New Curriculum Standard Primary School Grade Four Chinese Subject Volume II Teaching Plan

There are 32 texts in this book, including 17 intensive reading and 15 skimming. There are 8 selected texts and 40 * * * at the back of the textbook. The textbook is designed with 8 topics. They are: traveling around Qian Shan, being sincere to others, the revelation of nature, war and peace, loving life, rural life, persistent pursuit and story corridor. Among them, the third unit "Enlightenment from Nature" and the sixth unit "Pastoral Life" also have comprehensive learning contents, which makes the learning content and form of special topics more colorful. China Garden consists of five columns, including four fixed columns: oral communication, practice, my discovery, and accumulation over time; There are also "broadband network", "interesting language", "booth" or "idiom story", which are arranged twice in each of the eight language parks in the book. This book requires knowing 200 words and writing 200 words. The words required to know are arranged in intensive reading and skimming texts and listed in the new words after class; The words required to be written are arranged in the form of squares after intensive reading of the text.

Second, the main writing characteristics of teaching materials

This volume is written on the basis of the first volume of grade four, and the structure and ideas of the teaching materials are the same, which reflects the consistency of the whole set of teaching materials. This paper focuses on several main aspects of this volume.

(A) thematic part, the integration of teaching materials

The arrangement of this textbook is still thematic. According to the requirements of the textbook "avoid complexity and simplify, highlight key points and strengthen integration" proposed by the curriculum standard, this book has strengthened integration in writing. Mainly reflected in the following three aspects.

1. Guide learning and integrate unit content.

In the introduction of the eight units in this book, the learning contents are prompted, the topics are pointed out, and the learning tasks are arranged. In terms of content, try to stimulate reading interest and guide unit learning; In language narration, it embodies literary color and emphasizes appeal.

2. The connection and integration of intensive reading and skimming.

In order to reflect the unit integration, strengthen the connection between intensive reading and skimming the text. This book is arranged with "conjunctions" between intensive reading and skimming the text. This passage is a link between the preceding and the following, with outstanding content and natural transition. It clearly points out the learning requirements and methods of skimming the text, reflects the reading training process from intensive reading to skimming, and makes intensive reading and skimming the text form a stronger sense of integrity.

3. Integration and synthesis of unit learning activities.

Unit integration is not only reflected in the text content, but also in the Chinese learning activities of listening, speaking, reading and writing. This textbook continues to strengthen the integration of learning activities within the theme, and strives to design all activities in a coherent and rigorous way. This book continues to arrange a "word list" after each group of texts, summarizing the words of students in this group of texts, so that students can check and test themselves and review and consolidate.

(B) reflect the concept of the new curriculum "comprehensive learning" arrangement

Comprehensive learning is the focus of curriculum reform. This textbook continues to arrange two comprehensive studies. One is arranged in the topic of "Enlightenment from Nature", which requires observing natural phenomena or collecting information, investigating and visiting, and exchanging findings or inspirations obtained from it; You can also do experiments or make small inventions. One is arranged in the topic of "rural life" to understand the rural scenery and people's lives.

(3) Strengthen the learning guidance function and guide students to learn actively.

As the last volume of middle school, this volume still adopts the language narrative mode of the first person "I" and continues to emphasize the consciousness of autonomous learning. At the same time, in order to reflect the text exchange, intensive reading text still appears in the form of bubbles, asking questions, guiding students to think actively, and cultivating the ability to question and ask difficult questions. The contents of bubbles include: guiding students to understand words and texts; Guide imagination; Experience the structural characteristics of the article; Guide extracurricular reading and so on.

Enrich the content of textbooks and broaden learning resources.

According to the spirit of curriculum standards, Chinese should let students "contact Chinese materials more directly and make full use of learning resources and practical opportunities". This book continues to arrange "information kits" after class, which increases the depth and breadth of the text background or related knowledge. The "broadband network" in the language garden is arranged in the first and fourth groups to guide students to collect information about the five mountains and five lakes in the motherland, and to understand the facts about the disasters and heroic deeds brought about by the war, thus expanding their knowledge.

Third, the teaching objectives

This book cultivates students' rich emotions, positive attitude towards life and correct values in the process of language learning through exquisite selections.

1. Can read 200 words and write 200 words, and develop the habit of active literacy.

2. Can use dictionaries and dictionaries, and have the ability to read independently. Can skillfully write block letters with a pen and copy copybooks with a brush.

3. Be able to read the text correctly, fluently and emotionally in Mandarin.

4. Experience the key words that express feelings in the text.

5. Be able to grasp the main content of the article and understand the thoughts and feelings expressed in the article. Can repeat the main idea of the narrative.

6. Develop the habit of reading books and newspapers, and collect and exchange books and materials with classmates.

7. Listen carefully during the conversation and get into the habit of soliciting opinions and discussing with others. Those who listen can grasp the main content and report briefly. Be able to clearly tell what you have seen and heard, and tell your feelings and thoughts.

8. Pay attention to the things around you and be diligent in writing. Can write the content clearly and concretely. Can write short messages. Be able to correct words and expressions with obvious mistakes in practice.

9. In comprehensive learning activities, collect information purposefully, ask questions that you don't understand, and discuss and solve simple problems in life.

Content of teaching materials and teaching suggestions

I. Teaching literacy and writing

Literacy and writing are important tasks that run through the whole primary school stage and are the basis of reading practice. Because middle school students have certain autonomous literacy ability, the literacy model can be further adjusted.

For the words we know, because the new words in intensive reading and skimming are all phonetic, it is not difficult for students to recognize words, and students can learn by themselves. On the basis of students' self-study, teachers can guide polyphonic words, difficult-to-read new words or confusing new words. In teaching, teachers should guide students to memorize new words through various literacy methods. The new words in the selected texts are all phonetic-free. In order to let students read independently, consult the dictionary and read accurately, and cultivate students' autonomous literacy ability. Teachers can also encourage students to read after class, actively read through various channels, expand literacy, and develop the habit of autonomous literacy.

The words that can be written are arranged in the intensive reading text and completed in cooperation with classroom teaching.

Second, reading teaching

This book should not only achieve the reading and learning goals of middle school students, but also prepare for the reading of senior students. It plays a connecting role in teaching and is an important stage of learning, which should be paid enough attention to. With the growth of grade and the improvement of students' self-study ability, the number of intensive reading texts in textbooks will gradually decrease, while the number of skimming texts will gradually increase.

1. Intensive reading text teaching

(1) Guide reading aloud and silently.

Reading aloud is the most frequent and important reading training, and it is also the basic way to understand the content of the text, experience thoughts and feelings and cultivate a sense of language. The teaching of this book should still emphasize reading training. The silent reading of this book should speed up the training of silent reading on the basis of students' silent reading without moving their fingers or lips. After reading silently, you should have your own feelings and ask questions about what you don't understand in the text. Teachers can organize corresponding discussion and exchange activities. There should be a training process to improve the ability of silent reading. In teaching, students should be given enough time to read silently, gradually improve the requirements of silent reading, so that the training can be implemented, and they should not be eager to achieve success and become a mere formality.

(2) Intensive reading of words and phrases to accumulate language.

Word training is the main content of intensive reading text. The teaching of this book should continue to study the meaning of words and phrases, combine association and imagination, deepen the understanding of the text content, accumulate words and phrases at the same time, and improve the ability to use language.

In this book, the learning and accumulation of words and phrases practiced after class are flexible, such as reciting your favorite parts and writing down your favorite sentences. This arrangement embodies the idea of students' autonomous learning, and it is necessary to strengthen inspection and communication and implement training in teaching.

(3) Intensive reading and comprehension.

Understanding the content of the text is an important aspect of reading teaching. Teaching this textbook should be based on the content and stylistic characteristics of the text, using after-class exercises, bubbles in the text and so on. Guide students to understand the main content of the text and the thoughts and feelings expressed by the author. There are many ways to read the text intensively: first, we should grasp the key words to understand the content of the text. Second, in reading, we should think deeply, develop association and imagination, analyze and summarize the contents of reading, and further clarify the organization and thinking of the text, so as to understand the thoughts and feelings to be expressed in the text. Third, let students contact their own life experiences, read the text in an emotional way, integrate their feelings into the characters and plots of the text, understand the fate and joys and sorrows of the characters, and thus understand the thoughts and feelings expressed in the text.

2. Skimming text teaching

This volume arranges 15 skimming the text. According to Ye Shengtao's "as far as teaching is concerned, intensive reading is the main thing, supplemented by skimming;" However, skimming teaching needs to summarize and expect self-satisfaction. Skimming teaching requirements are different from intensive reading requirements.

In the teaching of skimming the text, firstly, the requirement for content understanding is lower than that for intensive reading, which is generally "three chapters". Just grasp the key points and difficulties to help students understand, and the understanding of words and sentences is not the key point. Secondly, in terms of methods, teachers should let students use the knowledge and methods gained in intensive reading to read the text by themselves. And in the future, I will further master reading methods and improve my reading ability.

3. Selected Works Teaching

After this textbook, eight selected texts are arranged, and the contents basically correspond to the units, so that students can complete them themselves. This kind of text belongs to selective learning and should not be required uniformly in teaching. Teachers can decide whether to choose according to the students' level and personal situation. When choosing, you can insert relevant special units to read according to the text content, or you can use them as comprehensive review materials at the end of the term to arrange reading in a centralized way, so that students can finish reading independently after class. Teachers can put forward requirements and inspections as appropriate, and promote reading through guidance and communication. Students who take the initiative to read should be encouraged to do more extensive reading after class.

Third, the teaching of "China Gardens".

This book arranges eight oral communication. They are: Come on, let's go for a spring outing, honest things to people, inspiration from nature, small press conference, stories about loving life, country life, a person I admire, and recommend a book to you. Among them, Revelation of Nature and Country Life are part of "comprehensive learning" as oral communication. The other six times are topics actually arranged according to special topics and students' lives and thoughts.

The teaching of oral communication in this book should not only pay attention to mutual communication, but also cultivate students' listening, expressing and coping abilities. In particular, it is necessary to train and standardize students' oral expression at random and improve students' oral expression level step by step. Attention should be paid to the following aspects in teaching.

1. Stimulate students' desire for expression.

According to the content of the topic, we should design leading-in methods, organize teaching, and guide students to participate in practice with great interest, and have something to say and love to say. In addition, encourage students to express themselves, don't interrupt students' thinking when speaking, guide students to express their thoughts freely and train their thinking ability.

2. In communication, pay attention to the standardization and guidance of language.

Teachers can guide students to express their language accurately and vividly, with rich content and clear thinking, so that students' oral expression can be improved on the basis of guidance. Guidance should be divided into levels and gradually put forward expression requirements. Teachers should be good at discovering the shortcomings in students' oral communication, explaining the same problems in time, standardizing students' oral English at any time and making targeted corrections.

Training has been put in place for all.

Teaching should be for everyone, and there should be no dead ends in teaching. We must find ways to make every student actively participate, everyone has the opportunity to exercise, actively think in two-way or multi-way interaction, and gradually improve students' listening, expressing and responding abilities.

4. Extend oral training to daily activities.

In the usual classroom teaching and Chinese activities, in the process of answering questions, discussing and communicating, teachers should always pay attention to students' oral expression and correct the problems in oral communication at any time. In addition, students should be encouraged to communicate with others actively and boldly in their daily life, so as to improve their oral communication ability and develop good oral expression habits.

5. Guide evaluation and improve language ability.

Paying attention to the problems in self-expression and self-evaluation and mutual evaluation can effectively improve the level of oral expression. Students can be guided to evaluate at any time in teaching. This book can evaluate whether the listener can grasp the main content and express his feelings and thoughts clearly. In the process of participating in the evaluation, students gradually improve their ability to judge right and wrong, advantages and disadvantages, and develop good listening and speaking attitudes and habits.

Fourth, exercise teaching.

The exercises in this volume are arranged in the "Chinese Garden", and each volume is 8 times as a complete exercise training; In addition, combined with the text study, three small pen exercises are arranged as fragment exercises.

These eight times are writing about campus scenery, things and events, writing about my own thoughts, observing and discovering nature, looking at pictures and writing about imagination, writing about people and things who love life, writing about feelings about rural life, writing about a person I admire and expressing freely. Among them, observation and discovery in nature, people and things who love life, feelings of rural life and a person I admire are an arrangement of speaking and writing; The other four are separate arrangements for speaking and writing. These eight exercises have the following characteristics:

1. Broaden the scope of topics and open up the space for students to choose exercises.

Broaden the scope of exercises and let students have something to write, which is fully reflected in the writing of exercises in this book. These eight topics include writing about people, things, scenery, life, feelings and experiences. Every student has something to write and can freely express his thoughts and feelings.

2. Writing types such as realism and imagination.

In order to embody the curriculum standard of "you can write down your own experiences, feelings and imagination informally", this book not only broadens the scope of exercises in content, but also provides a variety of exercise types in form. The reality is the people, sights, things and things you observe and see; Others write imagination, such as looking at pictures and writing fairy tales. Realism is to let students start from the truth of life, write what they think, see, feel and do, and cultivate students' observation and cognitive ability; Writing imagination is to cultivate and train students' imagination ability. There are also writing materials for students to think and write according to the materials provided.

3. Pay attention to communication and evaluation after practice.

Evaluation and communication are important aspects of learning to write and improving writing level. At the same time, it can also promote students' willingness to express in words and enhance their self-confidence in practice. Starting from this basic point, most of this book puts forward the requirements of communication and evaluation in the arrangement of exercises. For example, the writing of "China Garden II" requires that "you can read it to the other party after writing, and then modify it according to other people's opinions". This book focuses on correcting words and phrases with obvious mistakes in exercises, as well as other places with obvious mistakes.

Exercise teaching should pay attention to the following points:

1. Enlighten and guide students to enjoy, love and be interested in writing.

The middle grade of the curriculum standard puts forward: "Let students express themselves in words". This book starts with cultivating writing interest and reducing writing difficulty, so that students can write their own experiences, feelings and imagination without being limited by style and length. Teachers should guide students to study on special topics, so that students can apply the language materials accumulated in reading and the expressions they have learned to practice. You can also deal with "oral communication" and "exercise" flexibly, and you can exercise first and then communicate; You can also socialize before you work. When writing, don't prescribe writing, let them write freely, don't be bound by form, but focus on writing down their thoughts and feelings in time, so that students can feel that writing is a pleasant thing.

2. True feelings, specific content, and develop good study habits.

Writing truthfulness and concreteness is the basic requirement of primary school composition. In the guidance, students should be encouraged to express truthfully, for example, writing about a person they admire can guide students to observe and look for in real life. When writing exercises, students should be asked to write the truth and facts, not to write lies, empty words and cliches. In teaching, we should also guide students to write concrete.

3. Let students often practice writing and form the habit of writing often.

"Small composition practice" is a regular practice activity to improve writing level. There are three small exercises in this book, namely "Imagine the performance of the characters", "After reading" and "Imagine the evaluation of the people around you". "Small pen practice" is mainly based on students' independent practice, and the practice time should be short and fast. Teachers should not go beyond their requirements and regard them as "exercises" in China gardens. In addition, students can be encouraged to practice writing frequently in their daily life. As a daily requirement, they can also be encouraged to record their thoughts and observations in their diaries at any time.

4. Exercise exchange evaluation focuses on encouragement.

The evaluation of communication in teaching is mainly reflected in: giving mutual inspiration in the communication before writing; In the process of self-correction and mutual correction after practice, exchange writing methods and deepen the understanding of your own practice; Encourage each other and improve the writing level in composition evaluation. The exchange evaluation of homework focuses on encouraging students' enthusiasm and interest in homework. Teachers should give priority to encouragement in teaching, so that students are full of confidence in themselves and always write their compositions optimistically.