Second volume of primary school Chinese language "Bei's Story" lesson plan design for second grade

As an educator who teaches others and solves their doubts, you always have to write lesson plans. The lesson plans are the main basis for implementing teaching and play a vital role. So the question is, how should the lesson plan be written? The following is the lesson plan design for the second volume of "Bei's Story" for the second grade of primary school Chinese that I compiled for everyone for your reference. I hope it can help friends in need. The second volume of the second-grade primary school Chinese language "Bei's Story" lesson plan design for the second grade 1

Design instructions

The "Chinese Curriculum Standards" point out: Literacy teaching should pay attention to children's psychological characteristics, and integrate students into Familiar language factors are used as the main materials, combined with students' life experience, to guide them to take advantage of various opportunities to actively learn literacy, and strive to combine knowledge with application. It is necessary to use a variety of literacy teaching methods and visual and intuitive teaching methods to create rich and colorful teaching situations and improve the efficiency of literacy teaching. Therefore, in the design of the lesson plan for this class, I focused on creating rich and colorful teaching situations to guide students to learn independently and learn cooperatively. Improve the efficiency of literacy teaching through repeated reading, imagining while reading, and explaining word theory; through "connecting with real life" and "appreciating pictures to speak" and other forms, build a platform for students to understand and use words, and exercise and improve students' oral expression Ability, organically combines "learning" and "application".

Preparation before class

1. Make courseware: graph of the evolution of the word "贝", video of the sea receding, word cards, word cards; collect stories about Chinese characters. (Teacher)

2. Try to read the text aloud, circle the new words and read them. Search for information and collect short stories about Chinese characters. (Student)

Class schedule, 2 classes.

Teaching objectives

1. Learn the new words and new words in this lesson.

2. Be able to read the text correctly and fluently

3. Understand the story of "Bei" and inspire students' love for Chinese characters and enthusiasm for exploring the secrets of Chinese characters

< p> Key points: Literacy, writing, reading texts correctly, fluently and emotionally

Difficulties: Understanding the story, stimulating students’ love for Chinese characters and enthusiasm for exploring the secrets of Chinese characters

Teaching process

The first lesson

1. Stimulate interest and introduce new lessons

1. Introduction: Have you been to the beach? What have you seen there?

2. The multimedia shows the scene of the sea at low tide and freezes the shell picture.

3. Do you like them? Tell me what the shells you have seen look like and what happiness they bring you.

4. Reveal the title: These colorful shells are not only beautiful, but also have beautiful stories. In this lesson, we will walk into the story of "Bei" together. The teacher wrote on the blackboard: the story of "Bei". Students read the topic together.

Design intention: The beautiful seaside and beautiful shells carry the children’s magnificent dreams. At the beginning of the new lesson, students are guided to communicate about what they see and feel at the seaside, which directly brings the students closer to the text. The multimedia demonstration allows children who have never been to the seaside to learn about the fun of the sea and be full of daydreams, subtly attracting students. focus and effectively pave the way for learning new lessons.

2. Overall perception, preliminary literacy

1. Students read the text freely and think about it while reading: how many natural paragraphs does the text have, what is the content of the text,

2. Mark the new words in this lesson with your favorite symbols and learn the words by yourself using your own methods.

Requirements:

(1) Spell new words and pronounce them correctly.

(2) Draw the new characters in the words and read the whole words well.

(3) Think about any good ways to remember these new words.

3. Work in groups to read words to each other and correct each other’s pronunciation. Share in the group a good way to remember new words.

4. The teacher patrols and guides, reminding students to pay attention to the pronunciation of new words.

Flat tongue sounds: sui, loss, wealth

Curved tongue sounds: treasure, decoration, profit

Polyphonetic words: drift

5. Show the words and let students read them independently.

Oracle, shellfish, beautiful, precious, jewelry, portable, easy, coins, money, making money, losing money, buying, poverty

6. Feedback on self-study.

(1) First ask four students to read together, and then ask one classmate to lead everyone in reading.

(2) Remove the pinyin of the new words on the big screen and read them together. Practice reading quietly to yourself first, and then read on the train.

(3) Turn the new words on the big screen into red and read them in conjunction with names or individually.

(4) Only new words are left, which means reading and composing words.

7. Communicate your own good methods for learning and memorizing new words, with the teacher’s camera guidance.

For example, using the crossword puzzle to identify "Pin": There are three people in the family, and the home has two floors. The eldest brother lived upstairs, and the second and third children squeezed down.

Recognize the "category" according to the glyph: rice.

According to the regular analysis, remember that "wealth, profit, compensation, purchase, poverty" all have the word "bei" next to them.

8. Return these new words to the text and read the text correctly and smoothly.

Design intention: Literacy teaching is the focus of lower grade teaching. This link is designed to give full play to students' autonomy in learning. The teacher only provides guidance when students need it, helping students to read the text, read the words, recognize the words, and then read the text again, consolidating each step.

3. Observe the glyphs and guide writing

1. Show the new characters you are required to write: shell, shell, armor, bone, money, currency, and, wealth, and relationship

(1) Students read new words aloud and form words.

(2) Guide the observation of the 9 words in "I can write" and discover the rules.

(3) Clarify the five words that are the focus of this lesson: Bei, Jia, He, Coin, Guan

2. Communicate with each other at the same table: When writing these new words What should be paid attention to?

3. Focus on guiding writing.

Bei and A:

(1) The second stroke is a horizontal fold, do not write it as a horizontal fold hook.

(2) The lower part of the character "Bei" should be written in a relaxed manner, and the last stroke should be a dot; the last stroke of the character "A" should be written straight and straight.

(3) Teachers write models and students copy and gain insights.

(4) Exchange feedback among classmates, and copy again based on the feedback results.

With:

(1) When writing, the vertical folding hook should be slightly tilted to the left, the hook should be short and strong, and the entire stroke should be written in one stroke.

(2) Teachers write the model, and students copy and gain insights.

(3) Exchange feedback among classmates, and copy again based on the feedback results.

Coin and Guan:

(1) Observe the writing characteristics of characters at the same table and try to write.

(2) Communicate feedback and copy again based on the feedback results.

4. Through physical projection, let students evaluate the displayed writing assignments and share their suggestions.

Design intention: "Combining literacy and writing" is an effective way to learn and write. The teaching in this link focuses on the teacher's role of "guidance", that is, guiding students to analyze glyphs and master the key points of writing. It also pays attention to learning and communication among students at the same table, and the organic combination of "support" and "release".

IV. Class summary and assignments

1. Students talk about their gains.

2. Assign homework:

(1) Write new words.

(2) Read the text aloud.

(3) The story of collecting Chinese characters

The second lesson

1. Review the introduction and lay a solid foundation

The courseware shows the new characters in this lesson .

1. Compare who has sharp eyesight and quick hands: quickly find the new words in the text.

2. Boys and girls carry out a "Word Solitaire" reading competition and read the words in the exercises after class.

3. Introduction: Chinese characters are the characters of our Han nation. Our ancestors gave each Chinese character a unique meaning when they created the characters. Have you discovered the secrets in the Chinese characters? Let’s go to the text. Go look for it!

Design intention: According to Ebbinghaus’ forgetting curve, students can remember new words quickly and forget them quickly. This requires teachers to purposefully help students strengthen and consolidate new words and consolidate basic knowledge of Chinese. The design of this link not only consolidates new words and vocabulary, but also lays the foundation for learning new lessons.

2. Read aloud for insights and learn to read along with the text

(1) Read the text silently and think about: What is the main content of each natural paragraph? After thinking about it, talk to the students in the group first One thing to say.

(2) Guide the reading and understand the first natural paragraph.

1. Instruct the student to read the first natural paragraph aloud, while other students listen and think: How many sentences does this natural paragraph have and what is it about?

2. Students report and communicate, and teachers provide camera guidance.

(1) After students read and report the content of the first sentence, guide students to grasp "water, shell" for reading guidance.

(2) After the students read and report the main content of the second sentence, the teacher takes the opportunity to guide them in understanding the word "Oracle Bone Script" and memorizing new characters.

①Show the words "oracle bones, shellfish" and students drive a train to read the words.

②Show pictures and explain:

Oracle bone inscriptions: ancient characters carved on tortoise shells and animal bones. Oracle bone inscriptions are the earliest Chinese characters.

③The teacher explained the evolution of "A" while drawing a simple picture.

Oracle bone inscriptions are like crisscrossed handles. The character "A" in oracle bone inscriptions is: (transformation of "十", handle) + (囗, a hard card to resist spears and guns, indicating a shield that can be held). The original meaning of the word coined is: a hard plate held by ancient soldiers to protect the body when fighting. It is equipped with a handle and can resist spear attacks. The soldier holds the armor plate in one hand to resist defense and the halberd in the other to attack.

④The teacher explained the evolution of "bone" while drawing simple drawings.

The upper part of the oracle bone inscription "bone" is like the evenly arranged ribs of the human body; the lower part is like the flesh " ", indicating that the "bones" are connected to the "muscles". The original meaning of the word: a protective scaffold connected to muscles and tendons.

⑤ Observe the illustrations in the text to understand the changes in "贝" and read the second sentence of the first natural paragraph aloud. Do you know the origin of the word "贝"?

(The word "贝" evolved from the shape of the shell.)

(3) Guide students to read aloud with emotion The 1st natural paragraph.

(3) Guide the reading and comprehend the second natural paragraph.

1. Instruct students to read the second natural paragraph aloud, while other students listen and think: How many sentences does this paragraph have and what is it about?

2. Students Reports and exchanges, teachers’ camera guidance.

(1) After students read and report the content of the first sentence, show the words "beautiful, precious, jewelry".

① Refers to students driving a train and reading words aloud.

② Show a variety of beautiful shell pictures.

③After appreciating it, instruct students to use "beautiful" to say something.

④ Instruct students to distinguish between "piao" and "piao" and learn to memorize the word "piao".

⑤ Show various ornaments made of shells, and use the camera to guide students to understand the meaning of "ornaments". The camera recognizes and remembers the word "decoration".

⑥Instruct students to read the first sentence emotionally.

(2) After students read and report the content of the second sentence, show the words "carry, easy, damaged, coins".

① Refers to students recognizing and reading words.

② Instruct students to look at what they carry with them, understand the word "carry with them", and use the camera to memorize the new word "sui".

③The teacher takes a banknote and a shell respectively and asks the students to make sentences, using words such as "easy, damaged, coin".

④The camera can recognize and memorize the new words "yi, loss, coin".

⑤Instruct students to read the second sentence emotionally.

(3) After students read and report the content of the third sentence, show the Chinese characters "earn, compensate, buy, and be poor".

①Instruct students to read Chinese characters aloud and compose words.

②Introduction: What are the common characteristics of these Chinese characters?

③What other characters do you know that have the word "贝" next to them?

④ Provide the after-school exercise "Look at the picture and guess what the braille radical is related to."

⑤Instruct students to read the third sentence emotionally.

(4) Read the second natural paragraph aloud in new clauses.

Design intention: The design of this link organically combines literacy and literature, focusing on guiding students to understand the words "oracle bone inscriptions, portable, jewelry" by combining pictures and connecting with real life; combined with the understanding of the meaning of oracle bone inscriptions Understand, use the evolution of Chinese characters to memorize new characters such as "Jia, Gu, Bei", etc., which reflects the diversification of learning methods and literacy methods.

3. Consolidate practice and guide writing

1. Show the words at the back of the book and let the students start reading.

2. Show the new words that you are required to write: shell, shell, armor, bone, money, coin, and, wealth, guan

(1) Students read the new words aloud and form words.

(2) Clarify the four words of key guidance in this lesson: shell, bone, money, wealth

3. Key guidance.

Money, wealth:

(1) These two words are both left-right structure words. The "skip" in the two characters should be written short and stretched, and the writing strokes of "point" should be written from light to heavy.

(2) Teachers write models, students copy and gain insights.

(3) Exchange feedback among classmates, and copy again based on the feedback results.

Shell:

(1) The word "shi" on the top is not "tu". The last stroke of the horizontal hook should be written in a round and powerful way.

(2) Teachers write the model, and students copy and gain insights.

(3) Exchange feedback among classmates, and copy again based on the feedback results.

Bone:

(1) Observe the writing characteristics of this word among deskmates and try to write it.

(2) Communicate feedback and copy again based on the feedback results.

4. Through physical projection, let students evaluate the displayed writing assignments and share their suggestions.

Design intention: Writing guidance is an important part of lower grades. Teachers' model writing, timely evaluation and feedback, praising strengths and pointing out shortcomings are all guidance for students' writing.

5. Assign homework and expand and extend

1. Summarize the full text.

Chinese characters are wonderful, interesting and smart. I hope that students will collect stories about Chinese characters after class and appreciate the beauty and magic of Chinese characters.

2. Assign homework.

(1) Collect stories about Chinese characters.

(2) Tell the story of "Bei" to the people around you.

Design intention: Learning Chinese is for the purpose of using Chinese. Sharing the gains of classroom learning with people you like is both happiness and accumulation of what you have learned, and collecting Chinese character stories outside class can stimulate students' interest in learning Chinese characters. The second volume of the second-grade primary school Chinese language "Bei's Story" lesson plan design for the second grade Part 2

Teaching objectives:

1. Be able to recognize 16 new words; be able to write 9 words.

2. Read the text correctly, fluently and emotionally.

3. Be able to read the words "oracle bone inscriptions" and "ornaments", and be able to write words such as "coins".

4. Learn more about the meaning of Chinese characters and the characteristics of their radicals.

5. Understand the origin of the word "bei", the function of "bei" and the meaning of the word "bei".

1. Create situations and introduce new lessons

1. Inspire conversations, talk about your understanding of Bei, and introduce topics.

2. Show pictures of shellfish and guide students to observe their shapes.

3. Reveal the topic and write the text title on the blackboard.

2. Read the text for the first time and memorize new words

1. Encourage students to read the text freely and recognize new words independently.

2. Organize students to work in groups and exchange new vocabulary learning methods.

3. Check the self-study situation and teach students new words.

(1) Identify new words and communicate literacy methods.

(2) Drive a train and read new words.

(3) Use new words to form words.

4. Guide students to write.

5. Guide students to work in groups, read the text emotionally, and feel the charm of Chinese characters.

3. Overall perception, clarifying levels 1. Encourage students to read the text freely and recognize new words independently.

2. Organize students to work in groups and exchange new vocabulary learning methods.

3. Check the self-study situation and teach students new words.

(1) Identify new words and communicate literacy methods.

(2) Drive a train and read new words.

(3) Use new words to form words.

4. Guide students to write.

5. Guide students to work in groups, read the text emotionally, and feel the charm of Chinese characters.

4. Summary and expansion

Summarize the learning content of this lesson