Teaching Design of Chinese Book II of Grade Four in Primary School: Chinese Garden One

As an excellent educator, it is often necessary to write an excellent teaching design, which is a process of systematically planning the teaching system. So do you know how to write a standardized teaching design? The following is the teaching design of "Chinese Garden", the second volume of Chinese for the fourth grade of primary school, which I collected for you. I hope it will help you.

Chinese in the fourth grade of primary school, Volume II, Teaching Design of China Gardens 1 [Teaching Material Design Concept]

(My Discovery) The purpose of this activity is to guide students to discover two literacy methods: "familiar words with radicals" and "changing radicals into familiar words", learn to read independently and know seven new words.

The main purpose of this activity is to accumulate language, practice basic reading and writing skills and consolidate literacy.

[learning objectives]

1. Guide students to master and use two literacy methods and know seven new words such as "comment, interview and squeeze".

2. Read the words correctly, get a preliminary understanding and feel the beauty of spring.

3. Read and write sentences correctly.

4. Read the following articles skillfully and understand the meaning of the articles simply.

[Preparation before class]

Review the new words and texts in Unit 1. Preview China Garden 1

Teaching process:

I. My findings

1, free reading, what did you find?

2. Read by name and talk about the rules of the above three lines. What are the rules of the following two lines?

3. Divide boys and girls.

4. Consolidate new words, form words orally and choose words.

Second, accumulate over time.

I can read.

First, read the words together

B, show the "Spring Garden Map" and say a paragraph in words. (The teacher said, referring to the top students)

2. I can write

A, first look at the pinyin by yourself and think about what sentence it is.

B, read the sentences by name.

C, write sentences, pay attention to the position of new words in Tian Zige.

D, deskmate evaluation, who wrote the sentence right, beautiful.

3. Look at the back.

A. Read freely. If you can't read, please help at the same table.

B, read in groups of four. Whoever reads correctly reads fluently.

C. Read the name and tell me what this article is about.

D, read together and be careful not to sing.

E. Withdraw from the group stage

Third, extracurricular expansion.

Collect words and ancient poems about spring after class, read and recite them.

Oral communication: where is spring (the second teaching time)

"Teaching material design concept"

On the basis of arranging oral communication "Where is Spring", the textbook is familiar with the previous text and interspersed with comprehensive practical activities, which makes oral communication more reliable, more suitable for students' age characteristics, makes students feel more deeply about the knowledge of this unit and inspires students' incomparable love for spring.

[Teaching objectives]

Sing, say and draw a beautiful spring to inspire students to love spring.

[Preparation before class]

Collect songs and pictures about spring.

Teaching process:

First, the exhibition platform: sing the spring

1. Play the collected songs about spring.

2. Sing a spring song that you can sing.

Second, I see the spring.

1. Tell me what you see in spring.

Imitate the sentence pattern of "dripping": Where is spring? Spring is on the earth—

2. Four people exchange the collected pictures and materials.

3. Send representatives to show and communicate with the whole class.

Third, I heard about spring.

Find a partner to introduce the sound of spring you hear and talk about your feelings.

Fourth, I drew spring.

1, draw spring for free.

2. Discuss in groups what you drew and why you drew like this.

3. Comment on who draws well and speaks well.

4. Send representatives to show communication in the whole class.

5. Put it in your own growth bag.

Fifth, the literacy challenge

1, four-person group match

2. Winner competition

Chinese in the fourth grade of primary school Volume II China Gardens Part I Teaching Design Part II Teaching Objectives:

China Landscape Architecture can be taught in turn according to the plates, with emphasis on the gradient rising characteristics of plate content difficulty, analogy and practical application.

Teaching focus:

Memorize pictophonetic characters correctly. Learn how to write about animals and practice writing.

Teaching preparation:

The teacher makes relevant PPT. Students collect the new words of "one", "one" and "quilt" and collect the information of a small animal they are familiar with.

Teaching time:

2 class hours

Teaching process:

first kind

First of all, be familiar with excellent sentences.

1, self-study preview

Read the following sentences, read the correct pronunciation and understand the sentences.

When the tip of the swallow's wing or the cut tail occasionally touches the water, the small halo will ripple around.

Some are still full of flowers and skinny, looking full and about to burst.

Ladybug slowly fell down, put away its wings of black silk petticoat and ran smoothly; Fold the hard wings and put them together.

2, check the self-study results

The teacher called the students to read three paragraphs in the "communication platform".

Focus on guiding students to read "Duo Er" well, in which "Gu" is pronounced as (?), and the whole word should rhyme. The word "flow" in Downstream is pronounced "Li".

Design intention: This link allows students to learn independently. On the one hand, I quickly reviewed the beautiful sentences in this unit, on the other hand, I consolidated and improved the students' self-study ability. Through self-study, students can read these three paragraphs well and thoroughly, and really read the pronunciation and sentences correctly without adding words or missing words. Lay a good foundation for the next study.

3. Imagine the picture while reading a book.

The teacher instructed the students to read "The tip of the swallow's wing or the cut tail occasionally touches the water, and the small halo ripples around." This sentence.

Read and imagine what kind of pictures appear in your mind.

A lively swallow is flying in the air.

(2) Swallows are very light, and their contact with water is only a little light.

Teachers guide students to try to describe this picture, tell their feelings, and then express this feeling through their own reading. The better students read, the richer their imagination and the deeper their feelings.

After the students finish reading, the teacher helps the students summarize the reading method-reading while imagining the picture.

Design intention: Teachers should give full play to students' imagination, let students develop reasonable imagination and speak their feelings boldly. As long as the students' descriptions are detailed and vivid, it means that they have read this passage. When students can read the text with their own feelings, they can read with feelings.

4. Try to teach yourself by methods.

(1) Guide students to use the newly mastered method of "imagining pictures while reading" to teach themselves the last two paragraphs of the "communication platform".

(2) Teachers give students sufficient study time and adopt the method of group cooperative learning to help students with learning difficulties complete their study tasks.

(3) Guide students to speak their imaginary pictures boldly and talk about their feelings on this basis.

"Some of them are still full of flowers and skinny, looking full and about to burst."

Photo: This lotus flower is about to bloom, and the flower bone buds can't wrap the petals.

Feeling: The author makes ancient paintings more lifelike.

Students describe the pictures in their minds by reading aloud and read out their feelings.

"Ladybug slowly falls, puts away its wings of black silk petticoat and runs smoothly; Fold the hard wings and sew them together. "

Photo: A light little ladybug is folding its wings, which is very cute.

Feeling: The author described the movements of ladybugs in great detail.

Students try to read out their feelings.

Design intention: This link can test students' mastery of newly acquired learning methods, and teachers can give guidance according to students' self-study feedback. This strengthens students' reading methods and improves their self-study ability.

Second, identify new words in different categories.

1, preview self-study

Write the radicals of the following new words on "_ _" and add syllables to them in "()".

Help _ _ () throw _ _ () and take _ _ ()

Bound by _ _ () and _ _ ().

Capital _ _ () Tribute _ _ () Loan _ _ ()

Step 2 check the exercises

The teacher named his learning achievements to help students correct their mistakes.

12539

Tie (fu) to see (liáo) win (Lu).

Zibei (zΙ) Gombe (o nī) Lundebei (dài)

Remind students to pay attention to the pronunciation of the following Chinese characters:

"Aid" is nasal in front and "Gong" is nasal behind. The syllables of "investment" and "capital" are identified as a whole.

Design intention: This link is intended to consolidate students' knowledge of Chinese Pinyin and radicals. But the way to learn is for students to learn by themselves.

3, inductive sorting

(1) The teacher instructs the students to carefully observe the three new words in this section and talk about the similarities of the three new words in each row.

Taking "helping, investing and fishing" in the first line as an example, the teacher guides the students to carefully observe their own preview list and draws the conclusion that these three words have the same radical-"Yi".

By analogy, the new words in the second and third lines also have the same radicals, namely "one" and "Bei".

(2) Students read the words composed of these new words in the textbook and observe them carefully.

The teacher reminded the students that "saving", "throwing" and "fishing" all need one part of the body, that is, the hand.

Teacher-student summary: The meanings of these three words are all related to hand movements.

Students' expansion and promotion: the radicals of "beating", "beating", "picking" and "digging" are also "spoons", and the meanings of these words are also related to hand movements.

Teacher-student summary: The meaning of Chinese characters with the word "one" is related to the hand movements.

(3) According to the method of summarizing the meaning of the first line of new words, try to summarize the meaning of the second and third lines of new words with the help of the words in the text.

The radical of "tie, dazzle and wind" is "wind", so its meaning is related to silk thread. Similarly, there are spinning, weaving and silk.

The radical of "capital, tribute and loan" is "shell", so its meaning is related to money. Similarly, there are "wealth", "purchase" and "vendor".

The teacher explained why Chinese characters with "Bei" as the radical are related to money.

The earliest currency in China ── money ── appeared in Xia and Shang Dynasties, so money was used as a word related to money when creating characters at that time.

Design intention: This session aims to help students remember new words and understand the meaning by using radicals. Teachers first help students master the corresponding learning methods, and then let students use this method to acquire new knowledge independently. In this way, the efficiency of classroom learning is realized.

4. Summarize the promotion activities

The teacher instructs the students to read these nine new words carefully again and find out the connection between the pronunciation of each new word and its components.

Take the three new words in the third line as an example:

Capital (time) contribution (industry) loan (generation)

Each of the above Chinese characters has the same or similar pronunciation as the whole Chinese character.

The same is true of Chinese characters in the first and second lines.

Help (help), throw (help), get (help), bind (help), and intervene (help).

Teacher-student summary: The radicals of these nine new words are related to their meanings, and the other parts are the same or close to their pronunciations. Such characters are called pictophonetic characters in our Chinese character system.

The teacher made clear the definition of pictophonetic characters: pictophonetic characters are composed of signifiers (phonetic symbols) representing semantic categories and phonetic symbols (phonetic symbols) representing phonetic categories.

Students illustrate:

Pai: "one" expresses meaning by form, and "white" expresses sound by sound.

Spinning: "Zhu" is the phonetic symbol, and "Fang" is the phonetic symbol.

Purchase: "Bei" takes meaning by form, and "Structure" takes sound by sound.

Design intention: This link is summary and promotion. Teachers should not only help students to clarify the definition and actual laws of pictophonetic characters, but also give students the opportunity to experience them. Students will have a deeper understanding of pictophonetic characters through examples.

Second lesson

First, carefully select and analyze words and phrases.

1, layout preview

Look up the meanings of the following four groups of words in the dictionary.

(1) fragrant (2) rippling (3) light and light (4) flexible and sensitive.

The teacher checked the students' self-study.

Clarify the meaning of words.

Aroma: refers to a faint fragrance.

Luzhou-flavor: Strong aroma.

Ripple: the fluctuation of water surface, etc. Describe ups and downs.

To float, sway, or soar in the air.

Lightweight: light and dexterous, simple or easy to operate.

Lightness: effortless.

Flexibility: refers to agility, not rigidity.

Sensitivity: quick response.

Design Intention: This section mainly examines students' ability to discriminate similar words, so we must first understand the meaning of these words. But now that students have mastered the method of looking up a dictionary, they can complete this part of their study by self-study.

Teachers and students cooperate to distinguish fractal synonyms in a specific context.

(1) Teachers guide students to compare the meanings of "fragrance" and "strong fragrance" and find out their similarities and differences.

Same: they are all words expressing sense of smell, and they are all related to fragrance.

Different: they express different degrees, the degree of "fragrance" is shallow, and the degree of "fragrance" is deep.

(2) Remind students to review the text Lotus and think about it. What kind of fragrance does lotus belong to?

Conclusion: The fragrance of lotus is weak, so the first sentence is "fragrance".

(3) Generalization: The use of similar words needs a specific context. Therefore, in order to distinguish the differences between similar words, it is necessary to compare these words in a specific context.

Design intention: To improve students' ability to analyze words, we should first help students master the learning steps, that is, find the meaning of words and make a comparative analysis. Then summarize the learning methods on this basis. Of course, this needs the guidance of the teacher.

Students use new methods to solve problems.

(1) Students use the method of distinguishing fractal synonyms in a specific context to solve the remaining three sentences in this section by themselves.

(2) Teachers and students verify the learning results.

Second, the understanding method from the outside to the inside

1, layout preview

(1) arrange for students to read the following two paragraphs with the help of pinyin in the text:

A black feather, a pair of scissors-like tails and a pair of light and powerful wings make up such a lively and lovely swallow.

One-horned cattle's back armor is iron black and hard, with a rhinoceros-like horn at the tip of its head.

(2) Find out which parts of the swallow and rhinoceros these two paragraphs describe.

2, check the self-study results

(1) Read these two paragraphs by roll call.

Instruct students to pronounce "like" correctly, with "like" as "shi" and "shell" as "qi ao".

(2) Describe swallows: feathers, tails and wings.

Description of one-horned cattle: carapace, horn

Design Intention: The learning goal of the second part of the section "Sentences and the Application of Sentences" is to write the appearance characteristics of a small animal according to its appearance. To achieve this goal, the premise is to fully understand the writing characteristics of example sentences. To understand the characteristics of writing, we must first read the text well, which can be done by students themselves. Teachers should test students' academic performance.

Deeply understand the characteristics of writing

(1) Search features of silk stripping and cocoon pulling

The teacher instructed the students to find out the characteristics of the feathers, tails and wings of swallows according to the second achievement of self-study.

Feather: black

Tail: Like scissors.

Wings: light and powerful

(2) promote the summary method step by step

To describe the morphological characteristics of small animals vividly, we must first make it clear that it consists of several parts, and then make clear what the characteristics of each part are from the aspects of color, shape and action.

(3) Consolidate reinforcement learning methods

Guide students to learn independently, and summarize the shape characteristics of one-horned cattle according to the learning method of finding the shape characteristics of swallows.

One-horned cow: The back armor is iron black and very hard.

Horns-like rhinoceros horns.

Design Intention: Without the guidance of teachers, students can't master the writing method of describing animal foreign trade, so they need the guidance of teachers from the shallow to the deep, and need a progressive process from concrete words to abstract methods. Its purpose is to help students master learning methods and understand writing skills.

Try to write

Students use the writing method they have just mastered to choose a small animal they are familiar with and describe its appearance characteristics.

The teacher gives the students enough time to write. And test the learning effect in class.

Third, read classics for a long time.

1, layout preview

Read Yi Jiangnan correctly, read correctly, understand sentences, pay attention to the pronunciation of "mountain", and look up the definition of "mountain and orchid" with the help of materials.

The teacher checks the students' self-study and gives pronunciation guidance to individual words. For example, "familiar" is pronounced as "ān", which means familiar in the text, "blue" means blue grass, and leaves can be used as turquoise dyes.

After solving the word barrier, students read the whole word again.

2. Imagine reading aloud.

(1) instruct students to read these two sentences repeatedly, that is, "the flower of sunrise is better than fire, and the water of spring is as green as blue", so as to find out the scenery described in the poem and the colors mentioned by the poet.

Scenery: river flowers, river water

Color: red, green

(2) Instruct students to say the meaning of these two sentences according to their own understanding.

At sunrise, flowers on the river are redder than fire: the sun rises from the river, making flowers on the river redder than fire.

Guide the students to imagine the pictures according to the meaning and show them through their own reading.

Students read again, and the teacher gives reading guidance.

The teacher instructed the students to read Spring River as Green as Blue according to the picture just imagined and the reading method.

(3) Read the whole word again and think about what emotions the author expressed in the word.

Teacher-student cooperation and communication: Because the author wrote memories of Jiangnan, he chose rivers and flowers. With sunrise and spring as the background, it looks very bright and vividly depicts the beautiful scene of spring in the south of the Yangtze River. Expressed the yearning for the beautiful spring in Jiangnan.

Design intention: Classic works need to be read repeatedly. Therefore, the study of this section is inseparable from reading, and students can only understand the meaning and feel the beauty of classics in reading. Then it is easy to achieve the purpose of reciting.

China Garden 1 Instructional Design 3 Teaching Requirements:

1, accumulate fresh sentences in the text, and communicate with classmates after reading. Accumulate a poem "What You See".

2. Use body parts to accumulate four-word words. Learn to read sentences in an appropriate way and express their meaning.

3. Organize several interest groups in the class, then give names to the groups in the groups, and the members of the groups plan activities. Whether the exchange programs between members have been improved and perfected.

Teaching emphases and difficulties:

Organize several interest groups in the class, then give names to the groups in the groups, and the members of the groups plan activities. Whether the exchange programs between members have improved. Finally, begin to implement the plan.

Preparation before class:

New word cards and courseware

Teaching process:

2 class hours

first kind

I. Communication platform

1, let the students see the first lesson in the textbook and find the sentences they think are fresh.

2. Call the roll and let the students read it out loud.

3. Boys and girls read some fresh sentences respectively. And express their views.

4. Teacher's summary: Fresh sentences generally use some writing skills. Pay attention to accumulation at ordinary times and try to imitate writing.

Second, the use of sentence fragments.

1. Read the 13 words and phrases in the textbook with two lines of the boy's first question.

Students share their findings.

3. Talk about your findings in groups.

4. The teacher dialed.

5. Let students accumulate words after class.

6. The teacher asked the students to read the three sentences demonstrated in the textbook. Understand the meaning of the sentence.

7. Teachers guide students to think.

8. Students communicate with each other.

Second lesson

First, organize interest groups.

1, let the students say what they are interested in, and then the teacher guides the students to set up interest groups.

2, the group takes the group name.

3. Finally, decide the name of the group.

4. Exchange activities between students. The teacher nudged aside and the students thought. Activities should focus on the name of the group.

5. The teacher summarizes and the students think after class.

Second, accumulate over time.

1, read ancient poems normally.

2. Teacher's guidance.

3. Students imitate reading.

4. Reading in the competition between classmates

5. Teacher-student cooperation and performance. Then recite in the competition.

Chinese in the fourth grade of primary school, Volume II, China Gardens, Part I, Teaching Design, Part IV, Learning Objectives.

1, through the process of multi-channel search, understand and introduce the beautiful natural landscape, let students feel and love beauty, so as to learn to capture beauty!

2. Hold a natural landscape exhibition to let students go into nature and love the mountains and rivers of the motherland.

3. Look for the beautiful natural landscape around you and express it in your own language for everyone to share!

4. Recite four groups of sentences, collect and accumulate them after class, and understand the subtleties of Chinese diction and sentence making.

Preparation before class

1. Understand and collect pictures, audio-visual materials and written materials of natural landscapes through various channels.

2. Physical projector.

The first class is oral communication

1. Our motherland has beautiful scenery and beautiful natural scenery everywhere. The distant Tianshan grassland, holy snow-capped mountains, blue sky, snow-white sheep and endless green grassland are so charming; There is also the nearby Imperial City Beach. The waves, sunshine and rocks are also charming ... Beauty is all around us, which requires us to have a pair of eyes that are good at finding beauty and observing. These days, everyone is looking for beautiful natural scenery. This lesson will show you the beauty you have found.

2. Tell me about the communication on the stage all my life.

Audience feedback: After listening to XX's introduction, what do you not understand? Do you think it is beautiful? Where did you feel it?

Teacher's summary: To introduce a beautiful natural landscape, we must first present the pictures one by one in an orderly and step-by-step manner, so that everyone can follow your sight and describe them in beautiful and vivid language, so that everyone can feel the beauty of the landscape in your language.

3, free preparation, a little adjustment.

4. Rename the exchange again.

A, the audience should listen carefully, be a good reporter, and introduce questions and suggestions or supplements to classmates.

B. The introducer should be fully prepared and answer questions from reporters at any time.

5. Four groups communicate, and each group judges a "messenger of beauty".

6. What do you feel after searching and listening to your classmates' introduction?

7. Contact "Broadband Network". Use your own pictures and written materials (or your own written materials) to organize into an illustrated "beauty introduction book". After class, there will be a "one-day tour of the motherland" landscape exhibition in groups.

Practice instruction in the second and third class hours.

(Learn my inventions at the same time, accumulate over a long period)

1. After learning this set of texts and listening to the introduction of classmates, we know that beauty is around us. Today, let's write down the beautiful scenery we found.

2. Search your memory. Which natural landscape impressed you deeply?

A It can be a famous large-scale scenic spot, such as Huangshan Mountain, Hangzhou West Lake, Yandang Mountain and Tianhe Scenic Spot.

B it can also be a miniature landscape around you, such as the beach by the sea and the corner of the park (campus).

C. it can also be a chance encounter, such as sunrise at the seaside, moonlight in the lotus pond and night view of the city.

3. What are you going to write? How does it help you to recall the texts we have learned and the introductions made by our classmates last class?

A, you can use the direction, time and other order to form articles, so that people can read with fresh eyes.

B. Pay more attention to the characteristics of natural landscape.

C. Contact "My Discovery". Let's go and listen to what Xiao Lin and Xiao Dong have found. What did you find? I was inspired to present the pictures in my mind and write them down in vivid language.

4. To write a good article, it is inseparable from the accumulation of vocabulary sentences. It is characterized by "accumulation over time".

A. How do the following words help you? Free reading, roll call reading.

What did you find? The two sentences in each group are written in the same way, and the four groups have their own characteristics.

C.which group do you like best? Why? Where is it suitable for use?

D. where have you seen such a special sentence? Try to say something.

E. Find such interesting sentences outside class and communicate after class.

5, composition, teachers patrol guidance, timely solve students' problems.

6. Make post-revision and revise the composition in the way you like (you can read your own masterpiece aloud or silently).

7. Write a composition.

Comment on the composition of the fourth class

1. Some "typical" composition fragments are displayed by the physical projector. Ask the young author to read his own article.

2. Listen carefully before communicating. You can make comments, suggestions, appreciation and supplements.

Note: a, whether the sentence is smooth and appropriate.

B. Is the language accurate and subtle?

3. After listening, revise and improve the composition again. (You can modify it yourself, or you can communicate and modify it in groups of four. )

4. Appreciate excellent works. (The physical projector shows the "master composition" of this composition)

A, the teacher reads aloud, and the students randomly comment while listening.

B. Students can also read freely. What did you learn from it? Teachers guide students to discover advantages with appreciation.

C, a group of four people can form a "jury" and can send representatives to speak.

Chinese in the fourth grade of primary school Volume II China Gardens Part I Teaching Design Part V Teaching Objectives:

Knowledge:

1, enhance oral expression ability.

2, cultivate the habit of careful observation, can grasp the characteristics of the scene to describe.

3. Accumulate language and enhance the expressive ability of written language.

Emotion:

1, enjoy the beautiful scenery of nature and be proud of the great rivers and mountains of the motherland.

2. Cultivate the cooperative communication ability in oral communication.

Teaching is difficult:

On the basis of careful observation, grasp the characteristics of the scene and practice in a clear, vivid and concrete order.

Preparation before class: observing the campus

Teaching process:

Oral communication

First, the introduction of new courses.

Introduction: Spring has come quietly. Where do you feel the breath of spring? Spring. Do you want to go out and look for spring? Today we will discuss how to find spring happily, safely and meaningfully.

Second, look at the topic and make clear the requirements.

1. Look at the topic and find out what it is. (Spring outing plan)

2. What points should be made clear around this center?

(1) time and place

(2) Preparation work

(3) Activities carried out

Besides these aspects mentioned in the book, what do you think need to be clarified? (Free supplement)

Third, group discussion.

1, request

(1) Discuss around the central topic.

(2) Division of labor and cooperation, unity and cooperation.

(3) Learn to listen

(4) Make records and form a written draft plan. It can be done in the form of a table.

time

location

Activity content

Preparatory work/about to start work

division of labour

other

2. Free combination. And elect a team leader.

3. discuss it.

4, each group report.

5. Comments: Learn from each other's strengths and unify opinions to form a class spring outing plan.