The first grade text "China Garden One" Volume II Teaching Plan

As a people's teacher, you are usually required to write lesson plans, which are the main basis for the implementation of teaching and play a vital role. Let's refer to how the lesson plan is written! The following is a sample of the second volume of the first-grade text "China Garden I" I collected for you. Welcome to read, I hope you will like it.

Teaching requirements of the first grade text "China Garden I" Volume II teaching plan 1

1, master and use two literacy methods:

"plus one plus" and "change".

2. Accumulate words about spring and pronounce them correctly.

3. Look at Pinyin, understand the meaning of words and write Chinese characters correctly.

4. Read aloud and recite.

Emphasis and difficulty in teaching

1, inductive literacy.

2. Read pinyin and write Chinese characters.

Class arrangement

2 class hours.

teaching process

first kind

I. My findings

1, let the students observe independently, discuss at the same table and talk about their findings.

2, the whole class communication:

Summarize the literacy methods of "one plus one" and "one change".

3. Students can also be guided to exchange new words memorized after class through other literacy methods.

Let the students learn seven new words by themselves and check their reading and memory.

(Available words: appraisal, home visit, squeezing in, mail car, director, sedan chair, wallet. )

Second, accumulate over time.

1, self-read word:

Tell me what season they are all about.

2. The little teacher teaches reading and corrects pronunciation.

3. What other words about spring have been collected?

4. Read the words "driving a train".

Third, I can write.

1, self-reading pinyin:

Read the correct pronunciation and sentences.

2. Read the sentences by name.

3. Stone wrote a sentence.

4. Students write independently:

Pay attention to the correct stroke order, neat handwriting and correct posture.

5, the whole class communication, deskmate mutual change.

Fourth, look at the back

1, students read the composition by themselves.

2. Read and correct each other at the same table.

3. Take students to read-group reading-competition reading.

4. Recite this article:

Recite freely-recite by name-recite in groups-recite in groups.

Second lesson

Teaching requirements

1, able to express and communicate as required.

2, combined with oral communication content for outward bound training.

Emphasis and difficulty in teaching

Pay attention to the fluency, fluency and integrity of language.

teaching process

First, oral communication

1, Singing Spring:

Stimulate students' interest and feel the melody of spring.

(such as "Di Li Di Li" and "Where is Spring")

2. I see spring:

(1) Tell me about my observation of spring scenery.

② Exchange and introduce the collected pictures and materials about spring. Introduction at the same table-class demonstration.

3. "Spring We Hear", find a study partner, introduce the sound of spring you hear and talk about your feelings.

4. "I drew spring", and introduced the pictures of spring to the whole class.

Second, the exhibition table

1, the display content is not limited:

Trademark, name, signboard, book title, etc.

2. The display mode is not limited to:

Show the words you know in turn at the same table.

3. Competition mode:

Fight at the same table and choose a champion every week.

Teaching objectives

1, find the law of literacy methods and summarize reading.

2. Accumulate vocabulary about spring.

3. Know the names of classmates, and in this way, expand the scope of literacy.

4. Cultivate generous speaking attitude and oral communication between people.

5. Read and recite "Garden Orchard".

Teaching focus

Discover the methods and rules of memorizing new words.

Teaching difficulties

Cultivate generous speaking attitude and oral communication between people.

Moral education goal

Cultivate the ability of autonomous learning.

Aesthetic education goal

Learn to appreciate beautiful things.

training/teaching aid

New word card, small blackboard.

Class arrangement

3 class hours.

teaching process

first kind

Teachers' activities

Student activities

Design intent

I. My findings

1, show the small blackboard to guide the observation.

2. read it. Did you find anything?

3. Report.

4. Encourage students to apply the discovered methods to literacy.

Show me the new word cards and tell me how you will remember these words.

6, report, encourage a variety of memory methods.

7. Guide the reading of words.

8. Use these new words to form words.

9. summary. Observation → discovery → communication.

(1) plus one method.

(2) the method of subtracting one.

⑶ Change familiar words into radicals.

(4) Familiar with words with radicals.

5] Accumulate in life.

(6) other literacy methods.

Master the law of literacy. Master the law of literacy.

Read in a master way.

Second, practical design.

1, find a friend for the new words (group words) learned today.

2. Think about what other good ways to remember words.

Second lesson

Teachers' activities

Student activities

Design intent

First of all, over time.

1, I can read (showing the small blackboard):

(1) Read freely. If you can't understand the words, just look at the pinyin.

(2) reading at the same table.

(3) Read by name and read together.

(4) use one of the words to speak.

2. I will write:

(1) Spell freely.

Read the whole sentence together.

(3) Write correctly according to the requirements of Tian Zige; Read it again.

3. Read the back:

Read the text freely and find out how many paragraphs there are.

Read the text again and say the meaning of each paragraph.

⑶ Read and recite the text with emotion.

(1) Individual autonomous learning.

(2) Practice communication at the same table.

(4) say sentences.

(1) After reading, practice writing.

(3) Compare which student writes the most beautifully.

(1) Self-abuse → individual reading → group reading.

⑵ Understand the content of the text.

(3) recite by name → recite in groups → recite together. Know that words can form words and words can form sentences.

Standardize writing and pay attention to the overall effect.

Master the method of reciting:

Self-reading → familiar reading → reciting.

The third category

(oral communication)

Teachers' activities

Student activities

Design intent

First, dialogue import

1. Spring has come, and we can already smell it. Where is spring? Where did you find it? Let's share this lesson together.

2. blackboard writing topic. Talk about the spring you found. Excited.

Second, create situations for oral communication

1, which means spring:

(1) Tell a story about spring, recite ancient poems and texts about spring, and talk about spring.

⑵ Roll call, recite and comment after communication.

(3) What kind of season is spring?

2. Looking for spring:

What did you see and hear in this beautiful season? Talk to your friends quickly.

⑵ Group communication.

(3) Name and comments.

3. Praise spring:

Since everyone has found spring, let's express it with our beautiful songs and colorful brushes and praise it.

⑵ Free combination into "painter group", "singer group" and "clipping group" to paint, sing and paste beautiful spring.

4. summary.

5. Sing "Where is Spring" together.

Talk to a good friend, recite.

Tell me about the spring in your eyes.

Evaluate other people's reports.

Draw a picture of spring.

⑵ Add action and sing spring.

Post a spring album with pictures.

Expand your horizons.

Learn to evaluate.

Promote the development of students' thinking.

learning target

1, literacy, poetry, writing, accumulation; Carry out Chinese practice activities with the theme of spring.

2. Master the knowledge and methods in independence, cooperation and inquiry, and cultivate students' innovative ability.

3. Guide students to observe spring, understand the characteristics of spring, cultivate aesthetic taste and stimulate students' love for nature.

4. Guide students to learn to express the beauty of spring in various ways in the specific oral communication process.

5. Through the communication and evaluation in oral communication, students can improve their oral communication ability, enrich their knowledge and emotions, and form the habit of active communication.

Teaching focus

1, the use of phonetic radicals ("familiar words plus radicals" and "familiar words for radicals") literacy methods.

2, oral communication, display platform.

3. Guide students to discover and stimulate students' interest and desire.

Teaching difficulties

In oral communication, stimulate students' interest and form observation ability.

Class arrangement

2 class hours.

teaching process

first kind

I. My findings

Play animation, stimulate interest, learn new words and find the rules.

Starting from the age characteristics of students, let them take the initiative to learn and explore. )

1. Play cartoons to attract students' attention:

Listen, what is it saying?

Hello, children! I am Lele, Happy Le. I found something new today. Do you want to know?

What did I find? Where did I find it? Then let's walk into "China Garden No.1" together, and you will make new discoveries!

2. Play the words in My Discovery to stimulate students' desire for research, discussion and discovery;

Listen, children, I know all these words. Do you want to know how I learned it?

(2) Son, if you can observe carefully and think repeatedly, you can not only learn these words, but also find new ways to read them.

3, research and discover the law:

When you read words and words in brackets over and over again, you will find a pattern.

⑵ Students read, think and study.

Have you found anything in common between the two words in each group?

(4) Group cooperation, discussion and research.

5] report and exchange, and sum up the rules.

4, induction sublimation, forming method:

⑴ These two literacy methods are "familiar words with radicals" and "familiar words with radicals".

(2) Recall which words you have learned can be properly learned by these two methods.

Show the words "I will recognize" and let the students tell how they learned it.

6. Use the learned new words and familiar words to form words for students to read.

Comments: In this link, courseware and vivid pictures are used, as if the characters in the animation are communicating with the students, which fully mobilizes the students' enthusiasm and enables them to devote themselves to learning independently.

Second, "accumulate over a long period"

1, "I can read":

(1) Learn the words "I can read".

By the way, you also know those words about spring.

2. I can write:

(1) Pay attention to the spelling of the sentence "I can write". Find out what the sentence is, and then think about how to write each word, to stimulate students' enthusiasm and habit of writing seriously.

(2) Everyone writes a favorite sentence in the accumulation.

3. "Reading Back":

(1) Read by yourself first, clear the word barriers and consolidate the new words learned in this group.

Read this article carefully and tell me what it is.

(3) Learn to recite, don't sing.

Third, homework

1, find out which words can be learned by adding radicals to familiar words and changing radicals into familiar words from the list of new words. Did you find anything new?

2. Prepare the spring songs, poems, paintings and records you found.

Second lesson

Oral communication

First, review and consolidate, and introduce new lessons.

1. Tell me what you found last class. What have you found?

2. Read the words, talk about the characteristics of these words, and learn them well by those methods.

In this class, we will continue to look for spring, feel it and praise it!

Second, guide students to communicate orally

Children, the beautiful spring is quietly coming to us again. It's like a naughty and lively little girl. Wherever she goes, she will become beautiful and full of laughter. She plays hide-and-seek with us every day! Children, have you found Miss Chun? Where did you find her?

1, exchange "I found spring":

Tip:

Hear spring:

The sound of spring.

Look at spring:

Changes of mountains, water, trees, flowers, grass, insects and birds.

Smell the breath of spring.

Touch spring.

(1) Group communication.

(2) Group report.

(3) Supplementary information.

2. Exchange Spring I Painted:

(1) Find the partner you want to communicate with.

(2) Seriously tell your partner about the originality of your painting.

(3) Choose the best works.

(4) The winners introduce their paintings.

3. Exchange "Haruka I love to sing".

4. Exchange "I wrote a poem praising spring".

5. Read "My favorite poem".

Third, homework

1, keep looking for spring.

2. Write down the spring you found.

Teaching skills

The teaching of "Academy One" should pay attention to creating a Chinese situation that conforms to the age characteristics of students. For example, the appearance of Xiao Ming's image in the first class courseware has created a happy and independent situation for students to learn and practice Chinese. Teachers should do everything possible to build a platform for students to learn and discuss, so that students can get the maximum development, truly teach for students' development, and realize the purpose of teaching and educating people in Chinese teaching.

The second volume of the first grade text "China Garden 1" teaching plan 2 [teaching objectives]

1, can understand 9 new words such as "aid" and "investment" by using radical classification literacy method. Recite 9 words such as "save, throw".

2. Be able to distinguish synonyms and choose and use them correctly in specific contexts.

3. Experience and accumulate beautiful and vivid sentences, and write the appearance characteristics of a small animal according to examples.

4. Accumulate the ancient poem "Recalling Jiangnan".

[Teaching Emphasis and Difficulties]

Learn to read by radicals, learn to distinguish synonyms, and master the use of synonyms in different language environments.

[Teaching time]

2 class hours

first kind

teaching process

First, learn "communication platform"

1, exchange beautiful and vivid sentences in this unit.

(1) group sending.

(2) Group representatives speak and the whole class communicates.

2. Courseware shows sentences. Students think: What do you realize after reading this sentence?

(1) I can feel the lightness of swallows flying.

(2) I seem to see that the lotus is about to open, and I can feel the author's unique feelings.

(3) The detailed action descriptions of "falling", "folding" and "folding" are vivid, making the ladybug seem to fly in front of me.

3. The teacher concluded: "After reading a book a hundred times, you will understand its meaning." Therefore, when you meet a beautiful sentence, you can only understand its meaning by reading it repeatedly. (Read the above sentences by name, and evaluate them by teachers and students)

Second, learn to "literacy gas station"

1, courseware shows new words: reading and recording.

(1) Students read new words and words made up of new words in their favorite way.

(2) Group students to communicate with each other and see what they can find.

(3) The group sends representatives to speak and the whole class communicates.

2. The teacher summed up the evaluation.

(1) Three groups of new words all have the same radicals, and each group of new words also has pictophonetic characters.

The first group: left and right sounds, "help, throw and fish", "spoon" means shape, which means it is related to the action made by the hand.

The third group: the voice of the lower form, "capital, tribute and loan", "shell" is the meaning of form, indicating that it is related to money.

(2) What other pictophonetic characters have you learned? For example.

Second lesson

teaching process

First, learn "the use of sentence fragments"

1. Courseware presentation: Question 1 Used in sentence paragraphs.

(1) Talk in groups, choose words and explain the reasons.

(2) Group representatives speak and participate in class communication.

(3) Teacher's comments: Word discrimination can be carried out from the aspects of part of speech, meaning degree, meaning range and emotional color of words. And words can be read repeatedly in the context and judged by language sense.

2. Courseware demonstration: use the second question in the sentence segment.

(1) Read freely, communicate with each other and talk about your findings.

(2) Teacher evaluation, simple summary.

The sentence 1 uses "black" and "light and powerful" to describe the color of swallow feathers and the characteristics of swallow wings, and compares "tail" to "scissors" to vividly describe the characteristics of swallow tail. The second sentence explains the characteristics of the sharp corner of the unicorn head by analogy. )

(3) Try to fill in: a cute little white rabbit is made up of (snow-white) hair, a pair of (erect) ears and a pair of (ruby-like) eyes.

(4) Try to write a description of a small animal.

Second, learning "accumulates over time"

1. Learn new words and read them accurately.

(1) The courseware shows "Recalling Jiangnan", explaining the topic and introducing the background.

(2) roll call reading and teacher-student evaluation. (Correct pronunciation and learn new words)

(3) group reading competition.

2, simple understanding, grasp the feelings.

(1) courseware shows word notes.

(2) Communicate in groups and talk about the meaning of each word according to the notes.

(3) Classroom communication, the teacher concluded: I am very familiar with how beautiful the scenery in Jiangnan is. Spring is coming, the sun rises from the river, making the flowers on the river brighter than red, and the green river greener than blue grass. How can one not miss Jiangnan? (This word is always about the memory of Jiangnan. It is very bright and beautiful with the choice of river flowers and spring water as the background, and vividly depicts the beautiful scene of spring in Jiangnan. )

3. Recite "Remembering Jiangnan" and accumulate two more words in "Remembering Jiangnan" after class.

[Teaching reflection]

Today, I successfully completed the teaching of China Garden One, and now I will make a simple reflection on the teaching situation. I leave enough time and thinking space for students in the teaching of this class, and provide students with opportunities for independent thinking and exploration, so that students can find problems and solve problems in exploration. By supplementing some exercises related to the contents of China gardens, students can test the achievements of self-study in practice, sum up experience and deepen their grasp and understanding of knowledge points.

The second volume of the first grade text "China Garden 1" teaching plan 3 [teaching objectives]

1. Know the common words related to weather. Can take the initiative to read in life.

2. Know the alphabet, be able to correspond uppercase and lowercase letters one by one, and memorize the alphabet. Confirm the pronunciation of new words, read children's songs correctly in pinyin, roughly understand the contents of poems, and stimulate the love for the motherland.

3. Review the nasal sounds before and after the classification exercise.

4. Understand the writing rules of fully enclosed structural characters: first outside, then inside and then sealed. Write a few words with full enclosing structure, and form a good writing habit of observing before writing.

5. Accumulate four-word vocabulary about spring, and you can feel the vitality of spring through picture imagination.

6. Understand the content of poetry and feel the pleasure of reading.

[Teaching Emphasis and Difficulties]

Key point: Know new words.

Difficulties: Reading nursery rhymes and understanding nursery rhymes.

[Teaching Hours] 2 hours

first kind

teaching process

First, import

Today, the school radio station wants to recruit a weather announcer. Do you want to go? But, ah, the recruitment needs to be successful!

Second, literacy gas stations.

1. Teacher: Can you tell me the weather today? Who will be the little announcer? Besides sunny days, what other weather types are there? Who will say something?

2. Show the new word card, the teacher will read it, the students will follow it, and the teacher will correct the pronunciation.

Note: Nasal sounds before yin and array and nasal sounds after ice and freezing. "Ice, frozen" is next to two points of water. Contact the "net" you have learned before and classify it.

3. Read by train and check the reading situation.

4. Show the weather symbols, and let the students connect the weather symbols and words in the weather forecast, so as to review and consolidate their literacy.

5. Extension: What other weather-related words are there? Who will talk about them? (Light rain, cloudy, thunderstorm, etc. )

6. Read the words again, consolidate pronunciation and strengthen font memory.

Third, the use of words.

1. Teacher: Reading and memorizing the alphabet is the basis of learning word order search. Now, let's get to know them!

2. The teacher teaches reading 26 letters.

Read this form freely and find out the difference between uppercase letters and lowercase letters. (uppercase and lowercase letters have different glyphs and sizes)

4. Memorize the alphabet by reading by name and reading in chorus.

5. Guide students to find the alphabet in the dictionary and feel the usage of the alphabet more intuitively.

6. Read these eight new words, find friends for these eight new words and form words.

7. Find the vowel of each word and classify it according to the same vowel. The vowels of "Jane, Wan, Quan and Ban" are all "An", and the vowels of "Wang, Fang, Chang and Shang" are all "Ang". It is emphasized that Tian Zige's writing of Chinese characters should be neat and pay attention to case.

8. Guide the students to say that they still know which vowels are "an" and which vowels are "ang".

Fourth, reading.

1. Free spelling. If you can't, just read it several times with the help of Pinyin, and it will read smoothly.

2. Read the name aloud and correct the pronunciation.

3. Read aloud in groups and choose the best group.

4. Teachers and students read together. Thinking: What places are mentioned in children's songs? What's the difference between them?

5. Understand the main idea of the article and feel the vastness of our motherland.

6. With the help of the map of China, look for "Daxinganling, the banks of the Yangtze River and Hainan Island", talk about the understanding of these places, and intuitively feel the vastness of the motherland.

Second lesson

teaching process

First, check the import.

1. Show me the words of literate gas station and read it by train.

2. Teachers and students cooperate to review "read and write".

Second, writing skills

1. Show the new word cards, guide students to observe these words, and find that their similarities are fully closed structure or have the characteristics of fully closed structure.

2. Teachers write new words "white", "back" and "country", emphasizing occupation and stroke order. The writing rule is "outside first, then inside, then sealed".

3. Students practice painting red, and teachers patrol for guidance.

Third, accumulate over time.

1. Look at the pictures and know the words.

(1) What is the picture? What season is this? (In spring, show the words "Spring returns to the earth" and "Everything revives")

(2) There are swallows and orioles in the painting, singing and dancing happily beside the willows. Show me the words "Liu Lu Hua Hong" and "Ying Ge Yan Dance") (3) Spring is coming, the mountains and rivers are flowing, the temperature is rising, and everything is melting? (Show the words "melting ice and snow" and "tinkling spring water")

(4) Look at the grass again. There are all kinds of flowers, very beautiful. (Show the words "a hundred flowers blossom" and "a hundred birds contend")

2. Teacher: When we see such a scene, we know that spring is coming. Read 8 new words together, by name, by train, for boys and girls.

3. Students say what they see in complete sentences.

4. The teacher explains the meaning of the four-word words and asks the students to imagine the pictures depicted by these words when listening.

Fourth, read with adults.

1. Teachers lead and students follow.

2. Students can read children's songs freely, get a preliminary understanding of the linguistic beauty of children's songs and understand the contents of children's songs. Discussion at the same table: How many groups of "who is good with whom" are said in the children's song? Who are they? Who are they? (vines, bees, flowers, white clouds and breeze, me and my classmates)

3. Teachers guide students to understand the truth that "students should live in harmony".

4. Students read children's songs together.

Verb (abbreviation of verb) course summary

Read words and children's songs together.

[Teaching Blackboard]

No.1 China Garden

return without accomplishing anything

[Teaching reflection]

In this class, I mainly guide students to read independently, write correctly, read children's songs correctly, have a preliminary understanding and understanding of the contents of children's songs, and read out their own thoughts and feelings. I pay attention to mobilizing students' enthusiasm in various classroom forms. Reasonable arrangement of reading links can better attract students' attention and make them better concentrate on the classroom. Through certain knowledge expansion, students have accumulated words and enriched their vocabulary.