Teaching plan of the first volume of the fourth grade Chinese under the new curriculum standard

As an unknown and selfless educator, we often need to prepare lessons, which can better organize teaching activities. So, have you studied lesson plans? The following are the fourth-grade Chinese teaching plans collected by the new curriculum standard people's education edition for your reference, hoping to help friends in need.

New curriculum standard People's Education Edition fourth grade Chinese first volume teaching plan 1 This is a lecture and reading text. It tells the story of students in Yan 'an primary school who persisted in studying in a difficult and difficult environment during the revolutionary war. The text tells the story of Zhang instructor's heroic sacrifice to protect the teaching materials, explains the preciousness of the teaching materials and the hardship of the learning environment at that time, and embodies the ardent expectations of the revolutionary ancestors for future generations. The full text takes textbooks as the clue and "preciousness" as the core to unfold the story.

Teaching objectives

Read the text with emotion. Make students understand that it is not easy to persist in learning in the war environment and cherish today's happy study life. Learn the new words 14 in this lesson and make sentences with "persistence" and "must".

Emphasis and difficulty in teaching

Understand the heroic sacrifice of instructors to protect textbooks and why textbooks are precious.

Teaching idea

Under the guidance of the teacher, students can read and understand the text emotionally, but they don't know much about the narrative order of the text. In teaching, we should take "textbooks" as a clue, follow the idea of looking forward to books-taking books-protecting books-encouraging progress, and understand why textbooks are precious by combining related words.

Teaching preparation

Ask students to collect stories about the hardships of studying during the revolutionary war.

Teaching time

2 class hours

first kind

course content

Understand the background of the times, check the text preview, and understand the text content through model reading and silent reading.

First of all, introduce the background of the times.

1945 after War of Resistance against Japanese Aggression's victory, Chiang Kai-shek, with the support of American imperialism, launched an attack on the liberated areas, and the war of liberation began. The war brought great difficulties to the children in the liberated areas. The touching story of "Precious Textbook" that we learned today happened at this time. Why are textbooks precious?

Second, check the preview.

1. Read the text by name.

2. Show new words and phrases, and give the correct pronunciation of individual words and analyze the glyphs.

3. Understand some words in combination with reality and context.

Third, read the text and understand the main idea.

1. Listen and think: What is the main point of this article?

2. discussion. (Mainly talking about the heroic sacrifice of instructor Zhang in Yan 'an Primary School to protect textbooks. )

Fourth, read the text silently and make the article clear.

1. Read silently. Q: In what order did the author write it?

2. Communicate after reading, and guide the students to summarize it into a subtitle: Looking forward to the book, taking the book, and protecting the book, which inspires me to move forward.

The new curriculum standard PEP fourth grade Chinese teaching plan 2 teaching content

This intensive reading text tells the story that Elsa, the little lion who lost her mother, was carefully domesticated by me, lived with it for three years and was sent back to nature, expressing the deep feelings between Elsa and me and reflecting my sincere love for Elsa.

Teaching objectives

Know 2 1 new words in this lesson and learn 14 of them. Can correctly read and write words such as "touch, lesson, choice, experiment, resource". Read the text with emotion. Understand the growth process and life habits of Elsa the lion, and understand the close relationship between "I" and the lion. Sort out the narrative order of the text.

Emphasis and difficulty in teaching

Understand the growth process and life habits of Elsa the lion, understand the close relationship between "I" and the lion, and understand the narrative order of the text.

Teaching idea

Arrange students to know the habits and distribution of lions before class. In teaching, the county guides students to read the text by themselves, talk about their feelings and get a preliminary understanding of what the text mainly says. Then, by discussing the growth process of the little lion, students can be inspired to understand the life habits of the little lion. The key point is how I love the little lion and why I should send it back to nature.

Teaching preparation

Ask the students to collect and understand the habits, appearance and origin of lions before class.

Teaching time

The second class hour

first kind

course content

Read the text for the first time, feel it as a whole, and roughly understand the narrative order of the text.

Students' learning process

First of all, talk about introduction.

Have the students ever kept small animals? Who can tell you some interesting things about feeding small animals? Students can answer freely and experience the intimate relationship between animals and humans. )

The text we are going to learn today tells the story of the author feeding the little lion. Look at the topic together.

Second, stimulate interest and guide questions.

After listening to the teacher's introduction and reading the topic of the text, what problems will you think of? We study this text with these questions.

Third, students read the text for the first time, feel the whole, and generally understand the narrative order.

1 Students are free to read the text with questions and are required to read correctly and fluently. If you find something you don't understand, you can mark it.

2 check the self-study situation.

(1) Check the pronunciation of new words.

New Curriculum Standard People's Education Edition Grade Four Chinese Teaching Plan 3 Teaching Objectives:

Be able to read and write the new words in this lesson correctly. Can correctly understand the sentences describing the beautiful scenery of the moonlit night and the key sentences in the text.

Read the text with emotion, experience the psychological activities of "I" and "father", and summarize the emotional change process of "I".

Understand the reason why my father asked me to put the bass back into the lake without consultation, understand the enlightenment I got from fishing, understand the importance of receiving strict education from an early age, gain the courage and strength of moral practice from it, and improve my ability to resist the temptation of "fish"

Teaching focus:

Grasp the key words and experience the change of mood when "I" grasp the bass and put it back.

Teaching difficulties:

Contact the context and experience the enlightenment that "I" got from fishing.

Teaching rules:

Reading guidance method

Group cooperation and communication methods

first kind

Teaching process:

First, stimulate the introduction of interest and reveal the topic.

In the moonlight, by a quiet lake, the author caught a big bass and was very excited. What kind of decision will the author make in the face of the temptation of this big bass? Today we are going to learn the enlightenment of fishing.

Second, the problem leads the way and reveals the topic.

This story left a lasting memory and lifelong inspiration for the author. What is this? Reveal the topic "Enlightenment from Fishing".

Query on reading questions. Do you have any questions to ask when you see the topic?

Third, read the text for the first time and learn independently.

Please choose your favorite way and read the text aloud. Requirements: Correct pronunciation and understanding of sentences. Pay special attention to new words, draw them with strokes while reading, and read them several times. For the text that needs to be understood, contact the text camera to guide the understanding.

Check the reading situation paragraph by paragraph, guide while checking, read the error-prone phonetic camera, and model the difficult sentences.

Read the full text quickly and draw sentences describing moonlight. How many times does moonlight appear in the text? Under what circumstances did they appear?

Guide students to discover.

For the first time, my father and I came to the lake, and the moon gradually climbed out, silver water. ...

The second time, when I begged my father to keep the bass, I looked around and there were no anglers in the moonlight. ...

Guide the students to read this wonderful scene. Practice reading freely, naming reading and dubbing display reading.

Guide students in different levels. (Fishing-fish release-enlightenment)

What happened when the author was fishing? What role does the description of moonlight play here?

Fourth, cooperative inquiry and intensive reading teaching.

1, read the paragraph silently 1-3, and experience it while reading. What can you learn from the author's description of moonlight?

The description of moonlight in the first paragraph shows that it is very beautiful in the author's memory, even the moonlight that day is so beautiful, which also shows that the author and his father are relaxed and happy when they go fishing together.

2. Besides the description of moonlight, what other descriptions can be reflected? Read the third paragraph to learn more about the author's feelings.

3. We followed the author back to that night thirty-four years ago and shared the joy of bass fishing with the author. However, it didn't take long for the author and his father to be proud, and they met a problem. What could it be? Please learn the "fish" part after class.

Second lesson

Teaching process:

First, review the lead-in to stimulate interest.

Last lesson, we learned that on a moonlit night thirty-four years ago, the author and his father went fishing. The author caught a rare big bass, and the father and son were very happy. However, the father and son were not proud for long, and a difficult problem appeared in front of them. What happened that night, which made it like an old glass of wine, and made the author aftertaste for thirty or forty years? In this lesson, we continue to follow the author into that night.

New curriculum standard People's Education Edition fourth grade Chinese first volume teaching plan 4 first lesson

First, the teaching objectives:

1, can read the text correctly and emotionally, and divide the text into sections according to the order of "before tide, during tide and after tide".

2. Be able to use your imagination and talk about the scene when the river tide comes in an orderly way.

3. By thinking about the questions provided, you can understand the meaning of long sentences.

4. Understand the magnificent and peculiar natural scenery of Qiantang River spring tide, and stimulate the thoughts and feelings of loving the great rivers and mountains of the motherland.

5. Be able to introduce a scene in an orderly way in a certain order.

Second, the teaching emphasis and difficulty:

Understand the magnificent and peculiar natural scenery of Qiantang River spring tide. Tell me systematically what happened when the river tide came.

Third, the teaching process:

(1) Introduce a dialogue.

Students, have you ever been to the seaside to see the high tide? What is the tide like? The high tide in the rivers and seas is magnificent and shocking. )

Teacher: Qiantang River is the largest river in Zhejiang Province. It is located in the north of Zhejiang Province, with a total length of 605 kilometers and a river area of 50,000 square kilometers, accounting for 43% of the province's area. It is a famous river along the southeast coast of China. Look, today we will take a look at Qiantang River.

2. What do you think of the tide in Qiantang River after watching the tide and listening to it? Can you sum it up in one word? (? That's true. What does the author of this text think of Qiantang in his eyes? Read the text freely and find a word that you think best reflects the characteristics of Qiantang River. (Let the students read the blackboard)

3. Understand miracles.

What does the concept of tide watching mean? What's the view of the wonders of the world? Open the dictionary and look it up.

Teacher: Few people can see this magnificent landscape. Would you like to tell us what you have learned?

There are many vivid words in the text, which we will use when we speak. When I opened the book, I used many vivid words before the tide, during the tide and after the tide. You can draw a picture and read it in groups. Give up your immature ideas and listen to other people's suggestions.

The spring tide of Qiantang River in China has been called "the wonder of the world" since ancient times. The tides here are more spectacular than those in other places. When the tide comes, the white waves are several meters high, like city walls. Have you seen this spectacle? Why is the spring tide here so different? Please tell us about the formation of tides, the dynamics of tides, or the best place to watch tides. )

The special geographical environment has formed a special magnificent scene. Lesson 22 wrote about the tidal process of Qiantang River. Teacher: I have a question. I want to ask you why you should watch the tide on August 18.

(2) Check the preview.

(1) View the preview.

(1) Read polyphonic words accurately:

Boring (man) thunder thin (bó) fog wind (háo) wave roar (hǒu)

Rising (zhng) and trembling (chàn).

② Understand the meaning of the following words:

Opposite the landslide, people are buzzing and rolling all over the sky.

③ Read the text by name and pronounce it correctly.

(4) Read and grade each other at the same table.

(2) Read the text silently and introduce Qian Jiangchao in your own words.

(3) clear the context.

① Divide the texts in the order of "before tide, during tide and after tide".

② Communicate at the same table.

(3) Talk about the meaning of each paragraph.

Third, the narrative order is clear.

1. Read the text and think about the order in which the author writes about Qiantang River Tide. (blackboard writing)

The text is written in chronological order, and the scene of Qiantang tidal bore is written in the specific order before, during and after the tide. (blackboard writing)

Read the text again and ask questions you don't understand. This group solves word problems by itself.

Attachment: blackboard writing:

Before tide, during tide and after tide.

(chronological order)

Second lesson

First, the teaching objectives:

1. Understand the content of the text, understand the grandeur and grandeur of the Qiantang River tide, and inspire students' thoughts and feelings of loving the great rivers and mountains of the motherland.

2. Learn the author's orderly and distinctive observation methods and cultivate students' habit of observing things around them.

3. Read the text and recite the third and fourth paragraphs.

Second, the teaching process:

(1) Introduce a dialogue.

The spring tide in Qiantang River has been called "the wonder of the world" since ancient times. We look forward to witnessing this spectacle. In this lesson, we will continue to learn to observe tides. Last class, we read the text for the first time. What have we learned? In this lesson, we can spread our imagination wings and feel the strange sights created by nature by reading the text.

(2) What have we read through preview? (? Ask questions you don't understand in the preview. (? )

(3) Guide students to understand the content of the text.

1. Communication and reading between teachers and students.

Before the tide came: shrouded in mist, calm.

Observe the tide

The tide came, the thunder rolled the white line, and the mountains collapsed.

When the tide ebbs, the wind blows all over the sky and the waves roar

In this link, teachers should encourage students to use their own reading to experience the calmness and beauty of Qiantang River before it came, the surging and majestic when it came, and the afterglow when it went. At the same time, in the language environment, understand the meaning of words such as "mighty, landslide" and the author's use of metaphor and contrast.

1. What did the author introduce before the tide came? (Blackboard: White Fog and Calm) Guide reading.

How do you feel when the tide comes? Where did you feel it? Read the text silently and draw a batch.

3. Group cooperative learning.

(1) Communicate feelings and read sentences well.

(2) In what order did the author write the scenes when the tide came?

(3) The division of labor reads aloud in a tone.

4. Feedback communication, teachers timely guidance and teaching. Grasp the following points, combined with students' life experience, and talk about their unique feelings about word expression. Pay attention to the combination of reading and reading;

(1) The author wrote the scene when the tide came in order from far to near. (blackboard writing: far and near)

(2) Far away: grasp the sound and shape of the tide and write the scene when the tide just came: rumbling, like muffled thunder rolling; There is a white line at the intersection of water and sky. Although the tide is far away, the momentum is already there. (Blackboard: Sounds like a muffled thunder with a white line in the distance) Read the sentences describing the tides.

(3) Approaching: Grasp the shape, sound and color of the tide, and write out the grandeur of the tide: the white line moves rapidly, elongates, widens and crosses the river, and writes out the change of the tide from far to near. (Look at the picture) The tide of writing "White Waves Rolling" and "White City Wall".

The water waves are rising, and the momentum is getting bigger and bigger: it looks like a thousand troops and horses go hand in hand, and the sound is like a landslide. (Look at the picture) (Write on the blackboard: white waves rolling, landslides cracking) (Watch the video clip) Guide the students to read aloud in a tone and read out the momentum of the tide: first choose their favorite sentences to practice reading, then have a competition to read, and finally arrange them to read together. When reading the whole paragraph, pay attention to the change of tidal sound, and the momentum is from small to large. )

(4) Guide students to recite: recite their favorite sentences.

5. Where else can we see the grandeur of Qiantang River in the text? Experience of reading the fifth paragraph. Grasp the main points, the teacher timely inspiration:

In an instant, the time is short, but the tide has gone west and the tide is swift. The coming of the aftermath also makes the river wind roar. After the river calmed down, the river has risen by two feet, which shows that the tide is fierce and powerful. Instruct students to read aloud. Writing on the blackboard in time: the wind is blowing all over the sky and the waves are roaring.

6. After learning the text, do you know why people call qiantang bore "the wonder of the world"? Students talk about their ideas.

(4) summary.

1. After learning the text, we have a deeper understanding of Qiantang River and are deeply attracted by its magnificent scenery. If you are a small tour guide, how do you introduce Qiantang hole to tourists who don't know it?

2. Make up the guide words and introduce them to the students. (You can add your own collected materials)

3. Summarize according to the specific situation.

4. homework.

(1) Write a scene (or landscape) in a certain order.

(2) If you are a tour guide, how do you introduce Qiantang Hole to tourists who don't know it?

New curriculum standard People's Education Edition fourth grade Chinese first volume teaching plan 5 First, integrate resource advantages. Contact this kind of scientific and technological expositions that I have learned before, organically integrate "oral communication, exercises and broadband network" and arrange the teaching content as a whole. Break through the time and space constraints, open up the boundaries of disciplines, strengthen the awareness of subject integration, keep close contact with science teachers, and make full use of various teaching resources.

Second, take root in the Chinese classroom. There are no attractive plots and touching scenes in the science and technology fair, but it contains rich scientific knowledge. Don't explore and expand these scientific knowledge in class. According to the concise expression characteristics of this text, train your own language, cultivate your own language ability, and avoid taking knowledge of nature class.

Third, guide autonomous learning. Reading is students' personalized behavior, and teachers' analysis cannot replace students' reading practice. Students are allowed to read aloud freely in the classroom. By reading independently, questioning and asking questions, helping to solve doubts, boldly imagining and debating, students can feel independently, chew the essence of the text, internalize their sense of language, and move towards the isomorphism of knowledge, language and spirit in an independent, cooperative and exploratory learning way.

[Teaching objectives]

1, can recognize 5 new words and write 12 new words. Read and write new words correctly.

2. Read the text sensibly and experience the concise and clear expression features of the language.

3. Understand the miracle and power created by science and technology in the 20th century, stimulate the emotion and interest of loving science, and talk about your own reading, feelings and imagined future in combination with your life.

[Preparation before class]

1. teacher preparation: contact the science teacher to find out the students' mastery of relevant knowledge in science class. Collect information about the development of science and technology in the 20th century and make multimedia courseware.

2. Student preparation: refer to pictures and written materials about major scientific and technological inventions and discoveries that have changed human life; Investigate and interview people's wishes and dreams today.

[Curriculum]

2 class hours

[Teaching Process and Design Intention]

first kind

First of all, the goal is to stimulate interest in learning the text.

1, the teacher writes on the blackboard.

2. Teacher: Before class, I asked my science teacher to read The Rainy Century. After reading it, he gave us a challenge book: after we finish learning this article, please PK with us. The content will be the scientific and technological information of the 20th century and the facts that benefit mankind. The teacher not only won for you, but also put him in the army, and then we will compare whose language is suitable and clear. Do you have confidence? If you want to win, you must first read and understand the text.

[Design intent]

The presupposition of the contest stimulates students' interest in learning. With the interest in reading, there is a good start to reading. Judging from the requirements of the competition, students not only made clear the requirements of learning this article: to obtain a lot of scientific and technological information from the article and learn the expression method of this article, but also laid a good foundation for homework after class-consulting materials.

Second, word training, implement the language foundation.

1, show the new word 12, and let the students draw the words "calling for rain, change, degree, program-controlled telephone, dependence, sustenance, nucleus, internet, walking on clouds, philosopher, farming society" from the text.

2. What words do you think you have mastered? Tell us about your experience or give us a reminder.

3. What words do you think you haven't mastered? Read, write and think about their meanings according to the text or look them up in the dictionary. Click on the courseware at the right time, show the pictures and explain the meaning of some words.

4. The four-person group recognizes new words and expands them. Report and communicate.

[Design intent]

Carry out Chinese training in a down-to-earth manner, which is the characteristic service of primary school Chinese. We can't give up basic language learning in order to pursue the luxury of the classroom, nor can we make the Chinese classroom a "hodgepodge" in order to emphasize comprehensive learning.

Third, read the text well and grasp the essence of Chinese as a whole.

1, read through the text, read the correct pronunciation according to the phonetic notation of the text, read through the sentences, and read the text at least three times by reading aloud, speed reading and taking turns at the same table. Be fluent.

2, concentrate on reading, feel difficult to focus on assault.

3. Display the reading. Students evaluate each other, correct sentence breaks and pronunciations, and when necessary, the teacher takes reading with him to guide students to read correctly and fluently.

4. In your own words, what is the main content of this article?

[Design intent]

Through model reading, speed reading, synchronous reading and error correction reading, every student can read the text thoroughly, thus deepening the understanding of the text and accurately grasping the text. In addition to linking the contents of each part, students can also find the key sentences in the text, supplement them according to the meaning of the text, or summarize them directly with sentences.

Fourth, read your own feelings and cultivate the meaning of inquiry.

1, read from since the enlightenment. From a scientific point of view, the process of writing makes our memory clearer. Please choose your favorite way to read the text again, draw a picture and write it in a special place, and mark the words you don't understand.

2. Communicate with the whole class. Read your feelings aloud and talk about them briefly.

3. Encourage questions. Do you have any questions about words? Solve what can be solved at that time and guide students to mark what can't be solved.

preinstall

(1): Ask questions in the second section, so that students can understand its function through reading and comparison.

⑵ Understand the similarities and differences between "discovery" and "invention", "improvement" and "change" in the context by consulting dictionaries, making sentences and choosing words to fill in the blanks.

[Design intent]

Pay attention to since the enlightenment's self-study, and cultivate students' consciousness and habit of autonomous learning, thinking and questioning. In this link, cultivate students' good reading habit of "no pen and ink, no reading", and organize students to check and exchange, help each other, guide collective feedback, and explore slightly difficult problems. Let everyone participate and give full play to the main role of each student.

Fifth, guide writing and improve the quality of homework.

1, students put forward matters needing attention in writing new words, and teachers focused on guiding the shapes of "Lai, Geng and Fantasy".

2. Students practice writing and decide how many times to write.

3. Show evaluation.

4. Task:

(1) Consult the materials, collect as many inventions and discoveries as possible in the 20th century, and discuss with family members, teachers or classmates what changes they have brought to human life. You can combine them freely, and the collected data will be sorted out and made into an information book.

(2) Interview as many people as possible to find out what is unsatisfactory in today's life and what people's wishes and dreams are. At the same time, I am ready to be a PK science teacher.

[Design intent]

Finishing homework in class is one of the most effective ways to reduce students' burden. Moreover, the homework in the classroom is efficient and high-quality, and the evaluation in the classroom can motivate students to finish their homework better. The arrangement of after-school homework makes full use of teaching resources such as schools and families, broadens students' Chinese learning space, increases students' Chinese practice opportunities, stimulates students' interest in completing homework, and lays the foundation for in-depth study in the second classroom.

Second lesson

First, review the introduction and consolidate the words.

1. Dictate some words.

2. Students correct each other.

The 20th century, which we just sent away, is a century with advanced technology and full of storms. Please read the topic again with your understanding.

Second, analyze words and experience the wonders of science and technology.

1. Review the questions raised by the students in the last class and guide them to solve them. Teachers throw their own questions: Why can the achievements of the 20th century be described as "like the strong wind in spring, which blows at night and blows open the petals of ten thousand pear trees"?

2. Students discuss in groups and explain the reasons.

3, students to teachers:

The original intention of this poem.

⑵ Describe the reason for a century with a short "one night".

⑶ Can you describe the "darkness" of this "one night" with your imagination combined with the text?

(4) What does "blowing open the petals of ten thousand pear trees" mean?

5. Combined with the information you have found, what other "pear blossoms" do you think are also competing to open? Can you imitate the form of "landing on the moon, diving into the deep sea, gaining insight into celestial bodies and exploring mysteries" in the text and say it better?

[6] Can you express your feelings by reading aloud, so that the teacher can feel something?

4. Write it on the blackboard in time: Pray for rain in the 20th century to realize your wish.

[Design intent]

In order to reassure teachers, children must be full of interest. In the teacher's coercion, the students are all competing for each other. The spark of students' thinking is activated. They take the initiative to read the text with questions and have a direct dialogue with the text. They not only learned how to solve the problem, but also naturally made in-depth exploration.

Third, imagine the future and arouse the desire to love science.

1, how does the British mathematician and philosopher Russell talk about "science"? How to understand it? Please express it in one sentence.

2. The interview survey before class will certainly give you a lot of inspiration, so if you are a future designer, please appreciate the blueprint you can draw in the 2 1 century.

According to your description and the teacher's blackboard writing, can you draw a bottom line about 2 1 century?

Fourth, be fully prepared to meet the challenges of science teachers.

1. If the science teacher arrives, organize a group discussion among students first. It is suggested that you can quote the classics, compare them with examples, and even select representatives and science teachers PK by asking questions in combination with the information you have checked.

2. If the science teacher doesn't arrive, record the speech of the group representative with a tape recorder and confront the science teacher after class.

[Design intent]

Breaking the boundaries of disciplines and inviting teachers from different disciplines to attend lectures and discuss can not only stimulate students' enthusiasm for learning, but also enable them to obtain a lot of information through multiple channels. The more reserves, the stronger students' enthusiasm, the more students' knowledge and feelings about science and technology, the richer their feelings about science, and the more vivid their language will be when speaking in class.

Blackboard Writing: Vientiane of Science and Technology

In the 20th century, it rained heavily to realize one's wish.

2 1 century, another day, another place, another miracle.

Attachment: Author information

Instructor: Zhu Quzhou Experimental School, Zhejiang Province