The second grade Chinese teaching plan Volume 1 "Echo"

As a dedicated educator, lesson plans are inevitable, which is the blueprint of teaching and can effectively improve teaching efficiency. So do you know how to write a formal lesson plan? The following is the lesson plan "Echo" that I carefully arranged for the first volume of Chinese in Grade Two, hoping to help everyone.

The design concept of the first volume 1 of the Chinese teaching plan for senior two;

When we were young, we heard beautiful echoes in empty houses or valleys. At that time, an inexplicable excitement came to my mind. Interest in exploring science naturally stems from this magical discovery. Now, let's read the textbook and read it with the students to experience the happiness and strangeness of the little frog and the kindness and wisdom of the mother frog. In the spirit of "let students gain happiness in learning, let us remember childhood in teaching." I designed the teaching of this course.

Teaching objectives:

1, consolidate the six new words that the exercise requires to recognize. Can write "inverted, round, swimming, wai" four words.

2. Read the text correctly, fluently and emotionally, and read a cheerful, unfamiliar and cordial tone.

3. Read the text to get a preliminary understanding of the causes of echo formation and stimulate the interest in exploring science.

Teaching focus:

Read the text with emotion and read the different tones of different characters.

Teaching difficulties:

Let the students understand that sound waves, like water waves, will return to produce echoes when encountering obstacles.

Teaching process:

First, stimulate interest and reveal the topic:

Students, do you like watching cartoons? Today, the teacher brought an interesting cartoon to the students. Please watch and think: What sound does the rabbit hear in the cartoon? Through the study of last class, students have learned that echo is a very interesting natural phenomenon, and everyone wants to know how it is formed. So today we will continue to learn lesson 3 1 Echo.

Second, introduce students to do as the Romans do and review new words:

As we all know, there is a lively and lovely little frog and a kind mother frog in the article. Now mother frog is going to take her little frog to a very beautiful place to play. Do you want to go? But mother frog said that children who want to go must read the words on the lotus leaf first. Review six new words and related words. )

Third, guide reading and break through difficulties:

(A) into the situation and experience the beautiful scenery.

You are really a group of clever children. Now, please close your eyes. Let's start with mother frog! We were walking along the path in the field together when we suddenly heard the sound of running water. Here we are! Look at it. What do you see? What do you want to say after seeing such beautiful scenery?

The first natural paragraph of the text describes this beautiful place to us. Who wants to express the praise here through your reading?

There are two words in this paragraph that we need to know how to write! (Guiding writing: round and upside down. Emphasize the occupation of new words in the grid)

(2) Grasp punctuation and feel artistic conception.

1. Little frog swims under the bridge with his mother. He was very happy to see the beautiful scenery. Listen, what is he saying?

Xiu: "Quack quack quack, how beautiful!

Who are you? Where are you? "

Inspire students to read the cheerful and strange tone of the little frog. )

2. Who wants to perform this little frog? Who wants to play the invisible frog? Let's see how the invisible frog learns to speak. Student evaluation.

3. Standing students perform small frogs, while sitting students perform invisible small frogs.

Interviewer: Just now, when you said the first sentence, someone imitated you. Now when you say the second sentence, someone imitates you. what do you think?

Yes! The little frog felt very strange and ran to ask his mother. Who will read what he asked his mother? (indicating reading strange sounds. )

(C) seize the verb and reveal the method

1, Guide: What did mother frog do after listening to the little frog? Read the fourth paragraph of the text by yourself

2. The teacher found a word "jump", which means mother frog's action. Can you still find it?

The teacher will read this passage, and the students will do the actions of mother frog.

Look, everyone, what's wrong with this river?

Exercise: Mother Frog () takes her little frog () to the cliff by the river. She () picked up a stone, then () jumped into the river, and the river () rippled. Ripples () go to the cliff and come back in circles ().

Summary: The author uses a series of verbs to write about mother frog's movements and the changes of the river, so we can also use continuous verbs to express our meaning more accurately when speaking and writing.

(D) Grasp the causal relationship and break through the difficulties.

1, Introduction: What is the relationship between water ripple and echo in bridge opening? Why did mother frog do this? Let's hear what it says. (Listen to mother frog's explanation)

2. What kind of mother do you think this is? Can you evaluate it in one word? (Kindness) Yes, mothers speak kindly to their children. Can you finish reading this passage in a kind tone like mother frog?

3. Is the little frog happy after listening to his mother? Yes, he jumped for joy. Who can read his words?

4. Let the mother frog and the little frog play at the same table, and pay attention to the different tones when they speak.

5, refers to a pair of deskmate performances. The courseware demonstrates the formation of echo. Can you use the sentence "because ………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………

Summary: I understand why, and I gain knowledge, which makes the little frog feel extremely happy. What did he do next? Who will read the last paragraph of the text? Let's read the last paragraph of the text again and experience the happy mood of the little frog again!

Fourth, the transfer of new words and the consolidation of literacy:

The teacher compiled this text into a small nursery rhyme, which contains all the words required to know in this text. See who can read it correctly.

The little frog croaked and it was strange to hear the echo. Mom took it to jump off a cliff and throw stones for experiments. The corrugated circle went away and returned to the edge of the cliff. Little frog, happy, frog's voice echoed into pieces. )

Five, draw inferences from one example to guide writing:

There are still two words we haven't written in this class, one is swimming and the other is wai. Which word has the same structure as vagrant word? Which word is the same as the words around it? (Circle) What else should I pay attention to when writing these two words? Writing exercises.

Sixth, expand reading and inspire thinking:

Where else have you heard echoes? Tell me about the scene at that time. I believe all the students understand what echo is all about, but there are still many mysteries about echo. Interested students can take a look at this article "Can mountains talk? I believe you will learn more about echo from it.

The second grade Chinese teaching plan Volume 1 Echo 2 teaching material analysis

This is a scientific fairy tale. It vividly and interestingly explains what echo is and the reasons for it through the conversation between the little frog and his mother in the stone bridge cave, and tells us a scientific knowledge in a simple way. The words are beautiful, vivid and dynamic, giving people beautiful enjoyment.

learning target

1. Know six new words such as "hexagram" and "circle".

2. Read the text correctly and fluently, read the fourth and fifth paragraphs affectionately, and read the cordial and cheerful tone.

3. Understand the causes of echo formation through pre-class experience, reading the text aloud and cooperative inquiry, so as to stimulate the interest in exploring science.

Teaching focus

Read the text with emotion, focusing on the fourth and fifth paragraphs.

Teaching difficulties

Understand the causes of echo formation.

teaching process

First, stimulate the introduction of interest.

1. Look at the big screen. Teacher: Students, please close your eyes and listen carefully. What's that noise? Teacher: Who can tell me what you heard?

Teacher: Today we are going to learn a story about echo.

Teacher: Please take out your little hands and write the topic with the teacher. {blackboard writing: echo}

Teacher: Students, please pay attention to the word "sound", not only the tongue sound, but also the nasal sound. {writing on the blackboard: sh ē ng} Read "sound".

Teacher: Please read the topic together.

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

1, reading the text for the first time.

Teacher: Would you please read the story yourself? Pay attention to correct pronunciation, read the sentences and mark the serial number before each natural paragraph. Teacher: Well, some students are quick. They finished reading and sat up straight.

2. Check the new words:

Snap mode

Teacher: Who will read the first word? Spelling. Teacher: You read three pinyin correctly. Teacher: Who will try again? Teacher: Your voice is very loud. Teacher: Students, let's read it together! Teacher: Who's next? You read it. Teacher: You read softly very well! Teacher: Let's learn from him and read aloud together.

Teacher: The third word is a bit difficult to read. Who will try? Teacher: I read Sanyinjiao Festival accurately. Teacher: Read together!

Teacher: Please read the next word! Teacher: The nasal pronunciation is really accurate. Let's try it together!

Teacher: Who will read the fifth word? Teacher: Good. I can pronounce the postnasal sound accurately. Teacher: Please read it together. Teacher: Well, the students read it correctly!

Teacher: Last sentence! Please read it. Teacher: Read aloud after class.

3. Go to Pinyin to read words.

Teacher: Can you read correctly without a pinyin cap? Please feel free to try. Teacher: Have you read them all? Now let's drive the train. Where does the train go?

4. Read the words.

Teacher: New words are hidden in words. Can you still read? Quack, ripple, touch, return.

Teacher: Now, please read these words to each other at the same table. If your deskmate can't read correctly, please help him Read it together!

5. Understanding "Return"

Teacher: The last word "Gui" has a little secret, and Gui means Gui. Let's read this interesting word again! (read together)

6. Read words and sentences (the river ripples in the circle)

Teacher: You can see the "circle" and "ripple" touching each other. Can you read them? You read, you read. Teacher: This is a circle of ripples. Read it together. Teacher: (Click the computer screen with the mouse) Now the teacher has put the words in the sentence. Can you still read? Practice by yourself. Please read! While doing the action, the teacher saw the river rippling in the circle. Please read by action.

Third, read the text carefully and feel the echo.

(1) Learn the first paragraph.

1, Teacher: Students, we have mastered the word baby. Now the teacher wants to ask you: Who and whose story is this text about?

2. Teacher: Yes! The little frog followed his mother to the bridge. What did he see? What do you think of the scenery here?

3. Teacher: Yes! Especially beautiful! Which passage in the text naturally describes this beautiful place?

Teacher: Can you read this paragraph beautifully? Please come here! Teacher: I heard that he reads beautifully! Let's learn from him and read together.

(2) Learn the second paragraph.

1, Teacher: Yes! When the little frog saw the beautiful scenery, he cried happily? Note: Read aloud by the teacher and click on the screen.

Teacher: At this moment, a voice came from the bridge-(the teacher whispered) "Quack quack quack, how beautiful!"

Teacher: Then the little frog asked?

Teacher: "Who are you? Where are you? "

2, teacher: (show this sentence: quack quack, so beautiful! Look carefully, what is the punctuation mark at the end of this sentence?

Teacher: Explain his feelings? Teacher: Then let's read this sentence happily! Who will read it again? He was happy to see it. Let's read it again!

Teacher: (Show me this sentence: Who are you? Where are you? What punctuation mark is this sentence? Teacher: Then how should I ask? Please come here! When we look at the questions, we should look up a little, like teachers. ) {fan reading} Let's ask together!

3. Teacher: Who wants to perform this little frog? Who wants to play the invisible frog? Let's see how the invisible frog learns to speak. Student evaluation.

Teacher: How does the little frog feel when he hears a frog imitating him?

(3) Learn the third paragraph.

Teacher: So, he asked? Who will read what he asked his mother? (indicating reading strange sounds. I heard him read that strange feeling. We also ask strangely!

(4) Learn paragraphs 4-6.

Teacher: What did Mother Frog do after listening to the little frog? Let's take a look!

1, learn the fourth paragraph.

(1) Teacher: Students, mother frog picked up a stone and threw it into the river. What happened to the river at this time? Please read the fourth paragraph first and then fill in the blanks. Teacher: Who will fill it out? Teacher: Let's read it together.

(2) Teacher: Let's see how rivers change.

(3) Teacher: Who will read this article? I heard that your key tone pronunciation is rather heavy.

Teacher: Who will read it again? You also read the swinging word more seriously. Let's read it again together!

(4) Teacher: Yes, as soon as the stone is thrown, the river ripples in circles. Did the ripple of water {blackboard writing: water wave} touch {blackboard writing: touch}? How about {blackboard writing: river bank}? (The teacher demonstrates the action) {blackboard writing: swinging}

(5) Teacher: Let's read The Change of Rivers again. Students who can do actions can do actions while reading.

2. Learn the fifth paragraph.

(1) Teacher: What other ripples are the same as those of the river? Read the fifth paragraph and you will find the answer.

Teacher: Please say it! What did you find? (Health: Ripples of Sound)

(2) Teacher: Oh, the ripple of sound, how does the ripple of sound change? Please fill in the blanks: the sound () meets the sound of opening a bridge () and needs to be returned (). In this way, the little frog can hear (). The voice coming back is (). Teacher: Please fill in! Teacher: Read together.

(3) Teacher: Students, now let's feel the echo of the little frog!

(4) Teacher: Can you use the sentence "because"?

(5) Teacher: Yes, did that ripple {blackboard writing: sound wave} touch {blackboard writing: touch}? (Health: bridge opening Stone Wall) {Blackboard: Stone Wall}, also come back {Blackboard: Return}. Let our ears hear the echo. (pointing to an ear) This is an echo. (pointing to the blackboard)

(6) teacher: the ripples of the voice are really interesting. Who will read this sentence? Please read! Well, I heard that your reply was read a lot. Let's read it again!

(7) Teacher: Yes, this is the echo. Mother frog just wants to tell the little frog this truth. Let's see what mother frog said!

(8) Teacher: The little frog understood the echo and jumped up happily and said, "(Health: Mom, I see it. Is this an echo?" ? ) "Teacher: Mom smiled and nodded.

3. Learn the sixth paragraph.

(1) Teacher: The little frog swam back to bridge opening, (Student: He kept barking). There was an echo of Gaga in bridge opening immediately. The little frog said happily, "(health: how fun!" " )"

(2) Teacher: How happy the little frog is to know the truth! Students, let's think of ourselves as little frogs and read the last paragraph happily.

Fourth, learn to write new words.

(A) learning the word "shadow"

1, Teacher: Now, students, like little frogs, with a cheerful mood, learn to write two new words! See the word "shadow". Teacher: Students, please look at the structure of this word. How do you remember this word?

2. What is the radical of this word? This triple apostrophe is the radical of our new study today. What should we pay attention to when carefully observing and writing these three apostrophes? Note that these three pens are on the same line. When writing this word, you should also pay attention to the left side (students: wide) and the right side (students: narrow), (teacher: gesture), which is called left width and right width.

(B) learn the word "swimming"

1, look at this word. What's on the left side of the swim? (raw water), what is in the middle? (raw), what's on the right? Teachers have a good way to remember this word: adults take their children to swim in the square pond.

2. What is this word? Close your eyes and take notes, remember? Write together and take out your little hands. Ready, point (students continue reading). The teacher writes with the students, and the teacher should pay attention to the students' empty books. Students should pay attention to writing these three parts in detail.

3. The teacher sent Tian Zige two words! {Shadow and Travel on the blackboard} Please observe carefully with small eyes! Now you also send these two words to Tian Zi Barbecue Shop, draw one and write one. (The teacher writes "Shadow Tour" and the students draw and write) The teacher reminds the writing posture.

4. Student's homework demonstration: Teacher: Let's look at XXX's shadow words. Three strokes in a straight line. (Pointing at the book with a pen) The whole word is placed in the center of Tian Zige, wide on the left and narrow on the right. Oh, great! Tick tock.

The three parts of this classmate's calligraphy are long and thin, close together, like a family, really good! Tick tock.

Verb (abbreviation of verb) expansion

1 Teacher: Students, that's all the new words we have learned. Today, we learned a very interesting text, Echo. Have you ever heard an echo? (Health: Yes) Where did you hear it?

2. Teacher's summary: In addition to echo, there are actually some natural science phenomena everywhere in our life. As long as we observe carefully and think seriously, we will find a lot, with your eyes and your heart.

3. Teacher: OK, in this class, we learned new words, read the text and wrote two new words. Continue to learn the rest of the new words in the next class and practice reading the text with emotion.

The first volume of the second grade Chinese teaching plan "Echo";

first kind

First, introduce new courses.

Look at the topic together. What do you want to know after reading the topic?

1, the teacher reads the text.

2. After listening, do you know how the echo is generated? What paragraphs in Nature tell the little frog that it is an echo? (4, 5 natural paragraphs)

Is it interesting to read paragraphs 4 and 5 together?

Read the text again and read the words I can know several times.

Second, learn the words I can recognize.

1, learn new words by yourself in groups.

2. Test self-study.

Reading by name, combining words with new words, radicals, font structure, driving a train.

Third, learn the words I can write.

1, read and remember the new words together.

2. Combine words with new words and understand the meaning.

3. Pay attention to the shelf structure of new words. The teacher demonstrated.

4, the practice of red.

Homework: 1. Read the text fluently.

2. Dictate new words.

Second lesson

First, show the new word cards and review the new words.

Second, speak and read the text.

1. Learn the first paragraph and show the courseware. Is this stone bridge on the river beautiful? Instruct reading aloud.

2. How did the little frog feel when he came under the bridge? What's his name? Watch courseware

3. How do you feel after reading it? The little frog feels strange, too.

Mother frog came to the shore with her little frog. What did she say to him?

4. Look at the courseware. Do you understand the echo?

5. Have you ever heard the echo? Where did you hear that?

6. Read the text in different roles.

Key note: read the happy tone of the little frog.

Third, reading and copying.

1. There is a stone bridge over the river.

Mother frog jumped to the shore with her little green frog.

3. The little frog said happily, "What fun!"

Fourth, summarize after class.

Verb (short for verb) Homework:

1, read the text with emotion.

2. Preview 32 lessons.