Teaching plan of "b. p. m. f" for Chinese in the first grade of primary school

# Senior One # Introduction Chinese Pinyin is the basis of learning China language, and children use it to help them read and speed up their literacy; Using it to correct the pronunciation of words is conducive to learning Mandarin well. Use it to annotate texts or extracurricular reading materials, which is convenient for children to read by themselves and helps to improve their reading ability and expand their knowledge; Using it to look up the dictionary can cultivate self-study ability. The following is the relevant information of the Chinese teaching plan for the first grade of primary school, hoping to help you.

A lesson plan of "b p m f" for the first grade of primary school.

Teaching objective: 1. Learning the four initials of B, P, M and F can accurately identify the shape and pronunciation.

2. Learn the pinyin of initials B, P, M, F and single vowels, and spell bá, bù, pá, mā, mù and other syllables.

3. Learn to read softly.

4. I will copy down the four initials of B, P, M and F in the four-line box.

Course arrangement: 2 hours

first kind

Teaching objectives: teaching initials B, P and Pinyin.

Teaching process:

First, review and check.

Card recognition with tonal vowels.

Second, introduce new courses.

Today we begin to learn the first letter. The pronunciation of initials is different from that of single vowels. The pronunciation is light and short.

Third, the teaching initials B.

1, look at the picture and talk to lead to B.

Who is the picture? What is he doing?

The sound "b" is a light and short "broadcast".

2. Teach the pronunciation of B and recognize the font.

(1) Pronunciation essentials: Close your lips, then suddenly open your lips and exhale into sounds. Read light and short.

(2) Normal reading, reading aloud and pronunciation.

(3) Memory glyphs.

Inspire the students to look at the picture: What does B look like? A vertical antenna of B looks like a radio, and the right semicircle looks like a radio. Read the jingle: "I listen to the radio B, B, B."

3. learn the pinyin of b and ι.

(1) Look at the picture bá.

What is painted on the picture? A white rabbit, pull out a big radish. )

(2) The card demonstrates the collision of two tones:

B × Let the students spell and understand "the first sound is light and short, then the second sound is heavy, and the two sounds are connected together" and spell it into syllables: b ×.

hope earnestly/stick to

(3) Read children's songs and perform while reading, as a classroom exercise: "Little white rabbit, pull up the radish hard."

Fourth, the teaching initials p.

1, look at the picture and speak with p.

Who is the picture? What is he doing?

It can be said: "draw water with a washbasin in winter and winter." "splash" starts with p.

2. Teach P pronunciation and recognize fonts.

(1) Pronunciation essentials: close your lips, suddenly open your lips, exhale, and make a P sound, which should be light and short.

(2) Normal reading, reading aloud and pronunciation.

(3) Comparison between B and P The reading teacher put a blank piece of paper on her lips. When reading B, the white paper does not move; when reading P, the airflow blows the white paper. Let the students try to read aloud with their mouths to their palms, and realize the difference between aspirated and non-aspirated sounds.

(4) Memory glyphs.

Inspire students to look at the picture and imagine that a vertical line of P is like water flowing downwards and a semicircle of P is like a washbasin. The jingle: "The washbasin splashes water P, P, P."

3. learn the pinyin of p and ι.

(1) Look at the picture and show pá.

What is painted on the picture? A monkey is climbing a post. )

(2) The card demonstrates the collision of two tones:

handkerchief

handkerchief

Students can spell, name, correct and read freely.

Tones can also be changed, so that students can spell: pà, pā, p. Spelling in tones is required.

Fifth, consolidate practice.

1, read the card.

2. Use notes to demonstrate. After the teacher pronounces, let the students say. What sound is the teacher making?

Sixth, guide writing.

Second lesson

Teaching objectives: teaching initials M, F and Pinyin.

Teaching process:

First, review and check.

1, card reading b, p (group exercise, individual reading)

2. Spell bá, pá and four tones.

Second, the teaching initials m.

1, look at the picture and talk with m.

The first letter of "touch" is m (show me m)

2. Teach M pronunciation and recognize fonts.

(1) Pronunciation essentials: The lips are closed, and air flows out of the nose.

(2) Memory glyphs. Write the font in a jingle: "Two small doors M, M, M."

3. Guide writing. The order of m is: m, one stroke. M is written in the middle of the four-line grid.

4. Teach the pinyin of M and single vowels.

Look at the pictures in the textbook and spell Mi and Mi.

Third, the teaching initials F.

1, look at the picture and speak with F.

2. Teach F pronunciation and recognize fonts.

(1) Pronunciation essentials: the upper teeth are gently placed on the lower lip to make sounds.

(2) Memory glyphs.

You can use the jingle: "Like crutches F, F, F." "Like umbrellas F, F, F."

3. Guide writing. F is written in two strokes, in the upper middle of the four-line grid.

4. Teach the pinyin of F and single vowels.

Look at the pictures in the textbook and spell pí and pá.

Fourth, consolidate practice.

1, guess the letter.

(1) What are the initials of the two small doors?

(2) The vertical antenna and the lower right semicircle image radio. What's its initials?

(3) One vertical is like water flowing down, and the upper right semicircle is like a basin. What's its initials?

(4) What initials are like crutches?

2. Listen and get the card. The teacher reads the initials and the students take out the cards.

Teaching plan of Chinese "b. p. m. f" in Grade One of Grade Two Primary School.

Teaching objective: 1. Able to read bpmf.

2. Learn to write bpmf correctly in four lines and three spaces.

3. Learn to spell syllables.

Teaching focus:

Recognize the correct pronunciation, master the spelling method and spell correctly.

Teaching process:

First of all, talk about introduction.

Second, know new words.

Teacher: Please take out your new word card, read it and recognize it.

Who wants to introduce you to your friends?

Health: I know "mom", damn "mom". (Qi: Mom)

Teacher: We all have a good mother. Teachers not only have mothers, but also aunts. What about you?

(Student: Auntie, Menstruation, Mom ...)

Read "Eight" together! Said, "There are eight study groups in our class." Can you say a word with a "eight" like a teacher?

On the basis of reviewing new words, further expand vocabulary, and then let students practice speaking.

Third, know the abbreviation bpmf.

(a) know B.

Teacher: We can use eight to say so many words. Is there anyone who can spell "eight"?

● (If the students say yes, start here)

Can you spell it for everyone?

If the students say no, let's start here. )

1, courseware demonstration, syllable flashing, Q: How many pinyin letters are there in this syllable?

Which is the vowel baby we already know? What does the baby say with the first letter? Let's try bbb.

2. Q: How to pronounce this sound? The upper and lower lips touched lightly and suddenly opened.

3. Teacher: In the initial consonant family, there are more than twenty initial consonant babies. B, what does the man we just met look like?

4, courseware demonstration: B flashed on the tape recorder, the voice "Tintin, Tintin, listen to the radio."

Q: Can you guess what program Tintin is listening to?

It turns out that this day is August 8-Tintin's birthday. Father is on a business trip, so he ordered a song for Tintin on the radio to wish him a happy birthday.

The music was about to end when someone knocked at the door. Tintin, it's us. We're here to congratulate you on your birthday. )

From knowing letters to celebrating Tintin's birthday, it is full of life interest.

(B) Understanding P

1, courseware shows illustrations in the book.

Look, it's winter, the fruit is washed, and the dirty water is being poured into the pool. (water flash)

Courseware pronunciation: There is a baby consonant hidden here. Can you find it and call its name?

2. Say: P is like water poured out of a basin.

Courseware voice: winter, winter, winter, splashing water.

(3) Understanding M and F

1, courseware shows illustrations in the book.

Q: Let's hurry in, too. Huh? Why can't I open it?

Courseware voice: Do you see what I am doing? (The teacher touches the door) Look at these two doors carefully. The third initials baby is here!

Teacher: Let's talk about ballads together.

"Tintin, Tintin, Ding Guangyi, Dong Dong, Dong Dong, P water. Two small doors mm Grandpa's crutches ff. "

3. Q: Look at F, what do you think it looks like?

Three initial teaching levels. Through self-made songs and gestures, students can distinguish the shape and pronunciation of initials with strong interest in participation. Learn letters with ballads, so that students' interest is greatly increased and their memory is firm.

Fourth, learn to write the abbreviation bpmf.

1, Teacher: It's getting late. It's time for the children to go home. Four baby initials are going home. Do you know where the baby lives? Its home is in four lines and three squares.

2. Courseware demonstration: the stroke order of initials bpmf. (with songs).

3. Focus on instructing F's writing teacher to write on the blackboard and explain: write a right bend on the grid first, and don't write vertically through the second line and stop at the third line. Write a short horizontal line next to the second line.

4. Try to write on your paper.

5. comment.

There are key points, comments and solid and orderly guidance.

Practice spelling syllables

(1) By practicing spelling, guide students to draw the conclusion that the front sound is light and short, the back sound is heavy, and the two sounds collide violently.

Speaking: In a syllable, the initials should be read lightly and short, and the finals should be read heavily and loudly. From initials to finals, it slides like a slide without interruption.

(2) try to spell the horse?

(3) Try to spell in the order of four tones.

1, writing on the blackboard pa, spelling by name.

Show me what you are saying. Say: Try to spell one by one.

3. Teacher: You found a way to spell syllables by yourself-find them one by one in the order of vowels and try to spell them one by one.

4. Courseware presentation: f ā b ū p ū m ū b ū p ū m ū f ū and four tones.

Practice spelling in various forms, give full play to the advantages of group learning, and let each student improve on the original basis.

Abstract of intransitive verbs

The Chinese teaching plan "b. p. m. f" in the third grade and the first grade of primary school

Teaching objectives 1. Learn the four initials of bpmf, read correctly, recognize the shape and write correctly.

2. Learn how to spell syllables with the first letter B and monosyllabic A. ..

3. Learn to spell syllables with tones.

Key points:

Read the pronunciation of the first letter bpmf correctly and practice spelling syllables with tones.

Difficulties:

Master syllables by tone.

teaching process

first kind

First, check the guide.

1, finger reading, and simultaneous reading of 6 single vowels.

2. Read vowels in groups.

Starting today, we will learn initials.

Second, guide the learning of initials

1, guide map

(1) (Show me the picture) What's on the picture? A little girl is listening to the radio; A little boy is splashing water; Touch the blind; Crafts Buddha statue)

(2) Q: What else did you find?

2. The teacher guides the pronunciation of bpmf:

Read "radio" softly and short. This is the pronunciation of B (show the card of B). Listen to the teacher read B first. Note: read the first letter shorter, read along, read together, and read by name.

Demonstrate the sound of P. When you pronounce the sound of P, your lips close together, and then suddenly let go of your lips and breathe.

Learn to jingle: two small doors m-m-m-m.

Read the F sound and guide the pronunciation method: stick the upper teeth to the lower lips and suddenly let go of the air supply. Learn the jingle: umbrella handle up.

3. Guide correct writing.

(1) Observe the shape of pmfb on a four-line grid: What grid do they occupy?

(2) Instruct the teacher to write: B is written vertically in middle capitals, starting from the middle of capitals, and vertically writing the right semicircle in middle capitals. P one * * * two strokes, occupying the middle grid and the small grid, the middle grid is full, and half of the small grid is written vertically. M's stroke order |nm*** three strokes, occupying a middle space, to be filled in. F***2 strokes, occupying the case and capitalization, not capitalization.

(3) Students imitate once and practice writing three times in this book.

Third, consolidate the practice.

Sing jingles, listen and send cards.

Second lesson

First, check the import.

1, read the initials bpmf?

2. What should I pay attention to when reading these four initials? (easy and short to read)

3. Read with your fingers, and read single vowels and four tones at the same time.

Second, guide the spelling of syllables.

1, inspirational talk: Today we are going to learn syllables, which are mostly composed of initials and finals, as friends.

2. (Show pictures) What letters are the girls pushing? Put the initials b and the vowel a together. What do they spell when they touch each other?

3. demonstrate spelling ba?

4. students practice reading b-a-ba?

5. Look at the picture and spell the syllables with tones:

What's on the (1) diagram?

(2) Practice reading b 1b2b3b4?

6. Practice spelling bpmf and U into syllables, bpmf and I into grouped syllables, and read monosyllabic syllables (as above).

Third, practice spelling syllables.

Fourth, guide the reading of composition after class.

1, read normally, students follow.

2. Read by name and read together.

Verb (abbreviation of verb) abstract

Of these four initials, bpmf is a double lip sound, and both P and F should be aspirated when pronounced. F is labial teeth sound, and the upper lip is close to the lower lip, so that the airflow can be rubbed out from the seam. When m is pronounced, the airflow comes out of the nasal cavity, and the initials should be pronounced shorter. We also learned syllable spelling: the first sound is light and short, then the second sound is heavy, and the two sounds are connected with a bang.

Distribution of intransitive verbs

1. Copy each bprnf three times.

2. Practice spelling syllables of B, P, M, F and U, I and O.

Seven, blackboard design