Teaching design for primary school Chinese language "Blue Leaves"

As an outstanding teacher, you often need to write instructional design. Instructional design is a process of systematically designing and achieving learning goals. Does it follow the principle of optimal learning effect? ??It is the key to the quality of courseware development. location. How to highlight the key points in teaching design? Below is the teaching design for primary school Chinese language "Blue Leaves" that I have collected for everyone. It is for reference only. You are welcome to read it. Teaching design for primary school Chinese language "Blue Leaves" Part 1

Teaching objectives ·

1. Recognize 9 new words and be able to write 10 words.

2. Read the text correctly, fluently and emotionally.

3. Understand that people should help each other.

·Teaching focus·

Correctly master the new words in this lesson and learn to apply them; read the text correctly, fluently and emotionally.

·Teaching Difficulties·

Understand that people should help each other. ·Teaching process·

First lesson

·Lesson objectives·

1. Recognize 9 new words and be able to write 10 words.

2. Read the text correctly, fluently and emotionally.

· Teaching process·

1. Inspirational introduction

(1) Presentation: In art class, the teacher taught the students to draw landscapes, including small trees. , house and hill. (Show: a picture of green leaves) This is the work of Zhang Yushun, a classmate from our class. Let’s see how well his leaves are painted? (Student: The leaves are so green, so cute.)

( 2) Show: a picture of blue leaves.

Teacher: Do you have any questions to ask when you see this leaf? (Some students may ask: How can it be a blue leaf? Others are even more surprised and ask: It’s really interesting. I’ve never seen it before. I have never seen blue leaves, how can they be blue?) Right? How can the leaves be blue? (The teacher said while sticking the blue leaves on the blackboard). Then let's study Lesson 19 "Blue Leaves" together, shall we?

2. First reading of the text

(1) Then let's read the text quickly and read as we go. Mark the new words in the margins and underline the new words. Read it with the help of Chinese Pinyin. Read the passages you like to read several times, and ask your "good partner" for help with words you don't know!

(2) Everyone is reading too seriously, who can be brave enough to read it to everyone? ?(The teacher awards a brave star to the brave)

(3) Everyone read really well, and during the free reading process, many students were so serious about helping their partners. The teacher was really happy for everyone .

(4) Then let’s read aloud the new words in the text that we know. If you don’t know it, you will definitely have a good way to solve it, right?

( 5) I want to test you, do you agree?

1. Read the passages you like by name to check the effect of self-study. (Key points of pronunciation guidance: "Shu", "Re", "Zhu", "Zhu" and "Wrinkle" are all pronounced with a raised tongue; "Tu" is a polyphonic character, pronounced tǔ in this lesson. "Pi" is also a polyphonic character, pronounced in this lesson xiāo．

3. The courseware demonstrates the apple-picking game to learn and memorize new words: 书, lead, irritate, vomit, table, box, note, peel, wrinkle

4. The courseware demonstrates frog crossing the river Game, read words:

Frowning, borrowing a pencil, lying down while sharpening the pencil, unable to help but hesitantly spit out the box, making people blush

5. If the students read so well, they must also write well. Read again Cards with four new words: "shu", "lead", "vomit" and "note". These four words especially want to make friends with us. Are you confident in writing them?

(1) These four words How do you remember the glyphs? Tell your deskmate the good idea.

(2) Guide writing.

①Carefully observe the new characters in the Tian grid and find the key strokes.

② Teachers should give focused guidance: there are four or so words in the structure: "Tu", "Note", "Lesson" and " Lead". The first three should be written narrow on the left and wide on the right. The word " Lead" It should be written so that the left and right sides are basically equal. Among the four characters with upper and lower structures, you can focus on guiding the writing of the character "pen". When writing the prefix bamboo, you should avoid writing the short horizontal line as a dot; the cursor of the character "Mao" should be written as flat as possible, and the starting point of the vertical hook should be on the vertical center line. Pay attention to remind students that the upper right part of the word " Lead " is not the word " Ji "; there is a short horizontal line in the word "合" above the word "Na", which allows students to use a knowing method to remember: "Hands together" can be held.

③Teacher’s model writing (ask students to help the teacher find shortcomings) and students write, show each other in the group, and say what you want to remind your partners.

3. Read the text again

(1) Read the text in the way you like and think: Do you know why the leaves are blue?

(2) Practice reading the text repeatedly and understand the conversational tone of the characters.

Second Lesson

·Teaching Objectives·

1. Read the text correctly, fluently and emotionally.

2. Carry out reading training to cultivate students’ ability to read with tone.

3. Through the text, Lin Yuanyuan realized that he felt ashamed for not helping his classmates, so that students understand that classmates should help others and help each other.

·Teaching process·

1. Review words

(1) Show the new word card and drive the train to read the new words.

(2) Show the words and let the students read them freely and memorize the new words.

Art Pencil Table Attention Hesitant Endearing Frowning

(3) Dictate the new words that are required to be written in this lesson and correct each other.

2. Reading insights

(1) Read and comprehend the first natural paragraph.

1. Read freely, read fluently, and understand the tone.

2. Guide reading.

(1) Guiding pauses in long sentences: In art class, the teacher taught the students to draw landscapes, including trees, houses and hills.

(2) Guide the reading tone: She was about to draw a tree, but she couldn’t find the green pencil. (First, let students combine their own life experiences to experience Li Li’s anxiety when she can’t find a green pencil, and then listen to the teacher’s model reading and imitate the reading.)

(2) Read and understand the second to fourth nature part.

1. Read the text by yourself, count how many conversations the two have, use - to draw Li Li’s questions, and use wavy lines to draw Lin Yuanyuan’s answers.

2. Guide reading of the first dialogue.

(1) Grasp the key words "whispering", "ok" and "hesitating", and let the students first experience the different expectations of the two people when they speak, and read and understand by themselves.

(2) Read by name, and teachers and students will give comments.

(3) Teachers' model reading: read Li Li's words "quietly" in a consultative tone; read Lin Yuanyuan's words in a tone that means you don't want to borrow but don't speak directly. Students look at the teacher's expression and listen to the teacher's tone of voice.

(4) Students imitate and practice reading, and read in different roles.

①Use the method of grasping key words and experiencing emotions, and read the rest of the dialogue in the study group.

② Check the self-reading and self-enlightenment, and use the camera to guide reading.

③The teacher quoted the conversation between Li Li and Lin Yuanyuan.

④ Decompose color and read 2-4 natural paragraphs.

(3) Read and comprehend the 5th natural paragraph.

1. Read and talk: Show the painting, read the text, and talk about the origin of the blue leaves.

2. Think about it: Why did Lin Yuanyuan blush when looking at these blue leaves?

3. Talk about it: What do you want to say to Lin Yuanyuan?

3. Development activities

(1) Read and memorize.

Cherish the reputation of the school, respect the teachers, love the students and abide by the rules

Lei Feng is willing to help others, ask less and give more

(2) Continuation of the story: If you are the author, What else will you write at the end of the text?

·Blackboard design·

18. Blue leaves

Hesitating in a low voice

I have no choice but to be afraid of you...

Please pay attention quickly...

Frowning

(Blue leaves) (Blush) Elementary school Chinese "Blue" "Colored Leaves" Teaching Design Chapter 2

Lesson: First Lesson

Teaching objectives: Recognize nine, be able to write ten new words, and have a preliminary understanding of the text content.

Teaching focus: Able to read nine new words and write ten new words.

Teaching process:

1. Conversation introduction

1. What color are the leaves you see?

2.Have you ever seen blue leaves?

3. Today we will study Lesson 19 "Blue Leaves"

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

1. Read the full text freely while speaking Draw the birth words while reading.

2． Show the word card and ask students to find words and sentences with this word and read them to everyone.

3. Practice correct pronunciation.

(1) Key points of pronunciation guidance: "Shu, Lao, Zhu, Zhu, and wrinkles" are all pronounced with a raised tongue; "Tu" is a multi-phonetic character, which is pronounced (tǔ) in this lesson; "Chi" is also pronounced Multi-phonetic characters, read (xiāo) in this lesson

4. Read the text in normal school.

Student said: What does the text say?

3. Memorizing new words

(1) Show the new words that are required to be known, let students learn the words independently, and talk about which new words they know and how they remember them.

(2) Let students talk about which new word they like to make friends with the most. The purpose is to allow students to recognize and remember new words in word formation and speaking.

(3) Driving a train and recognizing new words.

4. Consolidate new words

1. Consolidate the words you can recognize:

Game 1: Listen to the sounds and show the word cards. (The teacher reads the students’ words, and the students look for the word cards)

Game 2: Group the words:

口TU = spit out and join hands = take 日京 = scene

2. Consolidate the words that can be written:

(1) Students observe the ten words to be written and tell how to write each word.

The four left-right structure characters: Tu, Zhu, Lesson, and Lead should be written narrowly on the left and wide on the right.

Four characters with upper and lower structures: pen, table, scene, and take. It focuses on guiding the writing of the word "pen" and also guides the writing of "take".

5. Summary: What did you learn in this lesson? Primary school Chinese language "Blue Leaves" teaching design part 3

1. Listening, questioning and introducing new lessons

1. Children, let’s have a listening competition to see who is the best Spirit, the most concentrated concentration. The teacher says four sentences. If he says it right, you will applaud. If he says it wrong, you will shake your head.

(1) When everyone gathers firewood, the flames are high.

(2) Students should help each other.

(3) Praising others is a virtue.

(4). There are blue leaves growing on the trees.

2. Sentence 4 has been rejected by you. Can you tell me the reason? Students questioned: Why do blue leaves grow on the trees?

3. Yes, there is an article in the book with a topic called - Blue Leaves. (Blackboard topic: Blue Leaves) What is going on? Let us learn this together. A text!

2. First reading of the text, overall perception

1. Free reading, using pinyin to read the new words, counting and marking the paragraphs naturally.

2. Teacher reading, think about what the text is about.

3. Tell me what the text is about.

4. Read the text in natural paragraphs and evaluate it.

3. Recognize and read new words.

1. Literacy by looking at real objects: pencil case, desk art textbook

2. Literacy by reading sentences

(1) She sharpened the pencil and put it in Pencil case, ready for art class.

(Lead, sharpening, box, and technique are distinguished by red)

(2) She frowned and said hesitantly: "I'm afraid you accidentally broke the pen tip. ” (Wrinkle, spit, and zhu are distinguished by red)

3. Distinguish the tongue-curling sounds: shu, ra, table, zhu, and wrinkle.

4. Distinguish polyphonic words: vomiting, spitting, vomiting, sharpening pencils, exploiting

5. Comparing similar words: Shu, Mu Tu, Tu

Note, live, Go cut, eliminate by, A

6. Draw words composed of new words in the text and read them.

Art class green pencil makes people like hesitating, desk box, pay attention to the frowning scenery

3. Guidance on writing

1. Analyze the structural characteristics of words, talk about the left and right What should we pay attention to when writing characters with structure and top-down structure?

2. Guidance (1) Words with a left-right structure should be written narrow on the left and wide on the right.

(2) Pen, when writing bamboo heads, do not write the short horizontal lines into dots.

(3) Lead, the upper right corner is not the word "ji"

3. Students practice writing. After writing, they will review together and compare who writes neatly and beautifully.

IV. Homework

1. Fill in the appropriate words

One () pencil, one () leaf, one () classmate, one () chair

One () hedgehog and one () bench

2. Complete questions 1 and 2 in the workbook.