Teaching plan of jujube tree in middle class

As a people's teacher, the compilation of lesson plans is very important, which is the basis of teaching activities and has an important position. How to write a lesson plan? The following is the lesson plan of jujube tree in my middle class, I hope it will help you.

Zizyphus jujuba 1 teaching plan in middle class:

This lesson is a standard experimental textbook for compulsory education in primary schools, and the third part of Unit 4 of the first volume of Chinese in Grade Two talks about reading the text. Small willow and small jujube have their own advantages and disadvantages. How to treat everyone's strengths and weaknesses is the purpose of the text. Based on the different growth conditions of Xiaoliu and Jujube, this paper gives them different personality characteristics: Xiaoliu is proud of its beautiful appearance and looks down on Jujube; Small jujube trees are not discouraged because they are not as beautiful as small willows, nor are they arrogant because they can borrow big and red dates. Instead, he praised the little willow tree.

Teaching objectives:

1, read the text correctly, fluently and emotionally, and can express different characters in different intonations.

2, understand the truth that "the ruler is short, the inch is long", and know that it depends on the strengths of others.

Teaching emphases and difficulties:

1, read the text with tones.

2. Know how to look at the advantages and disadvantages of others. Talking about the teaching process:

First, the introduction of topics

1. Show me the picture: What is it? Write on the blackboard: Xiao Liu and Xiao Zao talk about the characteristics of these two kinds of trees.

Today, Xiaoliushu and Zaoshu came here together and became the little heroes in my story. I'll read the text now and see if you like willow or jujube after learning the text.

Create situations to make students interested in reading.

Second, read the questions aloud.

1, reading the text, requirements: reading accurately, reading smoothly.

2. Read the text in the contest. Read aloud in designated paragraphs. Requirements: accurate articulation and loud voice.

3. Read the text silently and ask questions that you don't understand.

4. discuss the problem.

Exercise students to ask questions about what they don't understand in the text.

Third, read aloud.

1, first reading: What is the difference between a small willow tree and a small jujube tree?

2. Repetition: Draw words about the shape characteristics of small willow and small jujube with different symbols.

3. Reading: Read the sketched sentences and see who can read them well.

4. Selected readings: What are the differences between Xiaoliushu and Jujube besides their different looks? Where did you see it? Find it and read it.

5. Competition reading: Read what Xiaoliushu and Zaoshu said and realize the difference between them.

(1) What did Xiaoliu say when she was green, sprouting and growing leaves? What's your attitude? "Hey, jujube, how ugly your branches are! Look at me, how beautiful! " "Hey, jujube, why don't you grow leaves? Look at me, how beautiful! " How about Xiaoliushu? -Pride, arrogance and rudeness.

⑵ When the jujube tree is covered with dates, what is Xiaoliu thinking when everyone tastes dates under the tree? Read it. Did Zao blame and make fun of him? But she didn't speak until Xiaoliu asked again and again. If you read jujube trees. "Although you can't bear dates, in spring, you will sprout long leaves and be greener than me; In autumn, your leaves fall later than mine. Besides, you grow faster than me. When they grow up, people will enjoy the cool in the shade. How wonderful! " How about jujube trees? -open-minded, good at discovering the advantages of others.

6. Evaluation reading: What is the difference between the performance of Xiaoliushu before and after? Tell me your basis.

7. Read the full text in different roles.

Understand the text in words and sentences, understand the different growth characteristics of Xiaoliushu and Jujube, and read aloud in the language of Xiaoliushu and Jujube to understand their different personalities and different performances before and after Xiaoliushu.

Fourth, practical activities.

Talk about the advantages and disadvantages of others. You can choose a classmate by yourself and talk about his advantages. If you don't know your own shortcomings, you can ask others to remind you.

Verb (abbreviation of verb) course summary

1. Did you get anything after learning the text?

2. Small willow and small jujube have their own advantages and disadvantages. We should treat everyone's advantages and disadvantages correctly in order to become a respected person.

According to the content of this text, can you use a composition to warn everyone?

Shorter feet and stronger inches complement each other. )

Teaching objectives of jujube Chinese teaching plan in junior middle school grade two;

1, know 8 new words. Can write 10.

2. Read the text correctly, fluently and emotionally.

3, know how to see the strengths of others.

Teaching focus:

Know 8 new words. Can write 10.

Teaching difficulties:

Understand the truth that "the ruler is short and the inch is long"

Teaching aid preparation:

Pictures, new word cards

first kind

Look at the picture and uncover the topic.

1, the courseware shows willow and jujube, and the students tell the characteristics of the two trees. Teacher's blackboard writing project.

2. Reading topic: What happened between Little Willow and Jujube? Let's see what the text says.

My first reading comprehension.

1, read the text freely, find out the new words hidden in the text, and remember the pronunciation and font of the new words by using the learned methods. Check pronunciation at the same table.

2. Tell me which words you found and who you met. Tell me how you met.

3. What should I pay attention to when reading? Please ask the little teacher to lead and read it several times.

4. Show the sentences with new words for students to read.

5. Choose your favorite paragraphs and sentences and read them out loud. Pay attention to reading sentences correctly and fluently.

Read aloud.

1, read the text freely and talk about what happened between Xiaoliushu and Zaoshu.

Do you like willow or jujube? Why?

3. Where can I see that the willow is beautiful? Find out the sentences and read them out.

Tell me what you have learned from it. Review the idiom in "Literacy 4": the ruler has its own advantages, the inch is short, and the length is complementary.

5. Read the text in different roles, and the students will comment on whether the tone is appropriate.

Launch activities. Adapting the text into a textbook script. Finally, add the ending to explain what Xiaoliu will do after listening to Xiaozhao Tree. Perform next class.

Second lesson

First, consolidate new words.

1, drive a train to recognize new words.

Take out your new word card and tell me who you want to be friends with most and why.

Can you find some friends for him? (group words)

4. Show the word card: They became good friends. Let's congratulate them. (Reading words after class)

Second, guide writing.

1, look at the new words you asked to write and tell me what rules you found. Think about how to remember these words.

2. Students report their classified memory' literacy method', and remember to quickly reward them for entering the smart house.

3. The teacher writes in Tian Zige Normal School, pointing out the mistakes easily made. The upper right corner of "Gone with the Wind" is the deformation of "Xi", which becomes two vertical lines. On the right side of "shallow" are two horizontal lines, not three horizontal lines. Finally, write something. The word "bend" is a word with upper and lower structure, and the next three strokes are horizontally folded, horizontally folded and vertically folded. "What do you think?" Pay attention to writing a horizontal hook.

4. Students practice writing.

5. A student's handwriting.

Third, be familiar with the text. Reading is vivid and interesting. You can read freely, perform on stage, and read freely with your peers.

Fourth, practical activities. First, perform the text in groups, and each group will perform on stage.

Teaching requirements for the third lesson of Chinese Jujube in junior middle school;

1. Learn this lesson 10 and know 8 new words.

2. Can write 8 words such as yard, branches and light green.

3. Read the text aloud and experience the broad mind and modest character of jujube tree in the text.

Teaching emphases and difficulties:

Remembering new words and writing words are the key points.

It is difficult to understand the broad mind and modest character of jujube trees.

Teaching methods:

Concentrate on reading and read aloud.

Preparation before class:

Enlarge the teaching wall chart or CAI courseware.

Class arrangement:

Two class hours

first kind

First, introduce new lessons to stimulate interest.

Teacher: There is a small willow tree and a small jujube tree in the yard. What happened between them? Let's study together today. (blackboard writing topic)

Second, read the text for the first time.

1. Read the text by yourself, mark the new words, read the pinyin several times and remember the pronunciation.

2. Call the little teacher to read the new words, the words in the text and the words in the copy.

3. Check each other's recognition and reading of new words at the same table.

4. Read the text by name. Listen and think. What story does the text tell about the little willow and the little jujube?

Third, remember new words.

1. I read it and you found it. When a teacher reads a new word, he will find it quickly as soon as he is born. Read the date correctly, endure, though, multiply and think.

2. Group cooperation to exchange literacy methods.

3. read new words by train.

4. Choose the words you are familiar with.

Fourth, read the text by yourself.

1. Students read the text aloud.

2. What did you read by communicating with each other?

3. Find the paragraph corresponding to the illustration and read it with emotion.

Fifth, guide writing.

1. Students independently observe the model characters in the book and talk about the font characteristics.

2. The teacher's model essay focuses on guidance.

Penetration: upper and lower structure, the upper part is divided into points and the lower part is teeth.

Bend: The fourth stroke is vertical, not vertical hook.

3. Students write in red and finish reading and copying. Division tour guidance.

Second lesson

First, learn the first l ~ 4 paragraphs.

1. Read for free.

2. Tell me what you learned after reading it.

3. Guide the students to look at the pictures and understand the winding, light green clothes, bare, thin and long.

4. Instruct reading aloud and show it on a small blackboard or courseware.

Xiao Liu said, hey, Xiao Zao, how ugly your branches are! Look at me, how beautiful I am!

Xiao Liu said, hey, Xiao Zao, why don't you grow leaves? Look at me, how beautiful I am!

Read the tone of pride, pride and contempt for others. )

5. Guide imagination.

Facing the pride of Xiaoliushu, what might Xiaozaoshu think?

6. Read the name out loud with emotion.

Second, learn the fifth and sixth paragraphs.

1. Read freely and tell me what you know.

2. What's the difference between jujube and willow?

Chinese in the middle class, jujube book, lesson plan 4 "teaching material analysis";

"Little Willow Tree and Little Jujube Tree" is a text in the fourth group of the first volume of the second grade of primary school Chinese. The text of this unit contains profound and rich philosophy of life. For the teaching of this group of texts, we should pay special attention to the excavation and implementation of humanistic spirit, and carry out natural ideological education while keeping students from understanding the language and characters, so as to make the vivid teaching materials more vivid. Teach reading methods, cultivate reading ability, and gradually guide students to taste and use language. This text appears in the form of fairy tales loved by primary school students. With the help of different growth conditions of small willow and small jujube, they are endowed with different personality characteristics. Through the dialogue between them, students can vividly understand the profound truth of "being good at discovering the strengths of others and facing up to their own shortcomings".

First, stimulate students' interest in literacy and let students read in a lively and open situation.

The first paragraph: (After displaying new words and reading aloud in various forms, students have basically mastered pronunciation)

Teacher: What new words do you think are particularly difficult for babies to remember?

The students spoke freely and said many difficult words.

Teacher: It seems that this baby who can learn new words really poses a problem for everyone. Never mind, the lovely butterfly has come to help us. Let's guess, what is the word behind the butterfly?

(At this time, the students' attention immediately focused on the teacher's hand, their eyes opened wide and their interest in literacy was aroused. )

Health 1: I guess it's jujube.

Teacher: You are really something. You guessed it at once. Here is a clever design. Jujube is the first new word in this class. As expected, students guess the word first. ) This butterfly is for you.

When the students walked off the platform with the first butterfly, the little hands under the stage had mushroomed. )

Health 2: I guess it's a simple word.

Teacher: Yo, wrong guess. Need a hint?

Health two nodded.

Teacher: This is a coward. Please call softly.

Health 2: I see, it is "white".

Teacher: Can you lead the class to gently call its name?

Health 3: I also want to guess. The teacher gave me a hint first. The clever boy asked me first. )

Teacher: It's really cool that two children have their backs to a big tree and their backs to each other.

Health 3 (laughs): It's just a word "multiply".

Teacher: Can you find a friend for Cheng?

(showing two butterflies)

Teacher: These two words are good friends. They wear the same clothes.

The whole class shouted: "Think" and "Endure" ... Ah!

Reflection:

"Chinese Curriculum Standard" points out: "Literacy teaching should use a variety of intuitive teaching methods to create colorful teaching situations". Let students "like learning Chinese characters and have the desire to read actively". I designed a "guessing" literacy game in teaching, which improved students' interest in learning, mobilized students' enthusiasm for active participation and desire for expression, and ensured the efficiency of learning. At the same time, the game is interspersed with literacy methods such as glyphs, word meanings, words and puzzles, which cultivate students' literacy ability and make learning enjoyable and relaxed.

Second, pay attention to generation, highlight personality, and leave no words.

The second paragraph: (Teaching) Spring has arrived, and small willows have sprouted. A few days later, the young bud of the willow tree turned into a small leaf. She is wearing a light green dress, which is very beautiful! " )

Teacher: Who wants to read this sentence?

Students read, but not in place, so the teacher began to demonstrate reading.

Teacher: How does the teacher study?

Health 1: It looks good for teachers to read light green clothes.

Health 2: Light green clothes are really beautiful.

Teacher: Yes. How beautiful the light green clothes are. This word is well read, and so is this sentence. Please have a try.

Read by roll after practice.

Health 3 (suddenly): Teacher, I think the tender bud of willow has turned into a lobule, which is also beautiful. Why don't you say something?

Teacher (approvingly): Your feeling is different, which is quite correct. It's amazing.

The teacher draws buds and small leaves on the blackboard with green chalk, so that students can compare, read aloud, experience and feel the beauty of small buds turning into small leaves. The reading level of students has improved obviously.

Reflection:

The new curriculum reform tells us that we should always pay attention to students' interests in teaching. If the students' interests are closely related to the teaching content, we can adjust the teaching content in time according to the students' interests, make the best use of the situation and generate a wonderful teaching process.

When preparing lessons, I made a preset for the teaching of this sentence: grasp the "light green clothes" to feel the beauty of the little willow tree. When students ask a valuable question, I seize this opportunity to adjust the teaching plan and use stick figure as an auxiliary tool, so that students can read the text with their own unique feelings, and the classroom will become more Chinese, and students will more deeply appreciate the beauty brought by language and words to readers. In the classroom, we should base ourselves on presupposition, skillfully create students, and vigorously encourage and make use of students' positive "generation". Grasp the "generation", follow the track, and skillfully "lead" and "connect" to make reading and dialogue not only emotional, but also quality. Instead of playing tricks in form, it is better to make a fuss about content, get rid of glitz, seek truth and purity, take students as the center, and pursue a "true, simple and solid" teaching style.

Third, an equal and harmonious classroom atmosphere provides conditions for effective dialogue.

The third paragraph: (Teaching "Little willow with slender waist and green branches is really beautiful." )

Teacher: Can you read this sentence correctly? Please have a try.

Name the students you want to read. (key guidance: detailed.

Green)

Teacher: Would you like to read it to your deskmate?

Reading at the same table.

Teacher: Tell everyone, how about reading at the same table?

Health 1: I study well at the same table, but my voice is a little too low.

Ask the students' deskmates to stand up and read. )

Teacher: The teacher thinks his voice is getting louder. what do you think?

Health 2: I study well at the same table. I want to learn from her.

Please also ask the students' deskmates to stand up and read. )

Teacher: Can you tell me why you can read this sentence so beautifully?

Students say feelings.

Teacher: We want to thank you. Your reading gives us beautiful enjoyment. I also want to thank your deskmate, who found you and recommended you.

Reflection:

"Can you read this sentence correctly? Please have a try. " Use inspiring language; "Do you want to read it to your deskmate?" In a consultative tone; "Can you tell me why you can read this sentence so beautifully?" In a pleading tone. This kind of teaching language makes students respected, students' psychological needs are met, thus stimulating students' enthusiasm. Similarly, the teacher said, "Tell everyone, how about reading at the same table?" Students' desire to participate is activated and students actively participate in the learning process. Individual activities, teacher-student activities and student-student interaction are carried out alternately, which shows that reading is a process of dialogue among students, teachers and texts, respects students' individual understanding, and highlights students' subjective status and the consciousness of Chinese learning masters. Teachers' evaluation, encouragement and guidance on learning methods make students' brains excited, and the learning effect will naturally get twice the result with half the effort.

Junior high school Chinese jujube teaching plan 5 teaching material analysis

"Little Willow Tree and Little Jujube Tree" is a text in the first volume of the second grade of primary school Chinese. Texts appear in the form of fairy tales loved by primary school students. With the help of different growth conditions of small willow and small jujube, they are endowed with different personality characteristics. Through the dialogue between them, students can vividly understand the profound truth of "being good at discovering the strengths of others and facing up to their own shortcomings".

Student analysis

The students who just read the second grade have a strong interest and curiosity about fairy tales, but they lack certain discrimination ability. Most students are lively, active, bold and independent. They have mastered some literacy methods and like reading and performing, but their language expression ability and logical thinking ability are poor, and the time for intentional attention is short, so they are more active and fun.

design concept

1. In the new textbooks and curriculum standards, the first priority is to stimulate students' interest in learning. Students have a strong desire to read and write, so students should regard learning as a kind of enjoyment. For this idea, we should make full use of various forms that students like to see and hear, create an emotional atmosphere conducive to learning activities, vigorously advocate independent, cooperative and inquiry learning methods, and fully mobilize students' enthusiasm, initiative and creativity in learning.

2. Let teachers and students form such a specific relationship: teachers ask a series of questions, and thus induce students to make research responses. Students gain knowledge by answering a series of leading questions raised by teachers through research thinking.

3. Let reading become an important means for students to learn and explore. Let students study, read and speak independently in an independent and democratic atmosphere; Guide and mobilize students' emotional experience, and understand new words and stories through self-reading, since the enlightenment and active inquiry.

Teaching objectives

1, know 8 new words and can write 10 words.

2. Be able to read the text correctly, fluently and emotionally, and express the different characters of the role in different intonations.

3, read the text, understand the truth that "the ruler is short, the inch is long", and know that it depends on the strengths of others.

teaching process

First, create a situation to stimulate interest in learning.

Students, do you like spring? Now let's go to find spring together! Guide the students to sing "Where is Spring" together. Well, we found spring. Look, here comes Xiaoliu, the messenger of spring! He also brought his friend jujube. Want to know the difference between them in spring and autumn? You can find the answer by reading the story in the textbook. (blackboard writing topic)

2. Reading, reading and writing, exploring and perceiving.

1, first reading the text, overall impression.

(1) Read the full text freely and draw new words while reading. Answer: What is the difference between a small willow tree and a small jujube tree?

(2) show me the word card. Students find out the words and sentences containing this word and read them to everyone. Try to remember it.

(3) driving a train to recognize new words. Guide students to prepare in groups and help students who can't read find ways to read. Read in the form of a group competition.

Junior high school Chinese jujube teaching plan 6 teaching material analysis:

Xiao Liu Xiao Zao is a very interesting fairy tale. The article endows Xiaoliu and Zizyphus jujuba with human characteristics. Through the experience of dialogue, the teaching of this story can understand the truth of "being good at discovering the advantages of others" It can also be combined with "one inch long and one foot short" in Literacy 4. Learn from each other's strengths to understand the profound meaning of the text, and guide students not only to be good at discovering the advantages of others and seeing their own shortcomings, but also to learn and constantly improve themselves.

Teaching objectives:

1, emotional attitude, values, through the study of the text, know how to find the strengths of others in life, and be good at learning the strengths of others;

2. Process and method: In reading aloud for different roles, I can express different personalities in different tones.

3. Knowledge and skills: Know 8 new words, write 10 new words, and read the text fluently and emotionally.

Teaching focus:

Experience expressing different personalities in different tones.

Teaching difficulties:

Understand the truth of discovering the advantages of others in reading aloud.

Teaching AIDS:

New word card

Course arrangement: 2 hours

first kind

First of all, exciting introduction:

Teacher: Have you ever heard of fairy tales? I've heard of those. Tell me about them.

Today we will also learn a fairy tale (blackboard writing subject)

Teacher: What story did you tell? Please read the text freely.

Second, read the text independently, understand the main idea and learn new words.

1. Read freely and underline unfamiliar words and unfamiliar words.

2. Reporting and communication

A.show me the new words. Teacher: Can you read it? What will you remind your classmates when reading?

B, the words written in the exhibition (read by train-> read together)

3. Teacher: Look at these words carefully. What did you find? (Focus on "How to" and "Thinking" Writing)

4. To guide the writing of "How" and "Thinking", "Heart" is a horizontal hook.

5. Read the text again and mark the natural paragraphs. What is the main point of this text?

Third, sort out the context

Teacher: What's the comparison between willow and jujube?

Health: Compared with leaves, branches and fruits.

Task:

Copy the new words four times and combine the words.

Second lesson

First, check the import.

1. Review new words (Last class, we learned Xiaoliu and Jujube. Please look at these new words in the text. Do you remember them? )

2. Teacher: What's the comparison between willow and jujube? (camera blackboard)

Second, in-depth study of "than"

1, Teacher: What's the difference between a small willow tree and a small jujube tree?

Health: Xiaoliu has thin waist and green branches.

Jujube, the branches are winding.

2、

A. When I see these two trees, which one do you like?

B, Teacher: What will Little Willow say to people's praise? What's his mood? (Proud)

C. Instruct reading: Teacher: Please read proudly! What's your expression when you're proud? How was the operation?

(Naming-Performing Reading-Reading Together)

3. Teacher: We will grow up day by day, and the little willow and jujube will change day by day. See what happens to them. Please read paragraphs 3-5 freely and underline the changes that have taken place in the willow and jujube trees.

4. Learn the third and fourth paragraphs

A, Teacher: Spring has come. What happened to those two small trees?

B. Introduction (Teacher: What does beautiful Xiaoliu think when she sees the jujube tree? what he would have said？ )

C. Teacher: As the days passed, what happened to those two trees?

D, performance experience emotion (students perform Xiaoliu)

5. Learn paragraphs 5-7.

A, Teacher: Is the proud Xiaoliu still so proud in autumn? What's he thinking? Draw with wavy lines

B, Teacher: Did the jujube tree really laugh at him? (Read paragraph 7)

What is the jujube tree doing? What did he mean by what he said?

C. What will Xiaoliu say after listening to his words?

Fourth, expand emotions.

1. How would you evaluate these two small trees? Who do you like and why?

2. What are your weaknesses? How to correct it? Who will you learn from?

Homework: Copy the words twice.

Postscript of teaching:

1, literacy focuses on writing words from the bottom of my heart. In order to better teach the second class and grasp the main line of the text, what is the comparison between "Little Willow Tree and Little Jujube Tree"?

2. Grasp the emotional changes before and after the willow tree, so that students can understand their feelings through role interpretation, achieve the teaching purpose, and know how to be good at discovering the advantages of others and learn from them.