Teaching plan of "A bear lives in a cave"

As a tireless people's teacher, you can use lesson plans, which can better organize teaching activities. How to write a lesson plan? The following are four lesson plans of "Bear Living in a Cave" collected by me, which are for reference only and I hope to help you.

Bear Living in a Cave Teaching Plan 1 teaching material analysis

This is a fairy tale about a little bear family who lives in a cave. They want to build a wooden house, but when they enter the forest, they are always reluctant to blow trees. Many years later, they still live in the cave. At the end of the article, the animals presented flowers to the bear family, telling everyone that what the bear family did was right and worthy of admiration and praise.

The text does not pay attention to pinyin, so students should be encouraged to read and read independently.

Teaching requirements

1, knowing the new word 10, can write three words "year, about". Cognition 1 radical "stone"

2. Read the text correctly and fluently.

3. It is a virtue to understand the content of the text and know how to protect trees and the environment.

Teaching focus

Know new words, know how to protect trees and protect the environment.

training/teaching aid

1, courseware of forest four seasons scenery

2, brisk music tapes

Teaching time is 2 class hours.

first kind

Teaching requirements

1, identify the new word 10, identify the 1 radical "stone"

2. Read the text correctly and fluently.

3. It is a virtue to understand the content of the text and know how to protect trees and the environment.

Teaching focus

Know new words, know how to protect trees and protect the environment.

teaching process

First, the dialogue leads to the topic

There is a bear whose family lives in a cave. They tried to build a wooden house, but they didn't succeed. Why? Today we learn lesson 20. A bear lives in a cave.

Second, reading the text for the first time

1, read the text by yourself

Requirements: Read the pronunciation correctly, read through the text and tell what each picture is about.

2. Check the initial reading. The key is to read the correct words and sounds and read the text.

Third, grasp the key paragraphs and read the discussion.

1. Look at the picture. Tell me where the bears live and what they are doing.

2. Read paragraphs 3-6.

What does this tree look like in each season? Please draw pictures of related sentences and communicate.

3. Please look at Figure 6. Tell me where the bears live and what the animals are doing.

4. Read paragraphs 7 and 8 of the text. Tell me why the animals are grateful to the bear family.

Why don't the bear family cut down trees to build houses? What have you learned?

Fourth, guide reading aloud.

1, the seventh natural paragraph should emphasize "year after year" and "all the time", indicating that the Xiong family has never cut down trees to build houses and maintain forests.

The last long sentence needs a proper pause.

The animals in the forest/are all grateful/the bear family sent/bundles of beautiful flowers. (demonstration, reading)

Play the courseware of "Four Seasons of the Forest"

Listen to the teacher reading the text and play the courseware, and feel the beauty of the environment in the forest and the behavior of the bear family.

Sixth, the teacher summarizes.

Second lesson

Teaching requirements

1. Consolidate the text and further guide reading.

2. Practice writing three new words correctly.

3. Guide the completion of after-class exercises, read and talk.

Teaching aid preparation: new word card

Teaching focus

1, literacy teaching, guiding writing

2. Consolidate the text and do exercises after class.

teaching process

First, read the text with emotion.

1, read the text and read the text together.

2. Read the text with music.

3. Answer exercise after class: What do animals say when they send flowers to bears?

Second, divide the group into classmates.

Requirements:

1, pronounced correctly, pay attention to the pronunciation of "Nian, Li, Shu and She".

Analyze the glyphs and tell me how you remember these new words.

Instruct writing

Year: prompt stroke order, the fourth "vertical" should be slightly shorter, and the sedan chair should be to the right.

Left: The first horizontal stroke is short, the second left stroke is long, and the last long horizontal stroke is higher than the left stroke.

Right: Compared with left, the first "horizontal" is longer, and the lower "mouth" is flatter, so it is not suitable to write big.

3. Students write and teachers tour to guide.

4. How to distinguish "left and right |"?

Third, finish the exercises, reading and dialogue after class.

1, understanding the meaning of the question is the practice of learning words.

Step 2 read it first

3. Let students talk about exercises

It is easy to say that a teacher is different from other teachers, and it is not appropriate to correct it.

Four. Summary of opinions

Teaching material analysis:

This article is Lesson 20, Book 1 of Primary School Chinese published by People's Education Press. It is a touching fairy tale intended to show that people get along with nature, which appears in the form of cartoons that children love to see. In the article, the bear family living in the cave wanted to build a wooden house, but they were always reluctant to cut down trees to build a house, praising the noble sentiments of the bear family.

Classmate analysis:

There is no pinyin in the full text, but it is not difficult for students. They can know new words and read texts with the help of pictures or other means.

Design concept:

Encourage students to study independently and arrange teaching according to their needs and interests. Create a situation, let students feel the beauty of nature, identify with Xiong's environmental protection behavior, make teaching and learning visible, lead students into a compelling fairy tale world, and enrich their spiritual experience.

Teaching objectives:

Knowing the new word 10 will write three new words.

Read the text correctly, fluently and emotionally.

It is a virtue to know the content of the text, protect trees and protect the environment.

Teaching process:

First, situational introduction

Post pictures, teacher; Look, the bear in the picture is all smiles. What makes it so happy? Teacher: It turns out that Little Bear's home has been in a cave near the forest. Now, they are going to build a wooden house. Bear is happy to live in a wooden house. Think about it, what's the difference between living in a wooden house and living in a cave?

(Design intention: Bring students into the situation through pictures and voiceover of teachers' words, so that students are willing to participate in communication. )

Second, read the text for the first time and recognize the new words.

Students read the text. If they come across words they don't know, circle them and ask other students.

Read by name and section, and correct pronunciation in time.

Read in groups to consolidate literacy.

Memorize new words. Once again, all the new words appear, please ask the little teacher to read them. What words did you know before? Do you have any good ways to remember which word?

(Design intention: Let students read the text smoothly through various forms of reading. Cognitive new words reflect the gradient and enhance the awareness of independent literacy. )

Third, the reading comprehension of the text

There are four photos on the wall of Xiong's house. Look at these four photos. Are they beautiful? Where is the beauty? Please say which one you like.

Say the meaning of the picture and read the corresponding paragraph. Teachers' guidance and guidance.

Read by name, by group, by hero, by men and women.

Design intention: I realized the beauty of nature from various forms of reading and realized that the bear's approach was completely correct. Therefore, it also cultivates students' reading ability and understanding ability.

Fourth, divergent thinking.

There are different beautiful scenery in the forest all year round, which makes the bear love nature and the big forest. So, they have been living in caves, but they are very grateful to animals. Bundles of beautiful flowers bloom in bear's home. Think about it: What do animals say when they offer flowers to bears? Students play headdress after independent consideration.

2. What will happen if a bear lives in a wooden house?

Design intention: This design is intended to develop students' imagination, deepen their understanding of the text, pay attention to the infiltration of emotions and fully feel the beauty of the text. )

Fifth, extend and expand.

How should we love and protect nature?

Design intention: Give full play to students' imagination, expand their knowledge, train their oral English and carry out ideological and moral education. )

The Bear Living in the Cave Lesson 2 teaching material analysis

It is a fairy tale that a bear lives in a cave. The text tells that the bear family who lives in a cave wants to build a wooden house, but they are reluctant to cut down trees when they enter the forest. Many years have passed and they have been living in a cave. The full-text language is beautiful, with pictures and texts combined, which is suitable for children to read.

The new words in the text have no phonetic symbols, so students can learn independently and encourage them to learn new words in various ways.

Teaching idea

Reading teaching should allow students to read, think and ask questions fully. Enable students to accumulate vocabulary in reading, gain initial emotional experience in imagination, feel the beauty of language in questions, care about nature and life, put forward their own feelings and opinions on people and things they are interested in, and be willing to communicate with others.

Teaching objectives

1, know the new word 10, write three words about the year, and know the radicals with words.

2. It is a virtue to read the text correctly and fluently and understand the behavior of the bear family in reading.

3. Cultivate students' self-study ability and be able to cooperate, communicate and express their inner feelings with their peers.

Preparation before class

1, the headdresses of various small animals in this paper.

2. Light music tapes.

teaching process

First, ask questions.

Children, the teacher tells you a story: in a dense forest, there are many small animals, among which the bear family lives in a cave. One day, Father Bear and Little Bear went to cut down trees to build a wooden house. Do you want to know how their house was built? The teacher plays music, writes on the blackboard and tells stories. )

The lead design starts with stories that children love to hear, sets suspense and stimulates children's interest and desire to learn the text.

Second, independent literacy, perception of the text

1, students read the text for the first time and draw new words while reading. After reading, students are encouraged to find ways to learn new words because they can't pronounce them. If they really can't, let them stay.

Draw while reading, let students use their eyes and hands, and participate in self-study with multiple senses.

2. Read the text again:

(1) Read the text by name and chapter. If you can't learn new words, others can help. The grateful teacher in the eighth paragraph can inspire students to guess and read according to the text. No, the teacher can tell.

⑵ Read each other at the same table and check each other's learning situation of new words. Let the students consolidate the new words in reading the text.

3. Memorize new words:

(1) Group communication, how to remember new words by yourself, and talk to the students in the group.

⑵ Report to the class, help each student to be a little teacher, and tell the class how to recite words in front. The teacher emphasizes the pronunciation of years, beauty, restraint, giving up and creating. When the word "cut" is reported, students may say it is next to the word "stone". Teachers should give affirmation and tell students that the earliest tools for cutting things were made of stone.

(3) Consolidate the game of Chinese characters-add a radical to the following words to form new words, and combine the words Gao, Ji, Qian and Yun.

4. Be familiar with the text and accumulate words:

(1) children, please read the text again and think about it: how did the bears build their wooden house? Students read the text many times, and this question may pop up casually. As long as the students' language is accurate, they should be affirmed.

Who can say your favorite word or sentence? Reluctant, grateful, flowers, bundles of students just show their true feelings, don't ask why they like it.

The study of Chinese characters and words runs through reading, so that students can feel the sense of accomplishment of autonomous learning in reading. Let students learn independently, teachers guide students how to learn, and give full play to students' subjectivity in class.

Third, understand the text and feel the beauty of language and emotion.

1. Guide the students to look at the pictures and say which one do you like? And read the text corresponding to the picture. (Let the students choose for themselves)

2. Class report:

(1) The first picture corresponds to the first and second natural paragraphs. During the presentation, students should be inspired to look at the pictures and realize how much Bear wants to build a wooden house. The description of bear's mood should lead students to say that bear is excited, happy and excited.

(2) The second to fifth pictures show the process of bears cutting down trees to build houses in spring, summer, autumn and winter. Here, it is reported that teachers properly guide students to read the beauty of scenery in each season. I couldn't bear to read the last two words softly and read my love for the bear. Let students read more in various forms: roll call, two or three people, group reading, etc.

(3) The sixth picture corresponds to the seventh and eighth paragraphs, and here is the embodiment of the emotional beauty of the text:

(1) When students read the seventh paragraph and the eighth paragraph, guide them to stand out year after year, reflecting that the Xiong family still lives in the cave, and also guide them to read long sentences and complete after-school exercises-reading and speaking, so that students can read more first to enhance their sense of language, and then guide them to compare them in bundles. Do they mean the same thing? Ask the students to complete the following dialogue according to their perception in a specific language environment.

Look at the sixth picture to inspire students to ask questions. Imagine what a small animal would say if it sent flowers to the bear family. Help students play small animals with various animal headdresses, and add their own actions in front.

Let the students experience it personally and deepen their understanding of the text. Through students' independent actions, the diversity of Chinese teaching is reflected.

③ Play Bandu on the basis that students are familiar with the seventh and eighth paragraphs. In the light and beautiful music, feel the beauty of the environment in the big forest and the behavior of the bear family, so that students can get emotional experience and ideological edification.

In the teaching of understanding texts, it is more effective for students to understand texts through reading than for teachers to explain them since enlightenment. Paying attention to strengthening reading teaching is also the need to understand the text. At the same time, the students' performances make them feel immersive.

Fourth, consolidate new words and learn to write new words (omitted)

Verb (abbreviation of verb) summarizes the text with the help of blackboard writing.

Children, please tell us what you have learned in this class.

It is a good way for students to summarize themselves and communicate with their partners. It cultivates students' ability to express their thoughts and embodies students' subjective consciousness in classroom teaching.

Lesson 3 morning reading in big classes: a bear living in a cave

1. Activity background: Children like reading books, listening to stories and enlightening their wisdom. It is an anthropomorphic story that a bear lives in a cave. In order to keep the beautiful forest, the bear is willing to live in a cave. This beautiful feeling is known to all children.

Nowadays, global resources are decreasing day by day, and environmental protection is urgent. I chose this story in order to let children establish environmental awareness and love our earth from childhood, and because the children in our class have certain reading ability and high sensitivity to Chinese characters, I designed this activity.

Second, the activity objectives:

1, on the basis of understanding the content of the story, produce feelings of protecting nature.

2. Match spoken and written language and try to read the full text of the story.

Third, activity preparation: a book, a fairy tale content, word cards (spring, summer, autumn, winter, split, etc. )

Fourth, the activity process:

First, show giant books to stimulate children's interest in reading.

Teacher: The teacher brought a book today. What's the difference between this book and the one you usually read?

Yang: This book is very big. This book was made by the teacher himself;

Teacher: This is a masterpiece made by the teacher himself. What's the name of this book? (Guide children to observe the cover)

Bear: Bear lives in a cave.

Teacher: Do you want to know what this book is about? Let's watch together.

Second, read books collectively and understand the content.

1, Teacher: On the first page, I'll tell you where the bears live. (Show the word card: live, hole)

Teacher: How would you feel if you lived in a cave all the time?

Young 1: very boring;

Young man 2: If I live in a cave all the time, it's very humid, and I'll get sick.

Teenager 3: It's dark at night, and I'll be afraid.

-

Teacher: Would you like to live in a cave?

Yang: No.

Teacher: Little Bear doesn't want to. What will they wish for?

Young 1: They want to move;

Young man 2: They want to build a new house.

Here, the bear family's desire to build a new house was aroused, which paved the way for the following reading.

Teacher: Let's look at the second page. The bear has this wish. So, what will Grandpa Bear say to the cubs? (Show word card: seal)

Young 1: Bear, let's build a new house together;

Bear 2: Let's cut down trees to build a big wooden house.

Teacher: Listen, what did Grandpa Xiong say?

Teacher: Guess what Little Bear will do after listening to Grandpa?

Young 1: Little Bear said, "Grandpa, we can't cut down trees. If trees are cut down, there will be floods.

Young 2: Little Bear didn't cut down a tree, so he went to borrow a house from a friend.

Teenager 3: I think he can cut down trees because he can't always borrow other people's rooms, so he should have his own new house.

3. Teacher: Did you guess correctly? Then we looked down: the bear listened to grandpa and walked into the Woods. What season does it see? (Show the word card: spring) What are the Woods like in spring? Please say it in beautiful words.

Young 1: In spring, all the trees in the forest sprout.

Young man 2: Young trees grow green leaves in spring.

Teenager 3: The Woods in spring are really beautiful. The little tree has green teeth, like two small eyes of the little tree.

Teacher: So, guess what happens to trees in summer, autumn and winter? (Show word cards: summer, autumn, winter)

Young 1: when summer comes, the leaves turn dark green and people come to enjoy the cool; In summer, the forest is very cool, and small animals come to play games.

Teenager 2: In autumn, the trees will bear fruit, and the red and yellow ones are really beautiful; In autumn, all the leaves on the trees fall, like butterflies flying in the air.

Young man 3: In winter, all the leaves on the trees are gone.

Teacher: Have these changes happened? Let's watch and listen.

Listen to what the tape recorder says to these four pictures.

Let's also learn to use beautiful sentences to talk about the changes of forests in spring, summer, autumn and winter, shall we?

Teacher: The scenery in spring, summer, autumn and winter is really beautiful. Every season, the bear walks into the Woods and sees different beautiful scenery. What will he do in the end? (Xiuzi Card: Reluctant)

Young: Little Bear can't bear to cut down trees.

4. Teacher: This picture tells you where the bear still lives.

Yang: The bear still lives in the cave.

Teacher: Year after year, Little Bear lives happily in the cave without cutting down trees to build a house. Why does he still live happily in the cave now?

Young 1: Little Bear lives in a cave and sees beautiful Woods.

Young 2: The bear didn't cut down the tree, but kept the forest. He is very happy.

Teacher: So, what do the small animals say about the bear's behavior?

Young 1: Small animals come to thank the bear.

The little animals invited the little bear to live in their house.

The little animals helped Little Bear build a brick house.

5. Teacher: Let's look at page 8: How do small animals do it?

The little animals brought flowers to the bear.

Teacher: Why do they do this?

You 1: Because the forest is also the home of small animals, you should send flowers to thank him.

Teacher: What will they say to the bear? (Listen to the tape) (Show the word card: Thanksgiving)

Third, spell cards and read the whole text.

1, Teacher: We understood the book together. Now let's read it again and think about what this book is about.

You got it? Now, please try to spell "a bear lives in a cave" into a story according to the story just told and the word you know, baby.

2, (children's operation, teacher observation and guidance)

Children who spell first can read gently.

Step 3 read in groups

4. Focus on reading the last paragraph

Fourth, produce feelings of loving nature.

Teacher: In order to preserve the beautiful natural scenery and the homes of small animals, Little Bear prefers to live in caves. What can we do for his family?

Young 1: All kinds of trees and flowers will make our home more beautiful.

Young 2: Don't litter, point it out when you see others littering.

Young 3: Garbage should be sorted, rivers should be kept clean, and there will be fewer mosquitoes.

Teacher: If we love our home as much as the little animals in the story, then our' earth' will definitely become more beautiful.

Verb (abbreviation of verb) activity evaluation

This activity is not only a language activity, but also improves children's reading ability. In the reading comprehension between teachers and students, children's awareness of environmental protection is also improved. It is dominated by early reading and integrates language and science. The choice of content, the design of questions and the adoption of forms are all positive attempts to the new teaching concept. The activity embodies the children's dominant position and the new dialogue relationship between teachers and students, and the children are always in a positive, active and happy state with strong participation.

Lesson 4 of Bear Living in a Cave I. Teaching Requirements

1. Read the new words and texts by yourself. Read the pronunciation correctly, read the text fluently, and get a preliminary understanding of the text content.

2. Independent literacy, independent literacy. Be able to memorize 5 ~ 6 new words in this lesson 10 independently.

3. Feel the beautiful scenery of the four seasons in the forest and inspire students' love for the bear family.

Second, the focus of teaching

Read the pronunciation correctly and know some new words; Experience the pleasure of reading.

Third, teaching difficulties

Distinguish the flat tongue and master (or understand) some literacy methods.

Fourth, the preparation of teaching AIDS.

1. Cai.

2. New word card.

Teaching process of verbs (abbreviation of verb)

(A talk about import, stimulate interest (with courseware)

(B) listen to the story, a preliminary perception of the text.

(3) Read the text aloud (with pronunciation)

Correct pronunciation and fluent sentence reading are required. The forms are: free reading, competition reading, evaluation reading (camera pronunciation) and whole class reading.

(D) Memorize some new words (display method)

1. Courseware shows new words;

2. Read new words by train;

3. Four-person group discussion memory method;

4. The method of memorizing new words in the whole class;

5. The teacher summed it up.

(5) Classroom exercises

Teachers and students sing and dance together "Bears live in caves".

(6) Look, think and speak (show the beauty of the four seasons in the forest with courseware, so that students can feel that the forest is the home of animals and plants)

1. Play the courseware; Take a look and think. )

2. Organize discussion and exchange: Which season do you like best? What do you think is good? (say it. )

3. Summarize the transition.

(7) Play songs composed by the text, and teachers and students will sing and dance together to express their love for the bear family.

(class dismissed)

Interpretation of teaching intention

Fujian province Xiamen kaiyuan district education bureau

Past experience tells us that students learn best when they are interested, when their body and mind are at their best, and when the teaching content can be presented in various forms. Based on this understanding, the guiding ideology of designing the lesson "Bear Living in a Cave" is "Learning Chinese happily". In order to achieve this goal, we have made efforts in the following aspects.

First of all, introduce the topic and arouse interest.

The introduction of the topic begins with the background "forest" of the fairy tale "Bear lives in a cave", which leads students' vision to "forest", and then the teacher reads the text in the form of storytelling, so that students can initially perceive the content of the text.

Second, read through the text to stimulate interest

Let students read the text fluently and get a preliminary understanding of the content of the text is one of the focuses of this lesson. In order to stimulate students' interest in reading the text, we urge students to devote themselves to "reading" in the form of "competition". Its process is embodied in: free reading-competitive reading-evaluation reading. In this link, we also noticed the participation of all the staff, not only the contestants, but also the "judges" who did not participate in the competition.

Third, read independently and have fun.

Memorizing new words by students is another key point in this class. In order to keep students' interest, we adopt the practice of letting students memorize glyphs independently, so that students can consciously and freely choose the words they want to remember and choose different methods to memorize glyphs independently. Here, the role of teachers is reflected in timely and appropriate guidance.

Fourth, sing and have fun.

In order to enable students to devote themselves to their studies in a full mental state within 40 minutes, especially in the last 20 minutes of class, when students began to feel tired, we played songs (texts) to make students sing and move. This not only familiarized the students with the text again, but also gave them beautiful melodies. This melody also runs through the whole class and plays an important role in creating a relaxed classroom atmosphere.

Five, courseware demonstration, cultivate interest

In order to stimulate the emotions of students, teachers and authors, we use courseware to show the beautiful scenery of the forest all year round, so that students can "see", "think" and "speak" and sincerely feel the beauty of the forest and the attachment of animals and plants to the forest. Therefore, it is inevitable that the bear family will be respected by everyone. I can't help but join the small animals in offering flowers. At this time, the tune of the text sounded in time, which shocked the students' hearts, further understanding the text for the students in Class Two and Class Three, and imagining "What would animals say when they send flowers to bears?" Lay a thick foundation.