Volume III "Literacy Seven" Teaching Plan

As a selfless people's teacher, we often have to compile teaching plans according to teaching needs. With the help of lesson plans, teaching can be more scientific. How to write a lesson plan? The following is the lesson plan of the third volume of Literacy VII compiled by People's Education Press, for your reference only. Welcome to reading.

Teaching plan of "Literacy VII" in the third volume of People's Education Edition 1 1. Teaching content

People's Education Press Primary School Chinese Book III Unit 7 Literacy 7, textbook page 122- 125.

Second, the textbook introduction says

This is a verse literacy teaching text in the form of clapping songs, with ten sections, the same number of words, rhyming pronunciation and strong sense of rhythm, which can make children learn new words easily from singing clapping songs, and at the same time realize that the earth is the home of human beings and animals, and animals and humans are interdependent.

Third, the design concept.

1. According to the age characteristics of lower grade children, let them play in school and middle school, stimulate their interest in autonomous learning and read the text happily.

2. Try to create a lively and interesting literacy environment, make the process of literacy easy and effective, and make reading and literacy promote each other and develop together.

3. Try to create opportunities for new words to reappear in the classroom, look at new words in the context and meet again and again to consolidate the purpose of word recognition.

Fourth, learning objectives.

1. Through self-study, I learned the new words 10 in this lesson. I can write "cong" and "prison".

2. Read clapping songs accurately, skillfully and rhythmically, and feel that learning is a happy thing.

3. I feel the interdependence between people and animals in my study, and I have the will to protect animals. I can try to compose a few clapping songs.

Five, the teaching focus

1. Read the pronunciation correctly, remember the font and write correctly.

2. Read clapping songs accurately and skillfully, and read out the sense of rhythm.

Sixth, the preparation of teaching AIDS.

1. Cards of new words, pictures or small animal headdresses involved in the text.

2. Collect clapping songs.

3. courseware.

Seven. teaching process

First, create a situation to stimulate interest.

1. Children, do you like animals? What animals do you like?

2. (Show the zoo map) Look at this place. The teacher received an invitation from the Forest Zoo. The animals there invited us to their party. Want to go?

Today we will study together. ...

Writing on the blackboard: Literacy VII (read together)

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

1. Get ready and let's walk into the forest zoo. There are children's songs at the gate. Try it yourself and see who has the strongest ability. By the way, this nursery rhyme is also in our book. P 122 Pay attention to correct pronunciation and read the sentences. When reading the text, when you encounter unfamiliar words, solve them in your favorite way. Students are free to read the text.

Which student has finished reading it, make a victory gesture quickly. Who wants to read it to everyone? Health assessment.

Teacher: That's all right. If we know all ten newborns, there will be no problem.

It's really good to read. I think if we know ten new words more clearly, we will read better.

(The teacher shows "Guard, Prison, Congcong, Play") Let's get to know these four word baby.

Cooperative learning: What can you say to your long-time partner? How do you know them? What words don't you know now? Learn from your friends and think of a good way to remember them, ok?

Collective communication. (Random words)

Teacher's summary: Children can learn new words by changing radicals, adding radicals, doing actions and guessing riddles. It's really amazing that you have thought of so many ways.

The students are learning well, and the animals can't wait to see you. Let's read the nursery rhymes again, then find the names of these animals in the nursery rhymes and draw them with horizontal lines.

(1) (The eight animals mentioned in the article and their names appear in the courseware in turn) Look, the little animals are coming out to meet you. Please look at the picture first and recognize the name yourself!

Teacher: OK, let's look at the pictures and read their names. Read each name twice.

Let's see who comes out first. Do you like it, Mr Peacock? Then who will praise it? Read its name again. (appear in turn, read in turn)

(2) Read words with the help of Pinyin.

Teacher: Look at the pictures. We can read their names. Can you name them without looking at the picture? Courseware: hide pictures, display text and phonetic notation)

Teacher: Try to spell it yourself first and read it! Read by name.

When children read it just now, did they feel that the name of any animal is easy to mispronounce and needs reminding? Courseware: brocade, eagle and spirit, which will change color if pinyin is spoken.

(3) Go to Pinyin to read words.

Teacher: Pinyin friends are hiding (courseware: words after removing Pinyin). Can you still name the animals? Companions read each other. (Disrupt the order, paste the words on the blackboard, and answer first)

(4) Reciting new words.

Some new baby words we will know today are hidden in these words (words change color). If you let these wordbabies stand out one by one, do you still know each other? (Courseware: Turn it into a word) Try it yourself.

The Teaching Plan of "Literacy Seven" in Volume III of People's Education Press 2 I. Teaching Objectives

1, know 10 new words and can write 8 new words.

2. Read clapping songs accurately and skillfully, and read out the sense of rhythm.

3. Have the will to protect animals.

Second, the focus of teaching

Read and write, be familiar with the text.

Third, teaching difficulties

Cultivate the will to protect animals.

Fourth, the preparation of teaching AIDS.

1, sticker: a big tree, ten new leaves, eight kinds of small animals (tiger, oriole, eagle, lark, panda, wild goose, peacock, golden pheasant), theme. [

2.CAI courseware.

3. All kinds of animal headdresses, one for each person.

One class hour

First, import:

1, lead: ok, children, let me see who is the most energetic. The teacher wants to say something to you. Clap your hands if you think the teacher is right. The teacher shook his head when he said something wrong.

Teacher: The first sentence. I am your good friend! (Applause)

The second sentence. You are my good friend. (Applause)

Teacher: I'm so glad to have so many good friends at once. I also have a good friend. Her name is Tippy. She is French, living in Africa since childhood, and has many African friends. Let's meet together!

CAI courseware shows photos of Tippie and various animals. )

Q: Do you want to be Tippy's good friend?

Tippy told me that whoever likes animals can be her good friend. Do you like animals?

Teacher: Today, let's meet some animals together!

Second, I will admit it.

Teacher: (Posted: Literacy 7) There are several animals hidden in this nursery rhyme. Now, read the text in your favorite way, find out these animals, and ask the peaches and leaves in the text when you meet unfamiliar words.

Teacher: There are so many small animals in the beautiful forest at once. How lively it is! There is also a magical tree in the forest. There is a secret hidden in its leaves. I want to invite a child to open these leaves and see what's the secret.

Teacher: The animals want to check whether the children have read the text carefully and the new words they have just read. Who will recognize it? (Read by name)

Teacher: Now, animals should cover up the syllables on the new words to see who knows them, read the words they know to their deskmates and ask their friends if they can't understand them.

Third, I want to say.

Q: Who wants to say, how do you know these words? Who would say? (Name)

Teacher's summary: Children can learn new words by changing radicals, adding radicals, doing actions and guessing riddles. It's really amazing that you have thought of so many ways.

Fourth, I can write.

Teacher: I have two crossword puzzles. You can guess. Two people are walking on a wooden bridge. (Student: Cong)

A cow is tied to the roof. (Health: Prison)

Q: Can you write these two words? Who can write?

Teacher: I found that the handwriting of two children is excellent. Let's enjoy ourselves.

Show your homework, the teacher evaluates it, and gives you praise)

5. I can read

Teacher: We have learned so many new words from leaves that animals are a little lonely. They will bring the new words on these leaves back to children's songs. Can we let them go?

Teacher: Read the text freely and keep it.

(Students read the text and teachers patrol)

Teacher: If you like any kind of animals, just read the relevant sentences in the text and read out the feelings you like. Then read it to the children around you so that others can like it.

(Read the text in groups of four, with the guidance of a separate tutor)

Teacher: Animals want to hear how children read.

(Read by roll call, comments from teachers and students * * *)

Q: Teachers also like some animals. May I have a look?

Q: Who else wants to see it?

Ask more students to read, and teachers and students to comment. )

Q: Besides these animals, do you like other animals? Why?

Let the students talk about themselves and speak freely. )

Teacher: Children regard animals as their good partners and friends. Put on your favorite animal headdress and read the last three sentences of the text together. All the students read together. )[

Teacher: Give the children a round of applause. (Applause)

6. I can act.

Teacher: The applause is really nice. Then let's clap our hands and read children's songs. See who applauds the most warmly! Students clap their hands and read children's songs. )

Teacher: I found that some students not only clapped their hands to read children's songs, but also added actions. The performance was really good. Do other children want to perform?

Teacher: Go find your friends and let's perform together.

Students clap their hands and act freely. )

Seven, the full text summary

Teacher: Your performance is really good. The animals in the forest want to invite you as a guest. Let's walk into their home quietly together. (Cai)

The courseware shows pictures of animals living freely in nature. )

Students watch videos and listen to voiceovers, bringing them into an artistic conception: blue sky, white clouds, green grass and blue lake. Nature is like a beautiful picture. Smart children live and study in this painting; In this picture, cute little animals are singing and playing. Nature is our common home.

Teacher: Children, take your animal companions out to play!

Teaching blackboard:

Literacy rate 7

Friends of animals and humans (protect them)

People's Education Edition Volume III "Literacy VII" Teaching Plan 3 I. Teaching Objectives

1, know 10 new words and can write 8 new words.

2. Read clapping songs accurately and skillfully, and read out the sense of rhythm.

3. Have the will to protect animals.

Second, the focus of teaching is reading and writing, and getting familiar with the text.

Thirdly, the difficulty in teaching is to cultivate the will to protect animals.

Fourth, the preparation of teaching AIDS.

1, sticker: a big tree, ten new leaves, eight kinds of small animals (tiger, oriole, eagle, lark, panda, wild goose, peacock, golden pheasant), theme.

2. Cai & ampNbsp courseware.

3. All kinds of animal headdresses, one for each person.

Five, teaching design:

Teaching process:

First, import:

1, lead: ok, children, let me see who is the most energetic. The teacher wants to say something to you. Clap your hands if you think the teacher is right. The teacher shook his head when he said something wrong. Teacher: The first sentence. I am your good friend! The second sentence. You are my good friend. Teacher: I'm so glad to have so many good friends at once. I also have a good friend. Her name is Tippy. She is French, living in Africa since childhood, and has many African friends. Let's meet together! Cai courseware shows photos of Tippy and various animals. Q: Do you want to be Tippy's good friend? Tippy told me that whoever likes animals can be her good friend. Do you like animals? Teacher: Today, let's meet some animals together!

Second, I will admit it.

Teacher: (Posted: Literacy 7) There are several animals hidden in this nursery rhyme. Now, read the text in your favorite way, find out these animals, and ask "small peaches" and "small leaves" in the text when you encounter unfamiliar words. Teacher: There are so many small animals in the beautiful forest at once. How lively it is! There is also a magical tree in the forest. There is a secret hidden in its leaves. I want to invite a child to open these leaves and see what's the secret. Teacher: The animals want to check whether the children have read the text carefully and the new words they have just read. Who will recognize it? Teacher: Now, animals should cover up the syllables on the new words to see who knows them. Read the words they know to their deskmates and ask them if they can't understand them. (District patrol)

Third, I want to say.

Q: Who wants to say, how do you know these words? Who would say? Teacher's summary: Children can learn new words by changing radicals, adding radicals, doing actions and guessing riddles. It's really amazing that you have thought of so many ways.

Fourth, I can write.

Teacher: I have two crossword puzzles. You can guess. Two people are walking on a wooden bridge. (Health: Cong) A cow is tied to the roof. (Health: Prison) Q: Can you write these two words? Who can write? Teacher: I found that the handwriting of two children is excellent. Let's enjoy ourselves. (Show homework, the teacher evaluates and gives praise)

5. I can read.

Teacher: We have learned so many new words from leaves that animals are a little lonely. They will bring the new words on these leaves back to children's songs. Can we let them go? Teacher: Read the text freely and keep it. Teacher: What kind of animals do you like? Read the relevant sentences in the text and read out your favorite feelings. Then read it to the children around you so that others can like it. Teacher: Animals want to hear how children read. (Read by roll, comments from teachers and students) Q: Teachers also like some animals. I want to see it, can I? Q: Who else wants to see it? (Let more students read, teachers and students comment) Q: Do you like other animals besides these animals? Why? Let the students talk about themselves and speak freely. ) Teacher: Children regard animals as their good partners and friends. Put on your favorite animal headdress and read the last three sentences of the text together. All the students read together. ) teacher: clap for the children. (Applause)

6. I can act.

Teacher: The applause is really nice. Then let's clap our hands and read children's songs. See who applauds the most warmly! Students clap their hands and read children's songs. ) teacher: I found that some students not only clapped their hands to read children's songs, but also added actions. The performance was really good. Do other children want to perform? Teacher: Go find your friends and let's perform together. Students clap their hands and act freely. )

Seven, the full text summary part:

Your performance is really good. The animals in the forest want to invite you as a guest. Let's walk into their home quietly and gently. Cai courseware shows pictures of animals living freely in nature. Students watch videos and listen to voiceovers, bringing them into an artistic conception: blue sky, white clouds, green grass and clear lakes. Nature is like a beautiful picture. Smart children live and study in this painting; In this picture, cute little animals are singing and playing. Nature is our common home. Teacher: Children, take your animal companions out to play! The students walked out of the classroom wearing animal headdresses. )