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The original text and teaching plan of the first volume of the first grade Chinese "Four Seasons"

# Lesson Plan # Introduction "Four Seasons" is a poem in the first volume of senior one. This nursery rhyme expresses the beauty of the four seasons by describing several representative things such as grass buds in spring, lotus leaves in summer, ears of grain in autumn and snowman in winter. From this nursery rhyme, we also feel the author's love for nature. KaoNet has prepared the following contents, hoping to help you!

In the first grade of primary school, the original text of the Chinese "Four Seasons" was sorted out one by one.

C m: c m: o y á ji ā n ji ā n the grass buds are sharp,

The story of the western chamber of Japan

He said to the bird:

number one under heaven―unequalled

"I am spring."

héyèyuan yuan

Lotus leaves are round,

Biography of Du Qing

He said to the frog:

I don't like that

"I am summer."

G. Sauvignon

The ears of wheat are curved,

TVXQ!.

He bowed and said:

I don't know

"I am autumn."

Mr Bidai Syulan.

The snowman has a big belly.

tā wán pí de shu

He said naughtily:

number one under heaven―unequalled

"I am in winter."

The teaching plan of "Four Seasons" in the first grade of primary school is Volume I and Volume II.

I. Knowledge and skills 1. Know the new word 10 and three radicals, learn a polyphonic word and write three words.

2. Read and recite the text correctly, fluently and emotionally.

3. Understand the content of the text and the beauty of the four seasons.

Second, the process and methods

Let students feel the beauty of Jiangnan by reading aloud and supplementing materials.

Third, emotional attitudes and values

Understand and feel the beauty of rhythm and picture in poetry, and cultivate the feelings of loving nature.

Teaching focus

Read the text with emotion and recite it.

Teaching difficulties

By understanding the characteristics of each season, we feel beautiful and love nature.

teaching method

Communication method, reading method and data supplementing method.

Preparation before class

Multimedia courseware and related materials.

Class arrangement

1 class hour

teaching process

First of all, interesting tutorials.

1. Play the video Lotus Leaf.

2. Students, do you know what beautiful scenery is shown in the video?

(Lotus and Lotus Leaves)

What do you want to say after seeing this beautiful scenery? Do you know which season the lotus is? (Summer) Besides summer, what other seasons are there in a year? Spring, summer, autumn and winter. Today, the teacher led the children to enjoy the beautiful scenery of the four seasons.

(blackboard writing topic) 4. Four Seasons (Simultaneous Reading Topics)

Second, overall perception.

1. Teachers demonstrate the text, students listen carefully and pay attention to unfamiliar words.

2. Students teach themselves the text by pinyin, and draw the new words in this lesson while reading.

3. Learn new words. Show me new words with sounds:

It is pointed out that frogs in spring bend in summer and are underground in winter.

(1) Students can read new words freely.

(2) Training to read new words and correcting them collectively.

(3) Look up new words at the same table.

(4) Pronunciation and reading new words.

(Pay attention to guidance: "Xia" is a three-syllable festival, and "Qu" pays attention to the pronunciation of the nasal vowel an. )

Transition: Next, let's find a friend for the new words. Do you know any words with new words in the text?

Sharp, talking, spring, grass, frog, summer, bending, gentleness, yes, winter.

4. Learn polyphonic characters: land gently (de )( d√).

Transition: Next, let's enter the text and read it carefully. Let's walk into the text together and feel the beauty of the four seasons.

Third, intensive reading comprehension.

1. Text reading, first reading comprehension.

(1) The courseware shows pictures of the four seasons, and students observe while listening to the text.

(2) What do you see by reading the text and observing the pictures? Encourage students to speak more, whether as a whole or from a scene they found. )

(Revised answer: grass bud, bird, lotus leaf, frog, ear of grain, snowman)

(3) Students read aloud by themselves, read sentences fluently and perceive the text as a whole.

(4) Read aloud by name, and teachers and students evaluate pronunciation.

2. Know about spring.

(1) The courseware shows a picture of a bird with grass buds, and reads this sentence by name for teachers and students to evaluate.

(2) Who does "he" mean? What does he look like? ("He" refers to the grass bud, and "He" is sharp. ) Think about life: What are grass buds like?

(green, tender)

(3) How can grass buds talk? Do you think this is a good idea? It is more intimate and interesting to write the grass bud as a person. ) The teacher explained: This kind of writing is called "personification", which shows the vitality and vigor of grass buds.

(4) How do grass buds talk to birds?

(Happy and proud)

(5) Come and make beautiful grass buds and read them out loudly and proudly. Read this paragraph with emotion.

(6) Think about it: Apart from grass buds, what other beautiful scenery are there in spring?

(For example: beautiful peach blossoms, thawed streams, dancing willow branches, etc. )

3. study in summer.

(1) The courseware shows the pictures of frogs with lotus leaves, and reads this sentence by name, which is evaluated by teachers and students.

(2) What did you learn from the word "round lotus leaf"?

Feel the beauty of lotus leaf and summer from the word "round lotus leaf" )

(3) Imagine: What might a frog say when jumping on a round lotus leaf?

For example, the lotus leaf is round, which can just be my rest platform. )

(4) What other lovely animals or plants are there in summer? Use your imagination and finish the exercise:

_ _ _ _ _ _ _ _ _ _ _, he said to the cicada, "I am summer." (For example, the leaves are green)

_ _ _ _ _ _ _ _ _ _ _, he said to _ _ _ _ _ _, "I'm in summer."

(Watermelon is round. He says to people, "I am summer." )

(5) Come and make beautiful lotus leaves, and read them out loudly and proudly. Read this paragraph with emotion.

4. Learn autumn.

(1) Courseware shows pictures of bent ears of wheat. Read this sentence by name and evaluate it by teachers and students.

(2) What does "bend" look like? (Showing pictures) What features can be seen from this word?

You can feel the heaviness of the ears of wheat from the bend. )

(3) People can bow, but how can ears of grain bow? What can you feel from it?

Write the ear of grain as an adult and personify it, so that we can feel the cuteness and modesty of the ear of grain. )

Since you are Gu Sui, read this article with such a modest attitude.

5. learn winter.

(1) There are pictures of snowman in the courseware. Read this sentence by name and evaluate it by teachers and students.

(2) What characteristics do you see from this passage?

You can feel the naughty and lovely snowman from A Big Belly. )

(3) Read books while performing and experience the naughty snowman.

6. Teacher's summary: There are many wonderful scenery in nature. Let's continue to enjoy the beautiful scenery of the four seasons. (showing pictures)

7. Guide the writing of "Tian, Si, Yes":

(1) Students observe Tian Zi Gerry's handwriting and discuss the stroke position together.

(2) Teachers write new words.

(3) Red painting, writing and patrol guidance.

8. Course summary:

Children, this poem tells me about grass buds in spring, lotus leaves in summer, ears of grain in autumn and snowman in winter.

Children show the beauty of the four seasons and express the author's love for nature.

Fourth, summarize and expand.

1. course summary:

Students, what have you gained after learning this lesson?

(1) learned the new words in this lesson and further felt the beauty of nature.

(2) Feel the beauty of poetry and understand anthropomorphic techniques.

2. Classroom exercises

Compare and combine words.

Child (child) day (sky)

Eight (eight) big (very big)

Verb (abbreviation for verb) assignment

1. Read and recite the text with emotion.

2. Collect poems about four seasons and read them.

blackboard-writing design

Four seasons; throughout the year

Grass bud (sharp) → spring

Lotus leaf (round) → Summer

Ear of wheat (bending) → autumn

Snowman (Naughty) → Winter

"Four Seasons" Teaching Plan of the Trilogy Edition of the First Volume of Primary School Chinese

The Chinese curriculum standard emphasizes: broaden the field of Chinese learning and application, pay attention to interdisciplinary learning and the application of modern scientific and technological means, and broaden students' horizons and improve learning efficiency through the intersection, infiltration and integration of different contents and methods. This design strives to reflect the main position of students' learning and pay attention to cultivating students' independent, cooperative and inquiry learning ability. Students learn Chinese characters, language and poetry in interesting games, beautiful pictures, rich imagination, ingenious internalization and moderate extension, which enriches and enriches the Chinese classroom, arouses the interest of first-year students in learning Chinese, and thus really likes our Chinese teaching.

Preparation before class

1. Make new word cards and multimedia courseware. (teacher)

2. Preview new words; Read the text aloud. (student)

Class arrangement

2 class hours.

teaching process

first kind

First, the picture rendering, passion import

1. Teacher Introduction: Look, students, what did the teacher bring you today? (Showing multimedia courseware: autumn scenery)

2. The teacher recited with music: Listen, this melodious flute; You see, the mountains and plains are all red and gold, which has become an ocean of flowers and a world of fire. Look, the tall birch trees look more upright against the blue sky. The golden leaves are swaying in the wind, and the maple leaves are even more dazzling under the sunlight. Look, how lovely the bright red hawthorn is! The leaves are red and the fruits are ripe. That string of crystal clear purple grapes is even more lovable. And this unknown fruit is covered with branches. No, even the small mushrooms are attracted by this charming scenery. A gust of wind blew, and pieces of golden leaves slowly fell.

3. Teacher's guidance: What do you want to say when you see the scenery on the screen? Do you know what season it is? (writing on the blackboard: Qiu) Where did you see it?

4. The teacher asked: In autumn, what else can you see besides the scenery we just saw on the screen? What seasons are there in a year besides autumn? (Blackboard: Spring, Summer and Winter) Great. Today, let's go into the four seasons and enjoy their beautiful scenery. (blackboard writing: four seasons)

5. Students read the questions together.

Design intention: Stimulating learning interest is an important way to improve Chinese learning efficiency. Vivid and vivid pictures, coupled with the teacher's poetic music recitation, brought students into fruitful autumn. Through the introduction of nature, this link reveals the theme and arouses students' desire for knowledge.

Second, independent reading and cooperation to explore

1. Teachers lead students to learn: Please read independently in Pinyin, draw words that can be written with circles, and draw words that can be recognized with triangles. (cultivate the ability of self-literacy)

2. Teacher's guidance: communicate at the same table and help each other when encountering difficulties.

3. Teachers patrol, team leader check, summarize methods and practice oral English.

4. Teachers guide students to report their knowledge of new words.

(1) Play games and read books. Multimedia courseware displays pictures in words (willow, lotus leaf, chrysanthemum, plum blossom, snowman, grass bud, ear of grain, peach blossom, orange, wheat seedling, bayberry, etc.). ) that can clearly reflect the characteristics of the four seasons, so that students who understand can tell which season these things belong to.

(2) The teacher shows the new word card and the students read the new words on the card. (Remind students to pay attention to pronunciation)

(3) Learn the polyphonic word "ground".

(4) Take a small train: each student greets each new word, first take a small train to read, give appropriate evaluation and give priority to encouragement.

(5) Memory contest: Show the new words in the form of courseware, four at a time, to see who remembers them correctly and reads them well.

(6) Word-expanding competition: in groups of four, practice word-expanding for each new word, focusing on "pointing, speaking, bending and playing". (Pay attention to the accumulation of vocabulary in normal teaching)

(7) Practice oral English. Practice saying a word with "yes". (Pay attention to speech training)

5. Read freely. (Reflect reading level and cultivate students' sense of language)

Teacher's introduction: The students have learned the new words well, and they believe they can read the text better. Let's read freely first, and then compare who reads most skillfully, speaks loudest and pronounces most accurately. Multimedia presentation and reading requirements:

First reading: accurate pronunciation and loud voice.

Second reading: Read the sentences well and speak faster.

Third reading: read fluently and read the feelings.

6. Students' competition reading and teacher-student evaluation.

(1) Choose one representative from each group, which will be evaluated by teachers and students after reading.

(2) Read aloud one by one and judge the winning group.

7. Cooperate to explore and read the text aloud.

Introduction: Students, do you want to read the text more beautifully and better? Please choose your favorite season to read, and then compare who reads best.

(1) Work in groups, choose your favorite season, and read beautifully.

(2) (Multimedia Courseware) Inspire and guide students to read the text well.

(3) Students, groups, teachers and students challenge reading.

(4) Be familiar with reading.

(5) Leave the textbook, look at the pictures of the four seasons and try to recite them.

8. Appreciate and recite.

(1) The students left their seats and recited the full text while enjoying the pictures.

(2) Teacher-student cooperation, * * * with recitation.

(3) Thinking: Do you know who brought us such beautiful scenery? (nature)

9. Students ask questions and feel in reading. (Cultivate students' good habit of asking questions)

Default: Students will ask the following two questions:

(1) Grass, lotus leaves, ears of grain and snowman are all landscapes. How can they talk?

(2) What is "ear of grain"? Why does it bend?

These problems can be solved through group discussion and teacher guidance.

Design intention: In reading teaching, teachers should advocate students' independent, cooperative and inquiry learning methods, so that students can learn, read and communicate in this relaxed environment, and turn students' passive acceptance into active acquisition. Pay attention to students' vocabulary accumulation, language training and language sense training, and embody the teaching principle of focusing on reading and understanding in reading. Pay attention to the hierarchy of reading, read and understand the text, and achieve the purpose of reading and reciting.

Third, teachers guide students to practice writing.

Teacher's introduction: The students not only speak well, but also draw well and sing well. We also have a new friend in our class. It is "pi". What do you think it looks like?

1. Know the apostrophe of strokes and guide students to practice in book space.

2. Instruct students to write "Four, Yes, Heaven".

(1) Guide students to find the position of each stroke of Tian Zige's "Four, I, Yes, Heaven". "Four", the fourth stroke is a vertical bend, not a vertical hook. "Yes", the second stroke is folded horizontally, and the fifth stroke starts from the horizontal center line. "Tian", the first horizontal length, the second horizontal length, and the last stroke is Si, drawn from the intersection of the horizontal centerline and the vertical centerline.

(2) Students observe glyphs.

(3) Remind students what to pay attention to when writing each word.

(4) Students practice writing, and practice writing each word twice.

(5) Students evaluate each other.

Design intention: Writing teaching is an important part of Chinese teaching. In view of the junior students' young age, let the students write in every class, even if they write one or two words. This not only embodies the teaching principle of combining reading and writing, but also completes the homework in and out of class, reducing the students' academic burden, which really kills two birds with one stone.

Fourth, assign homework and expand after class.

1. Teacher's introduction: Children are really amazing. Four young ladies also gave us thumbs-ups. Mother Nature asked the teacher to tell her classmates that we should not only like her, but also learn to protect her and make her more and more beautiful. By the way, Mother Nature brought many gifts to the children. Let's have a look!

2. The courseware shows the map of the four seasons for students to watch.

3. Teacher's guidance: Mother Nature also believes that students will draw more beautiful pictures. Please draw a picture of your favorite season after class and bring it here tomorrow to compare with these pictures, ok?

Design intention: extend the text content, show your perception of the beauty of nature with pictures, and integrate the beauty of language and art.

Second lesson

First, review and consolidate, stimulate interest in the introduction

1. Teacher's guidance: read the new word cards, review the expanded words, and attract students to read the full text.

2. Teacher's interest introduction: Students, the four seasons are beautiful. Last class, we learned the seasons that grass buds, lotus leaves, ears of grain and snowman like respectively. So, which season do you like best? Why?

Design intention: The design of teaching process, such as recognizing new words cards, reviewing extended words, and taking students to read the full text, has consolidated students' mastery of new words. The hobbies of four friends aroused the students' love for the four seasons, and a stone stirred up thousands of waves and aroused their enthusiasm for learning.

Second, study at random according to the learning situation.

1. The vision of spring-all colors are spring.

(1) Teacher's lead: So many children like spring, who can tell me the reason?

(2) Introduction: A friend likes spring very much, and he even wrote a sentence about it! Courseware shows that the grass bud is very sharp. He said to the bird, "I am spring."

(3) Guide students to taste the language: What is grass bud like compared with grass bud? (In addition to "sharp", there are also "green, tender and tender". ) Just because there are sharp grass buds in spring, the grass buds say, "I am spring."

(4) Teacher's introduction: What expression does the sharp grass bud have when talking to the bird? Please read with such an expression.

(5) Read more and evaluate: Let students make grass buds, read the pride and happiness of grass buds through various forms such as free reading, named reading and separate reading for boys and girls, and evaluate them.

(6) Teachers guide development: Students, what else is there in spring besides sharp grass buds? Look (show courseware: beautiful spring), how beautiful spring is! Who can write a sentence for spring?

(7) courseware display sentence pattern: peach blossom (). He said to the bird, "I am spring." Pear flower (), he said to (), "I am spring." () (), he said to () "I am spring."

(8) Summary and sublimation: What do you think after enjoying the beautiful spring? Let's read together. The teacher shows a sentence in the text and three sentences added by the students to form a short poem. )

2. Listening in summer-like pouring pearls of all sizes into a plate of jade.

(1) Passion Guide: How lively summer is! Who is singing here? Who's talking? Let's go and listen!

(2) Teachers guide students to imagine speaking: On the basis of reading, talk about your understanding of summer. Read the words and imagine: what will the frog say when he jumps on the lotus leaf? The lotus leaf is round and can be mine ...

(3) Teachers guide and expand sentence practice: Let students also use the text as an example to say sentences.

() (), he said to the cicada, "I'm in summer."

() (), he said to () "I'm in summer."

3. autumn tactile articles-I never knew it had to be practiced.

(1) Passion introduction: Look at what teacher Qiu gave us. Name: Miss Qiu took me ().

(2) Teachers guide students to experience: group, watch, touch, smell the gifts brought by teacher Qiu, and practice saying: Autumn is here.

(3) Teacher's guidance: Autumn is a harvest season, with ripe fruits and crops. The courseware shows this poem: the ears of grain bend, and he bows and says, "I am Qiu."

(4) Teachers guide students to taste the language: What's your problem after reading this poem? (Key points: First, understand "bending". It can be demonstrated in kind, because the ears of grain are mature and full in autumn, so they are curved. The second is to understand the "bow". People can bow, so how can ears of grain bow? Ask the students to look at the curved shapes of wheat ears and understand that they are very similar. The little author writes Gu Sui as an adult, which is vivid. )

(5) Good feeling of reading: If you were an ear of grain, what kind of mood would you read? Read by name, read by action, read together, and so on.

4. The feeling of winter-read carefully and think deeply.

(1) (Multimedia Courseware: Snow Scene in Winter) Please see what the snowman said.

(2) Reading taste: What do you think of the snowman? Where did you see it? (naughty. You can tell by the "big belly") read "Naughty Snowman" and read it in the competition.

(3) Performance reading: Let students perform while reading and experience the naughty snowman.

(4) Practice oral English: If you were asked to say something about winter, what would you say? Courseware shows sentences:

In winter, ().

Design intention: learning a language is the fundamental task of Chinese class. This teaching link allows students to deepen their understanding of the text through beautiful reading and evaluation on the basis of tasting the language, and combine the content of the courseware to carry out speech schema expansion training. Students get information from the words in the text, express it with personalized words, and then expand their imagination and practice speaking with their hands, mouth and brain, laying a good foundation for learning sentence patterns. In addition, students can learn anthropomorphic rhetoric methods through the combination of language taste and action demonstration, and deepen their understanding through beautiful reading.

Third, expand thinking and strengthen training.

1. Which season do you like? Imitate the sentences in the book, expand your imagination and practice your spoken English.

_ _ _ _ _ _ said to the bird, "I am spring."

_ _ _ _ _ _ said to the frog, "I am summer."

_ _ _ _ _ _ said to _ _ _ _: "I am autumn."

_ _ _ _ _ _ said to _ _ _ _ _: "I am in winter."

2. Teacher's introduction: The students spoke very well! In addition to the scenery described in the poem, there are many wonderful scenery in nature. Who would like to introduce the information about the four seasons scenery collected before class?

3. Students introduce the collected materials and practice oral English.

4. Group activities to celebrate the four seasons in different forms.

Design intention: In the reading teaching of lower grades, teachers should seize the opportunity to train students' oral English and cultivate their oral expression ability. Displaying the materials collected before class can stimulate students' interest in previewing before class. Reciting, drawing, singing and speaking can make students fully display and play in curriculum integration, broaden their horizons and improve learning efficiency.

Fourth, assign homework and extend it after class.

1. Find a poem describing the four seasons, read it and introduce it to your friends.

2. Browse pictures about the four seasons and read children's songs about the four seasons.