Teaching plan for the fourth grade Chinese Cormorant in primary school

The Cormorant describes fishermen, cormorants and the lake to reflect the fishermen's life and the beautiful scenery of the fishermen's village. The following is the teaching plan of the fourth grade Chinese language Cormorant I brought to you, hoping to help you!

Teaching plan 1 of Cormorant, a Chinese textbook for the fourth grade of primary school

Teaching objectives:

1. Read the text with emotion and feel the beautiful scenery of the water town and the pleasure of fishermen fishing.

2. Learn 9 new words in this lesson, understand the meaning of new words, and use "like? Like? " , "restore" sentences.

3. Grasp key words and understand the meaning of key sentences.

4. Recite the first paragraph of the text correctly and fluently.

The first class

First, expose the topic and lead in 1. Read the topic well.

① the courseware presents the topic.

② Teacher: Today, let's learn a very vivid text. Who will read the topic?

③ refers to multiple students reading the topic, and then reading the topic together. Attention! "Oops" is the second sound, and it doesn't become warped.

2. Introduce cormorants.

① Teacher: Cormorant is a kind of water bird. They love to eat fish and fish, and their fishing skills are particularly high. Look, everybody! This is the cormorant.

② The courseware presents several photos of cormorants.

③ Teacher: The cormorant swallows into its throat sac after fishing. If you let it continue to swallow, the fish will be swallowed. Therefore, before the cormorant catches fish, the fisherman must tie its throat bag with a rope first. After fishing, untie the rope. Look, everyone, this is the throat sac of the cormorant.

④ The courseware shows the position of the cormorant throat sac.

⑤ The teacher writes the word "laryngeal sac", and writes the main points while writing.

⑥ Students find a suitable place next to the illustrations in the text to practice writing "Laryngeal sac".

3. Introduce new courses.

teacher: what kind of feeling will the description of cormorants bring us? Please close your eyes and let the teacher read it to you beautifully.

second, read through the text

1, the teacher model reading.

① The teacher reads the full text with music, and the students close their eyes and enjoy it.

② Arouse students' sense of language after reading: Is the scenery of the small lake beautiful? Isn't it vivid that fishermen command cormorants to fish?

2. Students practice reading.

① teacher: with these beautiful feelings, like a teacher, read the text freely and softly. When reading, pay attention to reading the words correctly and the sentences clearly.

② Students read by themselves and teachers patrol. Then the teacher checks the students' reading aloud. The teacher reads the text by name (five students are selected and read in sections).

3. Reading again.

① teacher: what inspiration and help did the reading of several students give you just now? (answer by name)

② Teacher: After understanding these truths, let's read the text again, and experience it while reading. What do you think brings you a particularly beautiful and vivid feeling?

③ Students are free to read the full text.

④ organize students to exchange their feelings after reading.

4. Read aloud.

① teacher: after reading the text, the students have a deeper feeling of the beauty and vividness of the text. However, everyone's feelings are different. You can pick out the most vivid text that you feel beautiful and read it to your deskmate beautifully. Students who listen should be attentive and devoted. They should listen and think about where you appreciate reading at the same table the most.

② read at the same table.

Third, try to figure out the train of thought

1. The teacher read his favorite passage (the last paragraph).

2. Encourage students to interpret in multiple ways: Please read this text again and see how much you can read from these short 17 words. The results of students' interpretation can be inferred as follows:

① From the "recovery", it can be seen that the lake was calm at first, then it was not calm, and now it has become calm again.

② It can be seen from "gradually" that cormorants spend a long time fishing.

③ in connection with the contents in front of the text, it is not difficult to find that whether the lake is calm or not is related to cormorant fishing.

3. According to the students' answers, the teacher randomly writes on the blackboard as follows:

Before fishing, when fishing,

After fishing, calm down

4. Read the last paragraph together. Because only by reading in this way can people feel that the lake is calm at first, then it is not calm, and now it is calm again.

Fourth, class homework

Copy the following words carefully. It's up to you to copy several times, and you can copy more times if it is difficult to write (students can play background music when copying).

The setting sun is soft and carefree.

There is no end to it. Smoke billows from the kitchen.

Second class

First, introduce a new lesson.

teacher: last class, we read it again and again, and got a preliminary feeling of the beauty of the small lake and the vividness of the fishermen commanding cormorants to fish. In this lesson, let's continue to read between the lines of the text and savor these beautiful feelings carefully.

2. Read, comprehend and write the paragraphs before fishing

1. Read and feel by yourself.

① teacher: read the first natural paragraph of the text freely and softly, draw a row and circle. Where do you taste the calm and beauty of the lake from the text? ② Students' self-reading taste and teachers' inspection.

③ Organize students to discuss and communicate, and teachers will make random comments to guide students' understanding of key words.

④ Students should be guided to read the relevant words and phrases again and again while they have some feelings. The reading of students can be regulated as follows:

▲ Who can read this sentence more calmly and beautifully?

▲ Read the opening sentence in a lower voice and slower speed, giving people a quiet, leisurely and beautiful feeling. You try again.

▲ You can read the sentence "carefree" with your head wagging and taking your time, so that it will be interesting to read.

⑤ teacher's summary: In fact, every sentence, every word and even every word in this passage is full of the leisurely calm and subtle beauty of the small lake. Read the text again and realize this feeling.

2. Accumulate languages.

① teacher: can you recite this beautiful text without reading? Teacher: I want to know how you recite this text now. Students may have the following ways: recite sentence by sentence; Find out the key words back; Look at the back of the picture; Remind the back by the same table; Close your eyes and imagine the back of the picture)

③ Let the students recite the text in their favorite way.

④ recite the first natural paragraph by naming the soundtrack.

3. Read, comprehend and write the paragraphs when fishing

1. Taste "a touch".

① teacher: the calm and beauty of the small lake are really intoxicating, and the activity and exultation of the small lake are equally exciting. When the fisherman wiped the bamboo pole on the ship's side, the calm of the small lake disappeared, and what appeared before our eyes was a lively and jubilant scene. Read the second to fourth paragraphs and pay special attention to the fisherman's "touch" to see if it is such a feeling. After reading it, write down your feelings and understanding of the word "a touch" on the exercise paper. (Students read books and practice writing)

② Courseware presentation exercises (these words are for your reference, if you think there are other better words, you can also use your own):

Skillful and hopeful, confident, relaxed and happy

The fisherman suddenly stood up and wiped the bamboo pole on the side of the boat, as if to say, ""< p

since the fisherman said this sentence to cormorants, there must be a name first. Little things, fishing experts, dear ones, children, brothers, friends, little guys? )

④ Teacher's summary: Look, how confident and comfortable the fisherman is! He painted an active, exultation, and a vibrant and gratifying scene.

2. Broaden the sense of language.

① Teacher: Read these texts again and see where else you can experience the liveliness and exultation with the fisherman's "touch". (Students' Reading Style Meeting)

② Organize communication.

③ The courseware plays the picture of cormorant fishing. Encourage students to talk while watching, whisper, point, dance and even cheer.

④ read these paragraphs together.

fourth, summarize the text.

1. Read the text with emotion and imagine while reading.

2. Tell me which pictures appear in your mind?

(1) At sunset, fishermen sit at the stern and smoke leisurely, while cormorants stand by.

(2) At dusk, fishermen command cormorants to fish, and there is a lively and busy scene on the lake.

(3) It was getting dark, and the fishing boats returned with full loads, and the lake was calm again.

3. Column subheadings.

Cormorants stand by and bravely go to war and return home in triumph

4. Summary:

The text Cormorants not only makes us feel the peaceful beauty of water towns? Soft and peaceful static beauty; Also let us feel the active beauty of the water town? Vigorous and dynamic beauty. There is movement and stillness, and movement and stillness alternate; Dynamic beauty and static beauty, both dynamic and static beauty.

5. Homework:

1. Read the text and recite the first paragraph.

2. finish the homework in the exercise book.

Teaching plan 2 of the fourth grade Chinese language Cormorant

Teaching objectives:

1. Learn five new words and understand the words "boundless" and "carefree".

2. By studying and understanding the text, I know how fishermen use cormorants to catch fish, and how the author describes the calm of the lake in chronological order. Not calm? Calm and changeable.

3. Read the text with emotion and recite it.

Teaching content:

The first two paragraphs of the text. Understand the process of the lake from calm to calm and its relationship with cormorant fishing.

teaching (learning) tools:

text wall chart; New word cards; Small blackboard.

The first class

1. Start

1. Show the cormorant fishing map used by fishermen, and then lead the teacher to reveal the topic and write on the blackboard.

2. Learn the learning requirements of this lesson.

3. Make clear the procedures and methods of self-study and the learning requirements of this class.

second, read and practice one? Self-study procedures and methods 1, 2 and 3

1. Please learn by yourself according to the first, second and third items of self-study procedures and methods.

2. Students want to read, write and comment, and teachers tour to help.

third, knowing one

1. Students point out the scenery in the picture in the order of first observing the whole and then focusing on the people and things nearby.

2. Students report their mastery of new words, and teachers give them some instructions. Pay attention to the pronunciation of the word "boat", the word "wipe" and the strokes of the word "bag" (22 strokes).

3. Students report the understanding of new words, and the teacher gives them instructions. Leisurely: a leisurely and comfortable appearance. Sparkling: The water is bright and sparkling. Curly: thin and weak.

4. Name the students to report the communication segments and paragraphs, and the teacher will correct them. (The first paragraph, the first natural paragraph, tells that the lake was very calm before cormorant fishing; The second paragraph, the 25th natural paragraph, talks about the dynamic landscape of cormorant fishing; The third paragraph, paragraphs 6 and 7, tells that the old fisherman has gone back and the lake has returned to calm. )

4. Reading and practicing 2? Self-study procedures and methods 4 (learning the first paragraph)

1. Teachers prompt learning methods: ① Read the text, think while reading, and a picture emerges in your mind, and then compare it with the illustrations in the text. Read the text, find out which places can reflect the "quietness" of the lake, and find out the relevant sentences. (2) to complete the problems and homework in the side batch. ④ Read the text with emotion.

2. Students want to read, write and comment, and teachers tour to help.

five, knowing two

1. After reading the first nature, students tell the pictures in their minds and guide the rest of the students to comment.

2. Students make supplementary reports and exchanges. The first and second sentences talk about the small lake and its surrounding environment, and the third, fourth and fifth sentences write boats, fishermen and cormorants in turn. The first sentence can be seen that the lake is "quiet", which is also a figurative sentence, using a mirror to compare the lake. The floating boat floats on the lake, the fisherman sits at the stern, smoking leisurely, and the cormorant stands on the side of the ship, like soldiers waiting for orders. These words also reflect the "quietness" of the lake. The fifth sentence is also a figurative sentence, which uses soldiers as a metaphor for cormorants.

　3。 Students read aloud with emotion. Instructed by the teacher, read the first paragraph after the demonstration.

VI. Practice knowledge

Finish the first question in the after-class exercises.

After dictation, please exchange corrections at the same table.

VII. Conclusion

1. Students summarize the learning methods and learning gains.

2. Teachers make a summary of students' learning habits.

3. We plan to finish learning this text in two classes. Complete procedures 1 and 2 in the first class, and procedures 3 and 4 in the second class.

second class

I. Rev.

1. Review guide: Last class, we understood the text as a whole, and learned the first paragraph of the text, knowing that the lake was calm before fishing, so what happened to the lake afterwards? We will continue to study in this class.

2. Make clear the tasks of this lesson, learn the second and third paragraphs of the text, and complete the exercises 2 and 3 after class.

second, read and practice one? Self-study program and method 4 (learning the second paragraph)

1. The teacher prompts to learn: ① Read and think, and draw some pictures in your mind. ② What happened to the lake at this time? ③ Complete the problems in the side batch. ④ Read the text with emotion.

2. Students want to read, criticize, speak and write, and teachers patrol and coach.

third, knowing one

1. Tell the pictures that appear in your mind after reading the second and third paragraphs.

These two paragraphs talk about fishermen driving cormorants into the water and cormorants fishing. The words used to describe the fisherman's actions in these two paragraphs are: wipe (the usage and benefits of the word "wipe" by the teacher), grab, squeeze, throw and write.