?

(4) What is the main point of the fourth paragraph?

(5) Where can you see the magic of fairy penguins landing on time? (Guide students to experience the magic of fairy penguins landing on time from three aspects: punctuality, orderliness, and staggering but neat steps.)

(6) "The fairy penguins with white breasts and black wings look like A gentleman in a tuxedo, with a shambling but neat step.” What feelings do you get from the word “gentleman”? (The color combination of the white chest and black wings, and the politeness of not rushing to land on the beach, all look like a gentleman.) What does the word "waddle" mean about how fairy penguins walk? (Walking when walking.)

(7) What makes tourists intoxicated and amazed? What does the word "spectacle" mean?

In the second part of teaching, I mainly use the method of asking questions to understand the meaning of key words and sentences, guiding students to explore independently, cooperate and communicate, and deeply understand the magic of fairy penguins landing on time, and feel inspired by this spectacle. I sincerely admire that I have broken through the key points of teaching, combined with learning and literary experience, and used the method of repeated reading to break through teaching difficulties.

3. "The little guys are so punctual! Is there someone secretly directing them?" Questioning leads to the third link of teaching. The teaching in this link is mainly to guide students to communicate before class. Collected information on biological clock phenomena. The design purpose of this link is to broaden students' knowledge areas and reflect the openness of Chinese learning.

The third teaching step is: extracurricular extension: design posters to promote fairy penguins. The design purpose of this link is to guide students to extracurricular Chinese learning based on text learning, broaden students' areas of learning and using Chinese, and also reflect the openness of Chinese learning.

Blackboard writing design:

25. Landing performance on time

Small and exquisite, fluttering and enchanting (form)

The fairy penguin arrived as scheduled Orderly, faltering (magical)

Biological clock (reason)

Design purpose: Use main words to remind you of the main content of the article, and also provide guidance for writing! Primary School Chinese Speaking Textbook 2

1. Learning Objectives

Starting from the three dimensions of the curriculum objectives, I proposed the learning objectives of this lesson:

1 . Relying on the language, movements, expressions, etc. of the characters in the text, through reading, thinking, and understanding, you can enhance your emotions and feel the sincerity of Liu Bei's three invitations to Zhu.

2. Develop language through extended language practices such as reading, speaking and writing.

2. Design ideas:

Taking the goal of "emotional attitudes and values" as the guideline, respecting the value orientation of the text, starting from the students' "thirsty for talents" and other The main line of "sincerity" is extracted from the experience. It is discovered in the first reading of the text, realized and expressed in repeated readings. Through the introduction of "Being a Teacher", students can understand the achievements of the pig and later recall the achievements. , and finally let students have a dialogue with Liu, so as to praise and sublimate success.

Design concept: "Three Visits to the Thatched Cottage" is a historical story that tells the story of Liu Bei's three visits to the Thatched Cottage, and sincerely invites Zhuge Liang to come out and assist him in completing the great cause of unifying the country. It praises Liu Bei's thirst for talents and his spirit of courtesy to virtuous officials. . Based on the teaching concept of "open to all students, open to students' thinking, open to students' emotions, open to students' future", focusing on improving students' Chinese literacy and cultivating innovative consciousness, breaking the "plot analysis +" of historical stories The teaching model of "Character Characteristics" is designed as an open Chinese teaching that reads first, then edits and then performs. It advocates an independent, cooperative, and inquiry learning style to deepen students' understanding of the text, feel the text wholeheartedly, and let students Students' individuality flourishes in lively, free and open learning.

Teaching objectives:

1. Learn new words, understand the meaning of words such as "admiration and visit" along with the text, and briefly retell the text.

2. Understand the writing method that captures the words and deeds of the characters, the environment and the contrast between the characters to express the spiritual qualities of the characters, and cultivate students' spirit of inquiry and innovation during learning.

3. Preliminarily learn to collaboratively write textbook plays based on examples and perform them to cultivate students' sense of cooperation.

Class arrangement: Three classes are required to complete the teaching, and the focus of each class is reading, editing, and acting.

Teaching process:

1. Closely adhere to "sincerity" and question the introduction

1. Question questions, first understand the subject and guide students to question. (Possible questions: Who visited whose thatched cottage three times? Why did they visit thatched cottage three times? What was the result? Use multimedia, play videos, students think about the questions raised, and then use one sentence to talk about the main content of the text. It is required to be complete, coherent and organized." "Three visits to the thatched cottage" is an idiom. What does it often mean in modern life? (Clearly: it generally refers to sincere invitations.) This leads to the focus of inquiry: How did Liu Bei sincerely invite Zhuge Liang?

2. Key questions and insights during reading

(1) Read the full text freely, use symbols to draw words and sentences that express Liu Bei's "sincerity" in the text, and read these words and sentences in your own way.

(2) Focus on "sincerity" and read clearly. Which words and sentences reflect Liu Bei's sincerity in inviting Zhuge Liang? Share your learning results with your classmates.

(Students exchange their learning results after thinking, and teachers provide random guidance)

△ can be explored from Liu Bei’s language: for example, calling Kong Ming a “great sage” and calling himself “an audience” reflect Liu Bei’s humble attitude. Very sincere. When teaching, focus on reading aloud and let students use their own insights to read Liu Bei's words.

△It can be explored from Liu Bei’s actions: “Ask someone to prepare the horse immediately”, “Dismount the horse and walk”, “Stand respectfully at the door step and wait for Kong Ming to wake up”, “Hurry and bow down”, etc. The words and sentences emphasize Liu Bei's "sincerity". △It can be explored from the description of the environment: words such as "Nine cold days" and "Braving the snow" reflect Liu Bei's determination and sincerity.

△Can be explored from Zhang Fei’s attitude: Zhang Fei’s recklessness reflects Liu Bei’s humility and sincerity. Primary School Chinese Speaking Textbook Part 3

Speaking Textbook

"The Story of Argument" is a rational article. It uses one of the Qing Dynasty joke collection "Xiao Lin Guang Ji" The joke is naturally combined with the teacher-student dialogue scene, and at the same time, the principle of "seizing the opportunity when doing things" is cleverly contained in it, which is thought-provoking and entertaining. The text is divided into two parts: the first part mainly writes the story told by Teacher Sheng: the brothers did not shoot when they saw the wild geese, but instead argued about how to eat the wild geese, and even asked the passing old man to comment. In the end, the wild geese flew away, and the brothers could no longer shoot. . This part makes sense in the narrative - the brothers missed the opportunity to shoot the wild goose because of their "argument". The second part mainly writes about Teacher Sheng’s thoughts on inspiring the students to talk about the story. This part uses the words of the students in the article to explain the story, helping students to understand and generate emotions, so as to deeply understand the profound truth contained in the story.

1. Teaching objectives

1. Be able to read the text correctly, fluently and emotionally, and tell the story.

2. Learn the 9 new words in this lesson. You can only read but not write the 3 words within the two green lines. Understand words made up of new words.

3. Understand the principle of "seizing the opportunity when doing things" contained in the story.

2. Teaching focus and difficulties

1. Read the text repeatedly with emotion and be able to tell the story.

2. In-depth understanding and appreciation of the profound truth contained in the story.

3. Teaching preparation

1. Teaching wall chart

2. New word cards (Special note: do not assign preview)

Preaching method Method

1. To achieve the goal of "telling this story" from reading to speaking, students must "internalize" the text language materials so that "everything they say comes from my mouth," Make it as if everything comes from my heart.” thus. It should be in line with the Chinese learning rules that students start from reading and speaking, from "outside" to "inside" and then to "outside". Then, guiding students to read the text truly and "appreciating the text with emotion" is the highlight of classroom teaching.

2. To read aloud with emotion from reading to understanding, it is necessary to let students’ emotional activities accompany the whole process of reading. When reading this article that contains profound truths, it is even more important to encourage students to understand and inspire students to understand the truth. Perception is not only a psychological activity, but also an emotional experience and an aesthetic experience. Reading teaching should guide students to practice the experience of reading and comprehending, so as to broaden students' horizons and achieve transcendence of texts.

Talk about the teaching process

1. The story is exciting and reveals the topic

1. The teacher will tell you a story, okay? The teacher teaches "The Story of Argument" (natural paragraphs 2-3 of the text).

2. At this point in the story, the teacher would like to ask you to continue telling it. What will be the ending of this story?

3. So, what is the ending of this story in the original work? Do you want to know? Go to the text "25." Find the answer in "The Argument Story"!

Expose the problem.

(Listen to stories? Okay!)

At the beginning of class, the teacher immediately follows the "students'" preference and uses stories to attract students' attention. Then, the story stops abruptly, leaving a blank space, inspiring students to let their imaginations run wild and let their thoughts run wild.

(The original story has an ending? Is it in the text? Let me read it quickly!) Leaving suspense and letting students find the answer in the text themselves. Although this method of stimulating students' interest in reading is not new, it is really useful when used. It works!

2. First reading of the text, overall perception

(1) Cooperative learning, reading through the text

1. Find friends around you, read the text together, and correct each other's pronunciation.

2. Draw words and sentences that you find difficult to read, help each other, and give them a test.

3. Check feedback: (1) Which children are willing to cooperate in reading the text and driving the train? Other children listen carefully to see how this little train is going. (2) Student review. The teacher takes the camera to write on the blackboard the words that students read incorrectly, points out the sentences that are broken, and guides students to reread.

(2) Clarify the context: (1) Read the text again and think about it: Which natural paragraphs in the text contain the stories told by Teacher Sheng? What is written in the rest of the natural paragraph? (2) Communication

The most fundamental task of reading teaching is to teach students how to read. To understand the text, clearing the word barriers and reading the text thoroughly is the first step. In order to achieve the stimulating effect, no preview is arranged before class. Therefore, the first reading level must be solid and students must be given sufficient time to read. However, we should pay attention to using novel forms that students like and avoid boring and mechanical repetition. Make students happy to read and maintain their previously aroused interest in reading.

3. Read the text intensively and understand the truth

(1) Study the natural paragraphs 1-5 of the text.

1. Since it is an argument, the two brothers in the story should be allowed to argue. The tablemates read aloud in different roles and read out the tone and appearance of the argument. Name your deskmate to read. Make a comment and then read it by role. Combination of reading and evaluation, interaction between teachers and students.

The teacher guides students to pay attention to several places and understand the mood of the characters when they are arguing, so as to better grasp the tone, expression, etc. when reading aloud: (1) Look at the illustrations and be inspired to imagine the scene at that time; (2) Understand the meaning of "disapproval"; (3) Highlight a few rhetorical questions. ("No matter how delicious something is, what taste will it have once it's cooked?" "It's roasted and smoky, how can it taste good?" "Can't ducks be eaten on their own? - Why can't geese ”)

2. Two people can read the different tones of arguments when they work together. So, who has the greater ability to read the different tones of characters when they argue? Give it a try.

3. Was there a winner or loser in the argument between the two brothers? Where did you see that? The camera guides students through the meaning of "argument." Choose the meaning of "Hugh". (Hugh: a. Stop b. Rest c. Indicates prohibition or dissuasion)

4. Read paragraphs 4 and 5. Instruct students to understand the meaning of "the best of both worlds".

5. Can you use these words to tell this story? (To satisfy my hunger, I argued loudly and unconvinced. The best of both worlds disappeared without a trace)

Ye Shengtao said: "Put yourself in his place, return excitement where there is excitement, return euphemism where there is euphemism... I always give full play to the author's abilities. The emotions at that time can be read properly, not only to understand what the author said at that time, but also to connect with the author's heart at that time." When reading this paragraph intensively, from reading aloud by role, to reading different tones of different tasks by one person, and then to Telling this story guides students to continuously in-depth experience and figure out the psychology of the characters, so that they can devote themselves selflessly and express their true feelings, which lays the foundation for understanding the second part of the text.

If storytelling is scheduled in the second lesson, students can be asked to dictate the words in brackets.

(2) Study the natural paragraph 1 of text 6-11. What do you think after hearing such a "controversial story"? 2. The students in the text also have their own ideas. Show the sentences and read them freely. Which idea do you like?

3. No wonder Teacher Sheng casts approving glances at his classmates from time to time! Do you know what "approval" means? What does Teacher Sheng appreciate? What did you learn from it?

The "Chinese Curriculum Standards" point out that students should be allowed to deepen their understanding and experience, think and feel, be emotionally influenced, gain ideological enlightenment, and enjoy aesthetic pleasure through proactive thinking and emotional activities.

Letting students talk about their thoughts not only deepens their understanding, but also enhances their feelings and encourages students to understand the truth. "What did you learn from it?" It makes students feel that they should learn to learn and think like their classmates in the text...to achieve "beyond the text". 4. Summary

1. Summary, what did you gain from this class?

2. Now, can you tell me what "argument" means? (Are the brothers and classmates all arguing? Understand the meaning of "argument" from the comparison: everyone must have their own opinions, and disagreements constitute an argument.)

Able to connect the language environment and practical understanding of life The meaning of commonly used words is one of the teaching objectives of this book. Timely use of training points can effectively improve students' reading comprehension ability.

3. Homework:

(1) Add a few aphorisms to the "Record of Famous Aphorisms". You can use those from the text, or you can summarize them yourself.

(2) Collect a few stories that contain truth and inspire people, and tell them to the people around you.

Such homework design is not only to allow students to "internalize" the text, but also to guide students to expand their horizons, accumulate language, and guide students to read and write well, so as to facilitate the daily progress and continuous improvement of Chinese literacy .