Teaching Design of "Chinese Garden 7"

As a selfless and dedicated people’s teacher, you often need to write teaching designs. With the help of teaching design, you can improve teaching efficiency and teaching quality. So the question is, how should instructional design be written? Below are the teaching design examples of "Chinese Garden Seven" that I collected and compiled (5 general articles). They are for reference only. You are welcome to read them. "Chinese Garden 7" Teaching Design 1

1. Learning objectives:

1. Students share with each other the deeds of admirable people around them. Achieve a natural and generous attitude, fluent sentences, be able to express and comment according to the requirements of oral communication, and have clear and specific content.

2. Write about a person you admire, with specific content and smooth sentences, and revise it carefully.

3. Discover the different uses of quotation marks.

4. Accumulate idioms describing spiritual will.

5. Read idiom stories, roughly understand the meaning, and improve reading ability.

2. Important and difficult points in teaching:

1. Carry out oral communication.

2. Complete the exercise.

3. Preparation before class:

1. Visit the most admirable people around you, observe or record, and prepare for oral communication and exercises.

2. "Idiom Story".

IV. Teaching time:

Four lessons

First lesson oral communication

1. Conversation introduction

In this group of textbooks, we get to know people who sparkle with spiritual brilliance, including Galileo who persistently pursued truth in the 17th century, Rodin who was so intoxicated that he concentrated on his work, and the deaf-mute young man who was so diligent and focused that the fish swam onto the paper. , a persevering, hard-working and simple farmer. They all left us in awe. In fact, as long as we have a pair of eyes that are good at discovery, there will be people around us who are worthy of our admiration and learning. In this oral communication class, we will talk about the people around us who are worthy of admiration.

2. Group communication

1. Make requests: Make things clear and specific, and express your admiration.

2. Take out the observation records or photos of people you made before class, and think about how to introduce him or her to everyone.

3. In the group, take turns talking about the people around you who you admire the most.

4. Group selection: First, select the person mentioned, who is the most worthy of everyone’s admiration and learning; second, select the student who speaks the most concrete and vivid words.

5. Each group selects a representative to participate in the whole class exchange, and classmates in the group help him explain the examples clearly and specifically.

3. Whole-class communication

1. Representatives of each group take turns to speak, and the whole class evaluates: First, evaluate whether the content of the speech is clear and specific, and whether it can express admiration. ; The second is to evaluate whether the expression is generous, the voice is loud, and the emotion is strong.

2. Teachers guide students to make positive evaluations and engage in two-way interaction. They can accept suggestions from classmates and teachers and re-tell a certain part of the content, or they can argue with reason and speak truthfully and naturally.

3. Guide students to write the names of the people they admire most on the blackboard, and talk about what qualities they have that are worth learning from.

IV. Expansion

The students in the group *** will create a handwritten newspaper together, and reasonably arrange the "observation records" and photos of people and other materials on the newspaper.

Exercises for the second and third classes

1. Stimulate interest in exercises

In the last class, through oral communication, we got to know those people in life who are worthy of our learning and admiration. People, in this lesson, let us write down these characters and compile a class composition collection of "People We Admire".

2. Clarify the requirements for the assignment

Students should read the assignment prompts for themselves and clearly require: express the characteristics of the character through the image of the character and the specific examples; the content must be specific and the sentences must be Make it smooth, and revise it carefully after you finish writing.

3. Highlights

1. Recall the parts of what you said in the group that were recognized by the group members during oral communication.

2. Recall what the students who were praised by the teacher and classmates said during the whole class communication.

IV. Exercises

1. Students try to write, the teacher inspects, understands the situation, and provides individual guidance.

2. You are required to modify it yourself after writing as required.

5. Comment

1. Read your composition softly first, and mark the paragraphs that you think are better.

2. Exchange exercises with classmates in the group, find the paragraphs that the other party has written well, mark them, and write a few comments; find the areas that the other party needs to revise, mark them, and help them Revise.

3. After revising again, read and appreciate it in groups. Each group will select a complete exercise and a beautiful fragment to participate in the whole class exchange.

4. During whole-class communication, pay attention to guide students to appreciate from the following points: the content is specific, the sentences are fluent, and the description of the characters can express the characteristics of the characters, etc.

6. Copy the exercises and edit the class composition collection "People We Admire"

The fourth lesson

1. My findings

　1. Read three sentences in the text freely and think about the meaning of these three sentences in connection with the texts you have studied.

2. Think about the different functions of the quotation marks in the three sentences. (Quotes, special meanings and negative expressions, specific titles)

3. Look through the texts you have studied and find similar sentences to share your findings.

4. Think about whether there are sentences like this in the extracurricular readings you have read. Have you used quotation marks in your compositions? What role do they play?

2. Accumulation over time

1. When reading idioms by yourself, it is required to read them correctly.

2. What characteristics do you find in these idioms? (Both describe spiritual will; the two meanings in the third line are opposite, and the fourth line writes the consequences of lack of will from the opposite side)

3. Choose an idiom to explain its meaning.

4. Conduct reading competitions in various forms to make students memorize these idioms.

3. Reading

1. Read freely, learn new words by yourself, and understand the meaning of "a journey of thousands of miles".

2. Read aloud by name.

3. Exchange the inspiration after reading (people should have ambitious goals) and practice making sentences using idioms.

4. Recommended extracurricular reading "Idiom Stories". "Chinese Garden 7" Teaching Design 2

Teaching Objectives

1. Guide students to discover the literacy method of classifying characters according to radicals and combining parts to form new characters.

2. Guide students to use the method of classifying characters according to radicals to independently recognize the five new words "cake, drink, dumpling, pig, and wolf".

3. By learning antonyms, reading sentences and short fairy tales, you can consolidate the new words you have learned, accumulate words and sentences, stimulate students' interest in reading aloud, and improve their reading ability.

4. Create situations so that students can participate freely and happily, conduct oral communication around the theme of "honesty", and train students in oral language norms and civilization in the situation.

Teaching focus

Create a variety of situations to stimulate students’ interest in speaking and cultivate students’ habit of independently accumulating words.

Class schedule

3 class hours

Preparation before class

Courseware, pictures, vocabulary cards, etc.

Teaching process

First lesson

Create scenes and introduce interesting topics:

Students, today the teacher will take you to see animals Go to the Kingdom's Chinese Language Garden to participate in several interesting learning activities. See what students can discover in today's activities. It also allows everyone to accumulate some knowledge of Chinese language. Compare, who has discovered more and who has accumulated more? You see, the little monkey who loves to use his brain and the very diligent little cat also got up to participate.

(Courseware Demonstration)

〖My Discovery〗

1. First, we went to the monkey camp in the Animal Kingdom to carry out the first interesting " "Search for Secrets" activity.

1. Give students cards with these new words written on them and read them first.

2. Cut it by hand. Use scissors to cut each character into two parts: radicals and parts.

3. Put the radicals of these words together and tell us what you discovered?

4. Whole class communication: What secrets did you find in these Chinese characters?

5. Summary: In this activity, the students discovered the secrets of so many Chinese characters, and also learned how to classify by radicals and use pictophonetic characters to read. The students just discovered that in these two There are five new character friends in the Chinese character arranging team. If the students can use these literacy methods to remember and recognize them, we can quickly enter the happy carousel activity below. Do you have the courage? (Use cards to show five new words with pinyin)

2. I can recognize:

1. Who is willing to be a brave person and lead the students to read these five words accurately?

2. Use your favorite method to memorize these new words and teach everyone the secret of memorization.

3. Remove the pinyin and read it to your classmates.

4. Freely choose word combinations.

5. Read books and read each other’s stories in groups.

3. I will fill in:

Now, there is a more interesting Happy Carousel activity in the Little Monkey Camp. Students should use their brains and see if you can discover this. The secret in the big carousel.

1. The courseware shows "Jin", read it first, and then form the words. (Today's "Jin" and which radicals and parts can form a word?) Use the courseware to display the words of the student group.

2. The courseware shows "photos", the method is the same as above. Align the two Chinese characters "read" and "think".

3. Ask students to carefully observe these two lines of words, and then look at the happy carousel. What should be filled in the center of the carousel? Can you change a lot of words?

4. The whole class communicated with each other and talked about what secrets they discovered?

5. Demonstrate the courseware and turn the turntable. Students read "You are today, I am heart, the new character is pronounced as 'read', you are phase, and I am heart, the new character is pronounced as 'thinking'..."

6. Summary : The secret of this turntable is that if you fill in the word "heart" in the middle circle of the turntable, you can change a lot of things. It's really interesting. If you have discovered anything during your daily study, you can tell your teachers and classmates anytime and anywhere.

Design intention: With the help of students’ favorite game activities, the literacy method of combining parts to form new characters is expanded from the classroom, so that students can understand Chinese characters with the help of rich literacy resources, and start to cultivate students’ literacy skills. To the promotion effect.

〖Accumulation over time〗

1. Reading notes:

The little monkey was very happy to see that his classmates were so smart and discovered so many secrets of Chinese characters. . The capable little tabby cat has seen it and wants to take everyone to its competition venue to compete. Are you willing?

1. The teacher writes two sentences on the blackboard, students read them in various forms, and then talk about the meaning of these two sentences.

2. The teacher leads the recitation: the teacher recites the first half of the sentence, and the students recite the other half of the sentence behind; the teacher recites (loudly) and the students (quietly) together.

3. Encourage students to collect and recite words they think make sense after class, and compare who has collected and recited more.

2. I can write:

The teacher said: The little cat meows, saying that we are doing well, and there is still a task "I can write", use your brain and hands to learn.

Let’s talk about the relationship between “cold” and “hot” in the example. How to fill in the other five fields? Write five words correctly.

3. I can read:

1. Free practice reading, requiring accurate pronunciation.

2. Read your favorite sentences to a good friend.

3. Enjoy reading with music.

Summary: The students studied hard and won praises from the little monkey and the little cat. What did you gain from this class?

The second lesson (oral communication)

1. Review introduction and stimulate interest:

1. We learned the text "Child Holding an Empty Flowerpot in Hands" ”, who can tell me why the king in the article wants to choose the day to be his successor?

2. Xiongri went to see the king honestly holding an empty flowerpot. The king asked him: Why are you holding an empty flowerpot? What would he say? The courseware shows a passage said by Xiongri: Dear King, I took your flower seeds home and cultivated them very carefully. I chose the best soil, placed the flower pot in a sunny place, watered and fertilized it on time, and watched every day, but the seeds just didn't germinate.

3. Xiongri worked hard and honestly told the king how the seeds did not germinate, which won him praise. If we do something wrong in our family life, how should we tell our parents? Woolen cloth?

2. Create situations and oral communication:

1. Situation 1: One day Xiaosong was having fun and accidentally broke the vase.

(1) What should you do if you encounter this kind of thing? Share your ideas with classmates around you.

(2) Report independently, and teachers and other students listen carefully.

(3) Recognize wonderful language in a timely manner and correct language defects in appropriate ways.

2. Situation 2: Xiaosong truthfully explained the situation to his father, but his father beat him.

(1) If you were Komatsu, what would you think? How to do it? Talk to your best friend about what's on your mind.

(2) The teacher plays the role of father and collaborates with classmates to perform for everyone.

(3) Teachers and students review each other and guide students not only to tell the truth when they have done something wrong, but also to have the courage to admit their mistakes.

Design intention: Teachers and students perform on the same stage and comment on each other, so that students can think proactively and argue freely in a democratic and peaceful learning atmosphere, stimulate students' enthusiasm for participating in oral communication, and guide students to use standards, Standardized language for communication activities. It has the effect of getting twice the result with half the effort.

3. Scenario 3: You broke the vase and honestly admitted your mistake to your father. What would your father do?

(1) Exchange dad’s practices within the group.

(2) First talk about how you would tell your father and what he would do, and then find a friend to perform with you.

(3) Comment and grade with gestures to guide students to be sincere and polite when speaking.

(4) Issue "certificates of honor" to outstanding candidates.

3. Expansion exercises:

The speaking skills we have learned can be applied in many places. When we return home after class, we can cooperate with our parents and perform for other family members.

The third lesson (display stand)

Transitional language: I will be envious of my classmates when I hear that they are so good at speaking. I want to play games with you. Look, they are coming. La!

1. Combining characters

The courseware provides two rows of single-frame characters.

(1) Recognize and read Chinese characters.

(2) Students at the front and back tables read books and discussed: Which words did you find that can make friends and form new words?

(3) Students play the game of finding friends with the cards they made before class.

① The classmate holding the first row of Chinese character cards introduces himself, such as: I am "King", who wants to be my good friend?

②The recorder plays the song "Finding Friends", and students holding the second row of Chinese character cards are asked to come up to the stage to find their friends.

③Two friends introduce together, such as: I am "王" and I am "里", we form the Chinese character "理", the meaning of 道 "理"... Paste these Chinese characters in the classroom on the wall (little literacy corner).

(Note: A single character can be used multiple times, and new characters can also be formed in the same place)

Teacher’s statement: All of you are experts in the word combination game. You have learned how to use it. Chinese characters form many words, can you win?

2. Word formation

(1) Group learning, the group leader organizes the group members to use the nine Chinese characters in the book to form words and read them again.

(2) Report and compare which group has the most words?

(3) Each group selects a representative to write the words on the blackboard and read them with the students. "Chinese Garden 7" Teaching Design 3

Teaching Objectives

1. Discover the method of classifying literacy according to radicals.

2. Inspire students to discover the literacy method of using one part and several parts combined to form several new characters.

3. Let students learn many principles of life by accumulating sentences and consolidating new words, and carry out self-education in a subtle way.

4. Educate students to be honest children.

5. Let students display and communicate their independent literacy achievements in life.

Important and difficult points in teaching

Focus: Inspire students to discover literacy methods that use one part and several parts combined to form several new characters.

Difficulty: Let students understand many principles of life by accumulating sentences and consolidating new words, and carry out self-education in a subtle way.

Preparation of teaching and learning tools

Courseware, vocabulary cards.

Class schedule

Two class periods.

Teaching process

First lesson

1. Introduction to the conversation and revealing the topic

2. My findings

　1. Children use two different colors of pens to paint the radicals and parts of these Chinese characters, and then read them in the group to see what similarities they have.

2. I can recognize:

(1) Use pinyin to recognize and read new words.

(2) Report the learning situation in the group. Students in the group can help students with learning difficulties further learn these words.

(3) Read new words in various ways and find friends for new words.

3. I will fill in:

(1) In the group, add radicals to each Chinese character to form a new character.

(2) Communicate within the group and see what you find? (Guide students to discover that by filling in one word, many words can appear).

(It provides students with literacy space and at the same time a stage to show themselves. Students can experience the joy of learning and stimulate their inner drive to seek knowledge.)

3. Accumulation over time

1. Reading notes:

(1) Read the sentences and then talk about the meaning of these two sentences.

(2) Memorize these two sentences by name and as a group.

(3) Expand and talk about the very reasonable words that you have collected and recited after class, and compare who has collected and recited more.

2. I will write:

(1) First read "cold and hot", then talk about the relationship between their two meanings, and then say the other 5 words have opposite meanings word.

(2) Write these five characters and remind students to pay attention to the structure of the characters.

(3) Group review to see who writes better.

3. I can read:

(1) Teacher’s model reading, students’ perception and experience.

(2) Allow students to practice reading freely and require correct pronunciation.

(3) Choose your favorite sentences to practice reading.

(4) Various forms of competition reading.

(Guiding students to be independent, cooperative, and inquiring, expanding the scope of Chinese learning, promoting students to reserve knowledge and information, and conducive to the accumulation of knowledge.)

Second lesson

1. Oral communication: "How to do it"

1. Create situations and stimulate interest:

(Pictures shown in the courseware) Children, what do you understand?

2. Performance reproduction of the situation:

The group cooperates to perform it.

3. Speak your own thoughts:

Talk to the group about what you would do if you were Komatsu? What would you do if you encountered such a thing? Then choose a representative to communicate with the whole class.

4. Comment:

Tell me which child has a good idea and a good statement?

(Guide students into communicative situations, stimulate students’ communicative interests, create an atmosphere for all students to participate, stimulate students to express their ideas, so that every student has the opportunity to communicate, and cultivate students’ Communicative enthusiasm and communication skills. )

2. Display stage

1. Literacy arena:

(1) Appreciate each other’s “literacy books” within the group.

(2) Read the words you know directly to your classmates.

(3) Talk about your own literacy methods.

2. Word game:

(1) With the help of cards prepared before class, the group can combine the cards and practice word and word combinations.

(2) Students practice word and word combinations through connecting lines in the book.

3. Evaluate the “Little Literacy Experts”.

(Show students’ own learning results, experience the joy of success in the display, promote each other, and improve together.) "Chinese Garden 7" Teaching Design 4

Learning Objectives

1. Conduct oral communication around the topic of "Growth Story". When communicating, the content should be substantial, the attitude should be natural, generous, and the expression should be fluent.

2. Combined with the practice prompts, choose the content and form that you are interested in for practice.

3. Experience the reading method of "finding problems and solving problems" and pay attention to summary.

4. Read and recite famous quotes and develop the habit of accumulation.

5. Actively participate in display activities and carefully prepare to use the best way to display the comprehensive learning results of "Growth Story".

Preparation before class

1. Physical projector.

2. Before the display event, teachers and students jointly design and arrange the display area and display the display items.

Teaching process

First lesson

Oral communication

1. In the learning process of this unit, we carried out the "Growth Comprehensive study of the topic "Story". I believe you all have many thoughts while learning about other people’s growth stories and reviewing your own growth experiences. Let’s talk freely together today!

2. Read the three tips for the exercises and choose the one you like for oral practice.

3. Based on the same topic, form several groups to cooperate and communicate, listen carefully, complement each other, and improve:

(1) The growth story can be told through short plays or soundtracks Communicate in the form of stories.

(2) "Thinking of "Uta"" You can compare your own experience with Uta, focus on Uta's independent spirit and self-care ability, and don't just criticize the constraints of parents.

(3) Discuss around "how to interact with people around you" or how to have a meaningful birthday, or hold a small debate, collect some information, and use facts to convince people.

4. Practice according to the determined plan

5. Communicate with the whole class

Second lesson

Exercise guidance

1. Review the questions carefully and write down the characteristics

The three exercises have their own characteristics in terms of content and form. Pay attention to reflecting the characteristics.

1. Write the story of your own or others' growth:

It is required to write something interesting and inspiring, and you should also explain the things when writing. Be clear and pay attention to the description of the character's language, movements, psychology, demeanor, etc., and be specific about what best embodies and inspires people.

2. In "Thinking of Uta". Where does the content of "thinking" come from:

(1) I want to come from reading carefully and thinking deeply:

What do you think of from Wuta? The key is word for word? , read the issues reflected in the UTA lesson sentence by sentence, and think deeply. Only by reading carefully can you think deeply

(2) Think from the reality of life. :

Some of the problems in growth reflected in Uta can be derived from these problems, and talk about other problems encountered in growth.

(3) Write. The format of the reply should be:

There are five parts: title, body, end, signature and date. The main characteristic of the reply is that when writing the text, you must first answer the questions in the letter, and then write what you want to tell the other party. Things to do. Answer questions with sincerity, speak with facts, and talk less or less about big principles.

(Students draft, teacher inspects.)

2. Read aloud. , make modifications

Guide students to use the modification methods learned from the lesson "The Green Creeper"

3. Students communicate and comment on each other

Respect. Classmates, listen to your opinions with an open mind.

4. Transcribing essays

The teacher explains the format and writing requirements.

Essay review in the third lesson.

1. Read aloud and display excellent exercises

1. The teacher selects excellent exercises during the correction, uses a physical projector to display the excellent exercises, and the young author reads his article aloud.

2. After listening, the whole class will comment one by one and exchange what aspects are worth learning:

Guide students to make comments from the following aspects:

(1) The content should be enriched and specific;

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(2) Write your true feelings;

(3) Use punctuation correctly and do not write typos.

2. Group communication and mutual review

The four people in front and back read to each other, exchanged their own exercises, and reviewed each other.

3. Modify and copy, post for exhibition, and publish

1. Each of them will revise their own work.

2. Post the revised exercises in the learning garden.

Lesson 4

1. My findings

1. Each of you read aloud the dialogue between Xiao Lin and Xiao Dong, and think about what you discovered from it.

2. Read aloud by name. Tell us about your findings.

3. Exchange their respective findings:

(1) Reading means thinking deeply, not superficially, often asking "why", and you can often find problems.

(2) When solving problems, you can use methods such as searching for information, understanding the background of the times, and contacting the author's actual situation.

4. Extended exercises:

(1) Talk about examples of how you study.

(2) Summarize reading methods from your own reading examples.

(3) Encourage students to continuously summarize reading methods in future readings.

2. Accumulation over time

1. Read famous quotes repeatedly in a variety of ways.

2. The groups share their understanding of famous quotes.

3. The whole class communicates and complements each other:

Where there is a will, there is a way: As long as people with ambition persevere, things will eventually succeed.

If a jade is not polished, it will not become a useful tool; if a person does not learn, he will not know: people must continue to learn to understand things, improve themselves and become the pillars of the country.

Proficiency comes from hard work, while idleness comes from play; success comes from thinking, and failure comes from following: profound academic attainments come from diligence, and success in doing things lies in using more brains and thinking of ways.

The prime years will never come again, and the morning will never come again. Be encouraged in time, time waits for no one: time is gone and will never come back, so you should seize the time to do meaningful things.

4. Recite famous quotes.

5. Talk about other famous quotes that you like, and encourage daily accumulation. Create a special corner on the blackboard and write a famous quote every week.

6. Write your favorite quotes somewhere where you can see them at any time to motivate yourself.

3. Display stand

1. Observe the pictures on the display stand before class, read the words of your learning partners, and summarize the display content.

2. The group discusses the display content and display format, makes suggestions, and determines the group’s display format.

3. The monitor understands each group’s presentation preparations and coordinates the presentation situation.

4. Hold a "Growth Story" exhibition. Each group takes turns to introduce, and then visit and learn. "Chinese Garden 7" Teaching Design 5

Learning Objectives

1. Oral communication:

Understand through reading extracurricular books, newspapers and periodicals, watching TV, and listening to the radio Regarding the friendship between the Chinese people and people around the world, tell your classmates what you have discovered, and pay attention to what your classmates have discovered and communicate with each other. When communicating, be natural and generous in attitude, fluent in expression, and substantial in content.

2. Composition exercises:

Write what you are most interested in and what you want to write about most. Make sure the content is specific and the sentences are fluent.

3. Be able to actively discover the word-formation characteristics of idioms and guide students to memorize twelve idioms.

4. Read, read and recognize eight new words and words by adding new words and radical combinations. Read and memorize beautiful ancient poems to cultivate students' ability to appreciate ancient poems.

5. Understand some sayings about "language" through interesting Chinese language, and increase your interest in learning Chinese.

Important and difficult points in learning

Homework exercises:

Write about what you are most interested in and what you want to write about most. Make sure the content is specific and the sentences are fluent.

Learning process

1. Oral communication

1. Each group of children will share the information you collected with their classmates in their own group. ; Recommend a good lecture to the class.

2. Communicate among each group.

2. Exercises

1. Read the content of the exercise and talk about the requirements for this exercise:

(1) Content:

Write about people, events, scenes, objects, make up stories, etc.

(2) Requirements:

Be specific and smooth.

2. Discuss:

What do you want to write?

3. Teachers give random instructions.

4. Students write and teachers guide.

3. My findings

1. Students read idioms to themselves.

2. Inspire students to discover the composition of idioms and understand idioms. Talk about this kind of idioms that you have accumulated in daily life:

Examples: heart-to-heart, boastful, crowding in all living things, thriving, complacent,

relishing in talking, sharing the same breath, high above, eager to try, following the temptation ……

4. Read, read and recognize

1. Observe and learn by yourself, using the previous method of adding one plus to learn Chinese characters by yourself.

2. Study in groups, pay attention to distinguishing and forming words for them.

3. Teacher inspection.

5. Read and memorize

There are many beautiful sentences about friendship in ancient poems. Students are encouraged to understand and memorize them while reading aloud.

6. Interesting Chinese

Read it and memorize it to know the richness of the motherland’s language.