Excellent lesson plan design of "Cao Chong Wen Xiang"

As a people's teacher, it is possible to use lesson plans. Through the preparation of lesson plans, you can better make appropriate and necessary adjustments to the teaching process according to the specific situation. So how should we write lesson plans? The following is an excellent lesson plan design for "Cao Chong Weighing the Elephant" that I compiled for everyone. It is for reference only. You are welcome to read it. "Cao Chong Wenxiang" Excellent Lesson Plan Design Chapter 1

Teaching objectives:

1 Recognize the 14 new characters in this lesson and the words composed of these new characters, and be able to write "Chong, Zai, Sui" "Waiting for 8 new characters and 2 new radicals, you can speak with "on the side...on the side".

2. Read the text correctly and fluently and tell the story in your own words.

3. Understand the content of the text, be able to tell the specific method of Cao Chong’s weighing of elephants, and educate students to use their brains and find solutions when learning from Cao Chong.

Teaching focus:

Cao Chong’s method of weighing elephants and the connection between him and officials’ methods of weighing elephants.

Teaching difficulties:

The reason why Cao Chong came up with the method of weighing elephants.

Teaching preparation:

Word cards, four pictures, and experimental items.

1. Revealing the topic

1. Students, do you know how to weigh things?

Write "Weigh" on the blackboard, and students read "Weigh" together.

2. Have you ever seen how big an elephant is? How was such a heavy elephant called in ancient times? Write "elephant" on the blackboard. Today we will learn a story about how elephants were called in ancient times. Students read the topic together.

3. "Weighing an elephant" means weighing an elephant. What do you want to know after reading this question? (Who weighs an elephant and why? How do you weigh an elephant?) Classmate We are really children who love to think and use their brains. You will know these questions after studying the text.

2. First reading of the text

1. Students can read the text freely and softly with the help of Pinyin.

Then read the text by name. Pay attention to the correct pronunciation of the new words, show the new word cards, read them by name, and read them together.

2. Read the text by name and in sections, paying attention to the correct pronunciation of the new words. Find the characters in the text. The teacher took the camera and wrote on the blackboard Cao Cao, officials, and Cao Chong.

3. Group cooperative learning

(1) Read and remember the glyphs of new characters and find friends for them.

(2) Underline the sentences with the new words, read them, and read them correctly.

(3) Connect this passage again, read it correctly and read it fluently.

4. Group reports and exchanges, the teacher gives guidance and reads the correct pronunciation of the characters "Zhu, Scale, Shen, Zhi".

5. Show the new word cards, name them and read them together.

3. Reflections on re-reading

1. Read the text freely and think: This article mainly writes about who called the elephant? (Cao Chong) Supplementary topic, Cao Chong is Cao Chong’s son. Who is Cao Cao? (A high official in ancient times)

2. Study the first paragraph of the text.

(1) Read by name, other students listen and think: Who is this paragraph mainly about? What is it about him? (Study answer) The teacher introduces Cao Cao and understands the word "official".

(2) Guide reading.

3. Study the second paragraph

(1) Look at the picture and talk about the elephant you see.

(2) Read by name and think: What does this elephant look like? Look for the sentences about elephants in the article and understand the meaning of "the body is like a wall and its legs are like four pillars". Pictures and texts are combined with specific understanding of the image.

(3) Read the sentence describing the elephant again. How do you feel that the elephant is tall, big and heavy?

(4) Seeing such an elephant, everyone felt What are they thinking? How are these members performing?

(5) Sentence training, use "on one side... on the other side" to say a sentence.

(6) How many ways did the officials come up with to describe the elephant? Are these methods effective? (Discussion) What was Cao Cao’s attitude after listening to the officials’ discussion? He understood “shaking his head”

(7) Read paragraphs 2 and 3 aloud, and guide the tone of questions and rhetorical questions.

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4. Study the 4th Natural Paragraph

(1) Cao Chong has four steps to weigh an image (show four pictures). Before clarifying the order, let us first understand the meaning of a picture. Show: catch the elephant (get on the boat), follow the water (draw the line)

(2) Read the text by yourself, look at the picture and fill in the appropriate words, and then find the basis from the text. Read freely, fill in words and communicate.

Step by step: unload (stone) and weigh (weight)

Load the stone into (ship) and gather (line) to stop (load)

Catch the elephant (Go ashore), prepare (install stones)

(3) Cao Chong’s method of weighing elephants and arranging the order of the four pictures.

(4) What two things did Cao Chong use to call the elephant? Communicate and show: boat and stone.

(5) Experimental demonstration: Two students come to the desk, one tells the method, the other operates, and then asks the remaining students to demonstrate.

(6) Why did Cao Cao nod and smile after hearing this? From which word can we see that Cao Chong weighed the elephant? Understand the word "sure" and read the fifth natural paragraph by name

4. Comparison of intensive reading and free reading of the last natural paragraph

This method is related to the methods of officials. He was inspired by the officials’ discussions, and what is so clever about his method is student exchanges . Summary of teacher guidance.

5. Expansion exercises

Think about it, do you have a better way?

Writing on the blackboard:

Cao Chong weighs the elephant

Shake your head, smile and nod

Officials Cao Chong

Cut down trees to build scales to catch elephants on board

Draw lines for boats

An elephant weighs meat and a stone "Cao Chong weighs an elephant" Excellent lesson plan design part 2

Teaching objectives:

1. Recognize 14 new words such as "Cao" and "Cao", and be able to Write 9 words such as "column, bottom". Able to speak with "one side... one side...".

2. Read the text correctly and fluently. Able to read the meaning expressed in dialogues well.

3. I love Cao Chong, a child who likes to use his brain to think of solutions, and can be inspired by his story of weighing an elephant.

4. Cultivate students' innovative thinking and expression skills, and be willing to take the initiative to tell the story of "Weighing the Elephant" to their families.

Teaching focus:

Read the text aloud and understand the meaning expressed by the sentences in the text.

Preparation before class:

Word cards, x-rays or experimental materials to demonstrate Cao Chong’s weighing process.

Teaching hours:

Two classes

Teaching process:

First class

1. Stimulation Interesting introduction

1. Inspirational conversation: Students, have you ever seen others weigh things? Have you ever seen an elephant weighed? Today we are going to learn an ancient story about how to call an elephant. (Writing on the blackboard: Wen Xiang) Recognize the new words "Wei Xiang" in a timely manner.

2. Questioning the question on the blackboard: Write the topic on the blackboard, read the topic, and understand the new words "wei" and "xiang" surrounding the topic. What questions do you want to ask? (Who calls an elephant? Why do we call it an elephant? How do we call it an elephant?)

2. Learning new lessons

First reading (read the text freely, draw the new words, and understand the content.)

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1. Students read the text to themselves softly and are required to draw new characters, read the pronunciation of the characters correctly, and do not lose any characters.

2. Read the text by name. Emphasis on the pronunciation of key words: such as the pronunciation of the words "weigh, make, weigh, get, pour".

3. Use the new word cards to identify the new words to each other at the same table, use the new words appropriately to practice forming words or speaking, and achieve common recognition.

4. Collaborate with students in groups to help students with gaps in literacy learn new words.

Discussion (exchange reading experiences and perceive the text as a whole.)

1. Thinking: What did you understand through self-reading the text? What other questions are there?

2. Group cooperation, discussion and communication.

Read aloud (understand the reading and improve students' reading level.)

1. On the basis of understanding the content of the text, read the text in sections and organize students to evaluate the reading. Mutual promotion, teachers provide timely guidance.

2. Grasp the sentence "on one side...on the other side...", understand it carefully, and practice speaking.

3. Read your favorite passage to the students in the group.

Writing (based on students' actual situation, to stimulate interest in writing.)

1. Show the words in "I can write", organize students to read and observe, and write what they think is good For words, first trace them in red and then write them.

2. Provide focused guidance on typical words according to students’ actual situation. Such as "ship" etc.

3. Students practice writing freely and organize presentation and evaluation.

Second Lesson

1. Introduction (retelling the story and introducing new lessons.)

1. What did you learn from the previous lesson?

2. Who can tell you this story briefly?

2. Discussion (reading discussion, comparison of metaphors, and deepening understanding of the content of the story.)

1. Guide students to read paragraphs 1 to 3. Thinking: Why did Cao Cao "shake his head" after hearing the ministers' methods of weighing elephants?

2. Group discussion, exchange opinions and state reasons.

3. Read the text aloud by role, and guide students to add appropriate actions and expressions to understand the scene at that time.

3. Demonstration (demonstrate the process of weighing an image and experience Cao Chong’s wisdom.)

1. Guide students to read paragraphs 4 and 5 and experience the process of Cao Chong’s weighing an image.

2. Teachers and students or students and students cooperate, narrate and use projection to demonstrate the whole process of Cao Chong's weighing, and then experience Cao Chong's wisdom. Can be played in multiple groups to compete. Evaluate in terms of language expression, operation, etc.

3. Guide the reading of the text, grasp the words that indicate the order of the images, and understand the accuracy of the wording.

4. Expansion (stimulating thinking, expanding thinking, and cultivating innovative spirit.)

1. Guide students to think about after-school questions: Is there a better way to name images? (It can inspire them to think from both the situation at that time and modern society.)

2. Organize students to discuss, express their opinions, and evaluate each other.

5. Writing (strengthen writing guidance and cultivate writing habits.)

1. Show the words in "I can write" and observe the characteristics.

2. Guide writing and emphasize matters needing attention.

3. Practice writing freely and show evaluation.

This text tells a story about Cao Chong, and students are more interested in the content of the text. According to the actual situation of the students in the class, the teaching goals I designed when teaching this text are to recognize 14 new words, be able to write 10 new words, read the text smoothly, and understand the expression effect of the three key sentences in the text. In the first lesson, I first used the method of reading along with the text to help students understand the meaning of the new words. In the process of reciting the main idea of ??the text, I learned 14 new words that they could recognize, and then asked the students to read, read, etc. Methods to consolidate learning new words.

The focus of teaching in the second class is to understand the text, understand the expression effect of three sentences, talk about feelings, and get closer to the characters. Based on the after-class thinking questions, I asked students to compare and read two sets of sentences to understand the expression effect of the words "end" and "cai". Due to the differences in students' thinking levels and expression abilities, most other students have experienced it but cannot express it in accurate sentences. Some students have experienced it and can express their feelings in clearer sentences under my guidance. Some students may not be able to appreciate the different expression effects of these two sets of sentences.

I think this class is quite satisfying. What stands out is that the teaching objectives of this class are clear, the teaching process revolves around the teaching objectives, and the teacher's teaching ideas are clear. But there are still many areas worthy of improvement. There is not enough attention to students. All students should be taken care of in the teaching process. Each child should have different gains in a class, and each student's ability should be improved. Actual exercise. Therefore, every question and discussion in the classroom must be carefully designed to inspire students' thinking to varying degrees. Mobilize each child's mental work, so that every student can experience a little joy and satisfaction in learning in a class.

To give a good Chinese class, it is extremely necessary for Chinese teachers to constantly reflect and summarize. Improve through reflection, learn from experiences and lessons, and strive to improve your professional quality. Even though I am still lacking in professional quality now, I still have to prepare carefully for every class and not be perfunctory to the students or myself. It reminds me of a sentence in the college's trial teaching of the ideological and moral education class for seventh grade students, titled "Attitude determines the future, and habits create success." The teacher's attitude in class directly affects the student's attitude towards learning. Therefore, in the future teaching, you must prepare lessons carefully even if you are busy, take every class seriously, train students and achieve yourself in every class.

"Cao Chong Weighs the Elephant" is an old text. Students who have studied the article will remember this smart and witty child personally and will be impressed by his intelligence. When I teach this text, I make full use of information technology to integrate the subject, and strive to make "fun" throughout, so that students can enjoy it and think about it. The effect of students mastering the content of the text is good. The following are some reflections after my teaching:

Advantages:

1. I can fully embody the new concepts of the "New Curriculum" in the classroom and break the original The teaching method creatively develops learning resources and creates an interesting Chinese learning life. Students learn independently in a relaxed and pleasant learning atmosphere. Teachers and students have an equal dialogue relationship, truly returning the subject status to students.

Second, start by stimulating students’ interest in learning, allowing them to generate strong reading from topics of interest, and regard text learning as a need for independent inquiry. For example: at the beginning of the text, start with the completely different expressions of Cao Cao's thoroughbreds and ask students to search for them in the text. When the students became interested in Cao Cao's expression, I effectively used the students' reading expectations to let them read the text with interest and solve problems through inquiry.

3. I try my best to return time to students in class, use my questions as bait to guide students to think and explore, and give timely guidance to help students summarize.

4. I am a guide, collaborator, and organizer in teaching, allowing students to speak freely and then speak in an organized manner, which develops students' language abilities. Students' enthusiasm for learning in the classroom is high, and students' problem-solving abilities have been improved.

5. Use FLAS to allow students to explain while operating, to help students understand how to weigh an elephant, effectively realizing the interaction between teachers and students, and between students and students.

Disadvantages:

The design of the "Fantastic Ideas" and "Have Solutions" links did not better diversify students' image thinking. Fully enable students to use their brains diligently, be rich in association, and use wisdom to solve problems in life. I believe that as long as we guide in time, the sparks of wisdom in the children will flash in time, and all of them will become "wisdom stars."

Improvement measures:

Use short stories familiar to primary school students as learning materials to create vivid learning situations. The five natural paragraphs of the full text are introduced in the order of development. In teaching, students are mainly asked to read by themselves, read aloud in various forms, solve unknown words, and clarify the main meaning of the article. By understanding the written language, we can understand Cao Chong’s method of weighing images. "Cao Chong Weighs the Elephant" Excellent Lesson Plan Design Part 3

The content of my lesson is the twelfth lesson "Cao Chong Weighs the Elephant" in the first volume of the fourth grade primary school "Labor and Technology". This class uses origami, tracing, cutting, pasting, and drawing to make a paper model of "Cao Chong Weighing the Elephant", allowing students to experience the magical process of turning a three-dimensional object into a plan, and then from a plan to a three-dimensional object. At the same time, students are making In the process, hands-on and creative abilities are exercised.

Teaching objectives

The new curriculum standards propose that students should obtain positive labor experience, form preliminary technical awareness and technical practical ability, and form a multi-faceted development based on good technical literacy. Target. Based on the above understanding, combined with the characteristics of the teaching materials and students, I preset the teaching objectives of the lesson "Cao Chong Weighing the Elephant" as:

Knowledge and Skills

1. During the production process, learn to read some symbols folded and glued by paper craftsmen;

2. Learn how to mark dots and lines.

Process and Method

1. Learn to use symmetrical origami and paper-cutting methods to make paper handicrafts;

　2. Consolidate manual skills such as folding, drawing, cutting, and gluing.

Emotions, attitudes and values ??

1. Develop the habit of seriousness, patience, meticulousness and cooperation;

2. Infiltrate the knowledge of Chinese language subjects, experience fun in learning, playing and talking, enhance hands-on, brain and creative abilities, and stimulate interest in work.

Teaching design

Now let me briefly talk about how to guide students to fold paper, draw dots, and draw lines in the teaching process. This is also the teaching difficulty I will overcome in this lesson.

Positioning

First, give each student a square piece of cardboard with a side length of 24 cm, and then instruct the students to fold the paper in half and then in half into a small piece of paper with a side length of 12 cm. square. After folding, ask students to check whether the edges of the small square are aligned, and then remind students to lay the paper flat on the table with the opening facing right and downward.

(Design intention: Whether the paper is folded and placed correctly in this step is directly related to whether the final cut out work can be unfolded into a Cao Chong elephant model, so it is particularly necessary to guide and remind students to operate accurately. . )

Fixed point

After completing the positioning, prompt students to hold the pencil and ruler. First, let the students watch the courseware demonstration and listen to my explanation on how to mark two thirds points on each edge of the folded small square. Then let the students recall the markings themselves: align the ruler with the edge of the paper and draw a dot every four centimeters.

After the eight trisection points on the sides are marked, the four points in the middle must also be marked. I first let the students tell themselves how to label. Then decide on a method, such as: align the ruler with the points on the left and right sides, and draw a point every four centimeters.

Finally, label these 12 points with letters.

(Design intention: The determination of the 8 points on the four sides can help draw the line accurately and quickly in the next step; while the determination of the 4 points in the middle can make the length and direction of the drawn line more accurate. )

Setting the shape

With these 12 points on the paper, it will be easier to grasp the lines below. I still let the students watch the courseware demonstration first while listening to my explanation, that is, how to use the trisection points to mark the lines. For example, the two lines representing the elephant's trunk should be particularly emphasized. The straight line on the right is between the two trisection points on the left side of the center, but it is still about one centimeter away from the upper point. The line on the right is curved.

After that, let the students discuss what needs attention, then look at the projected object and mark the lines.

(Design intention: Through the click of multimedia courseware, students can intuitively see how lines are generated between points, which will make it easier for students to remember and stimulate students' interest.)

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Instruct students to fold paper, draw dots, and draw lines, so that students can observe and remember in a pleasant atmosphere, concentrate, and emphasize independent learning, be patient and meticulous, and use their eyes, mouth, hands, and brain simultaneously. , truly realizing the unity of interest, thought, knowledge and practice. "Cao Chong Weighing Elephants" Excellent Teaching Plan Design Part 4

Teaching objectives:

1. Learn the 13 new words in this lesson, be able to distinguish between images and images, the use of scales and scales, and initially learn Use radicals to look up words; understand the meaning of the 10 new words.

2. Can imitate the example sentences in the text and write a sentence based on who is going to do what with whom; can complete the sentence according to the content of the text.

3. Being able to read and think about the topics after the text, and read the text silently; being able to retell the good method of weighing images conceived by Cao Chong is because he is good at connecting some common sense that he already knows. Think and use it flexibly; feel the ingenuity of our ancestors.

Teaching focus and difficulty:

Understand the fourth natural paragraph of the text, know the simple scientific principle of Cao Chong’s weighing of elephants, and know the reasons why Cao Chong can come up with good solutions.

Teaching preparation;

Computer courseware, vocabulary cards, experimental equipment

First lesson

Teaching objectives:

1. Learn the 13 new words in this lesson, identify the use of image and image, scale and scale, and initially learn how to use radicals to look up characters; understand the meaning of 10 new words, and know the role of zhicai in specific sentences.

2. Be able to read and think about the questions after the text, and read the text silently; be able to recite the specific steps of the good method of weighing images conceived by Cao Chong; be able to read the full text emotionally.

Teaching focus:

Learn 13 new words and understand the third and fourth paragraphs of the text.

Teaching difficulties:

Cao Chong’s specific methods and steps for weighing elephants.

Teaching preparation:

A set of card computer courseware experimental tools

Teaching process:

1. Talking about topics, designing questions, Stimulate interest in learning.

1. Conversation: Students, have any of you ever seen a scale? What is it used for?

2. Reveal the topic:

①Today, we will study Lesson 6 "Weighing an Elephant"

②Show questions on the topic "Weighing an Elephant".

What questions do you want to know after reading this question?

3. Check the foreseeable situation.

① Recognize new words ② Complete homework question 1

2. Guided self-study

Based on the preview, students, can you tell everyone who is Cao Chong in the painting? Cao Cao.

1. Show the computer courseware screen

2. Name the students to introduce two characters

Summary: When introducing characters, we can use the characters’ clothing, appearance, Introduce it through postures and movements,

and apply it to our daily life and writing.

3. Study the third and fourth natural paragraphs

Transition: The students looked at the picture and wanted to know what method the officials came up with to weigh the elephant. What else did Cao Chong come up with?

What about Dharma-Chong Xiang? Please read the third and fourth paragraphs of the text together at home.

1. Read the third and fourth paragraphs freely and underline the relevant sentences.

2. Choose the learning content. Who do you most want to know who came up with the method of weighing images? (Cao Chong’s method of weighing elephants.)

3. Select the fourth natural paragraph.

①The method of reading Cao Chong’s words by name. Thinking: How many words did Cao Chong say? What is the relationship between the first sentence and the next three sentences?

②Show computer courseware, the fourth natural paragraph.

③Think about how many steps Cao Chong’s process of weighing an elephant is divided into? Underline the word that represents the sequence number and use

. Mark the action words that refer to the image.

④Feedback, fill in the form, and complete the writing on the blackboard.

Cao Chong first painted the painting

, then assembled it

Then moved the scale

⑤According to the method of weighing the image written on the blackboard, and proofread the form content in.

How did Cao Chong weigh the elephant? Let’s talk about the process of weighing elephants.

How to order the characters

Cao Chong first drove the elephant onto the boat to draw the line

Then he drove the elephant ashore to load the stones

Then he moved the stone to weigh it Stone

⑥Discuss in depth, is this method feasible? Why? "Cao Chong Wenxiang" Excellent Lesson Plan Design Part 5

1. Teaching Objectives

1. Be able to recognize 11 characters, 1 polyphonic character, and write 6 characters.

2. Guide students to read the text correctly, fluently and emotionally. I know how Cao Chong weighs elephants.

3. Through the story of Cao Chong weighing the elephant, we know that Cao Chong is a smart child who loves to use his brain. He knows that he should be good at using his brain when encountering problems.

2. Teaching focus

1. Master the new words in this lesson. Can recognize 11 characters, 1 polyphonic character, and write 6 characters.

2. Through the story of Cao Chong weighing elephants, we learn that we must be good at using our brains when encountering problems.

3. Teaching Difficulties

1. Master the pronunciation of the words "scale and scale".

2. Learn the shapes of 6 characters.

3. From Cao Chong’s theory of Xiang, I realized that wisdom comes from observation and thinking.

4. Teaching preparation

1. Materials demonstrating the weighing process.

2. Literacy, word cards, projector.

5. Teaching hours

2 class hours.

6. Teaching Process

First Lesson

(1) Go directly to the center and introduce new lessons.

1. Students, have you ever seen a scale? What is the scale used for? Writing on the blackboard: Weighing.

2. Question: What is it called? Who will weigh it? Please open your textbook and read the topics of Lesson 31 together.

3. Writing on the blackboard: Cao Chong said Xiang

(2) Read the text aloud and learn to read along with it.

1． Read the text freely, mark the words you don’t know, and think of ways to recognize them and remember them.

2. Listen to a recording of the text being read aloud.

What words did you recognize through listening and reading? While the students are speaking, the teacher is showing the word cards.

The official pillar is said to be the base of discussion (got) and it is worn along the year's end.

3. Who will read it? Please take everyone to read it.

4． Read the text in the order of natural paragraphs.

5． Study one or two natural paragraphs of the text.

(1) Where did this elephant come from? Find the corresponding part in the text and read the sentences.

(2) Projection display: The elephant is so big!

(3) Do you think the teacher’s way of writing is good? Why?

(4) Projection again: The elephant is tall and big, with its body like a wall and its legs like four pillars.

(Purpose: to understand the concrete language and images of the text by reading the sentences)

(5) Facing such a tall and big elephant, what do you want to know most?

(6) Projection: How much does such a big elephant weigh?

Reading training: 1. Read correctly. ②Read the feeling of wanting to know the weight.

(7) In the face of Cao Cao’s questions, how many methods did the officials come up with?

6． Study the third natural paragraph of the text.

(1) Talk about the methods that officials have come up with.

① Cut down trees to make scales. ②Slaughter the elephant and cut the meat.

(2) Discussion: Is the officials’ approach feasible? Why?

Guide to read aloud: Cao Cao shook his head after hearing this.

(3) Read this paragraph aloud by role.

(4) What solution did Cao Chong come up with?

7. Study the fourth natural paragraph of the text.

(1) Self-read the fourth natural paragraph: draw what Cao Chong said.

①Read what Cao Chong said together.

②Tell me how Cao Chong weighed the elephant.

(2) Experimental demonstration to deepen understanding. (You can use courseware or physical objects)

8. Learn the last natural paragraph.

(1) Read the article by name.

(2) Projection: He asked people to do what Cao Chong said, and sure enough, he weighed the elephant.

Can you change the word "sure enough"?

(3) Use questions to guide you in reading this paragraph: How old is Cao Chong this year? (Seven years old)

Seven-year-old Cao Chong came up with such a good way to weigh the elephant. How should we read it?

(3) Teacher’s summary and inspiration.

1. Summary: Please take a look and think about it: What inspiration did Cao Chong get from the conversations of the ministers?

(1) Thinking from the elephant: How can the whole be changed into parts? (Stone)

(2) Thinking from making a large scale: What should be used to replace the large scale? (Ship)

(3) Thinking from "cannot lift": What can be used to lift an elephant? (Water)

2. Do you like Cao Chong? Why?

Second Lesson

(1) Check and review.

1. Read out and recognize the pronunciation of the characters. Use Pinyin to read these words by yourself, then cover the Pinyin to see if you can still read them? Give feedback to the whole class and show the words to read.

2. Read the text correctly and fluently.

(2) Writing guidance.

1. Review the pronunciation of written characters.

2. Show the Chinese characters: Hezhu Who Block Sui Station

(1) Divide the new characters into two categories according to difficulty and paste them on both sides of the blackboard respectively, and students will recognize the characters. Contest.

Who can stand and Zhu Sui

(2) I am the best at learning from Cao Chong! The glyph memorizing competition starts now!

(3) First round: See who can remember accurately and quickly.

The teacher shows a new word each time. After the students see it clearly, the teacher puts the word card down. After the students write the word in the exercise book, the two people at the same table exchange. The teacher shows the word card again and the students check it. The student who wrote correctly stood up and said: Hey! Hey! I'm the best.

(4) Second round: Who can remember three words at a time.

For the remaining three characters, students will memorize the glyphs themselves. Then the teacher quickly shows the word card, flashes the glyphs, and starts dictation. Students who write all three words correctly will be awarded "Excellent".

(3) Consolidate practice.

1. Practice on the writing pad.

2. Read the words in "My Word Library".

3. What other words do you like in this lesson? Excerpted from "My Vocabulary". Lesson plan for the second lesson of the second-grade Chinese language volume "Snow Child" edited by the Ministry of Education