Teaching design of Chinese in early winter in Grade Two.

As a selfless and dedicated people's teacher, we should write teaching design, follow the basic laws of the teaching process, choose teaching objectives and solve the problem of what to teach. So what problems should we pay attention to when writing instructional design? The following is my sample essay on the teaching design of the second-grade Chinese "Early Winter", which is for reference only. Welcome to reading.

1 teaching goal of Chinese in senior two;

1. Understand 1 1 New words such as "initial", "fuzzy", "shooting", "layer", "awn", "fog" and "crops" in the language environment. By comparison, we can understand the functions of six reduplicated words and three figurative sentences.

2. Through various forms of reading aloud, let students read the text correctly, fluently and emotionally, and can recite it.

3. By comparing different scenes in fog and after fog in early winter, cultivate students' observation and imagination, carry out aesthetic education for students, and stimulate students' love for nature.

Teaching emphases and difficulties:

Guide students to read the text in different levels and forms, imagine the picture while reading, feel the beauty of early winter, and stimulate students' love for nature.

Teaching process:

First of all, understand beginning of winter and reveal the topic:

Every year165438+1October 7th or 8th is beginning of winter. From this day on, it means that winter has arrived. The first day of winter is early winter. Today, we will walk into the text together and enjoy the pictures of early winter! Look at the topic together.

Writing instructions "Chu"

Second, the preliminary reading of the soundtrack, the overall perception.

1, the full text of the teacher's score.

2. Students can read the text freely with pinyin (with music).

3. Read the text in natural paragraphs and correct the pronunciation.

Third, enter the intensive reading comprehension situation

Transition: The article gives us two pictures of the small village in the early winter morning, one is when there is fog, and the other is after the fog clears. (writing on the blackboard, leading the word "fog")

(1) Imagine the picture in the fog and experience the characteristics of the scenery.

Let's look at the foggy early winter morning. (Courseware demonstration: 1-5 natural section)

A. Read the paragraph 1-5 by name. What do you seem to see when other students read aloud the imaginary picture?

B, take students into the countryside and feel the picture.

In the morning, you wake up, open your eyes and look out the window, your eyes are white, so you decide to go out for a walk. Push the door open, wow! A vast white world. You're walking along a forest path, and you see-

C, students input feeling screen

Health: The towers and mountains in the distance can't be seen, and the ones near-

D. The picture 1 deals with "white fog", which can also be called "dense fog" or "mist" when the fog is small.

Figure 2 deals with "one layer of yarn". "One layer" is a quantifier. Can you also say one layer? Send the words back to the sentence and read them again, and feel the hazy beauty in the fog.

The sun appears later in the early winter morning than before.

(slide: paragraph 4),

1, through this sentence, do you see what is in front of you? Connecting with the reality of life, guiding the understanding of the word "dazzle" and the word "Yao"

2. Imagine reading pictures and feeling the characteristics of sunshine in fog.

3. Compare pictures and words to understand how the sun rises.

Step 4 deal with reduplicated words

(Visual explanation of pictures, demonstration of actions)

First, the word card processing is slow, understand the overlapping words:

In this way, reusing a word or a word is an overlap. This repetition, like singing, not only lets us know what he means, but also feels beautiful. Read again!

B, are there many such reduplications in the text? Did you find it?

White and fuzzy, light and slowly thick.

(A guide to understanding overlapping: weak light means extremely weak light, and thick red leaves mean extremely thick fallen leaves. )

C, interactive experience of reduplication application

You see, overlapping is so useful that we can't underestimate it at ordinary times! In fact, there are many overlapping words in our classroom. Can you believe it? (Interactive: Call a child-her hair is very long; Her eyebrows are curved; Her smile is sweet; Haha, she walks like a kitten, gently; She runs like a gust of wind.

5. Form a picture and then return to the fog.

Multi-form and multi-level reading enables students to achieve the effect of reciting.

First, cooperative reading between teachers and students

B fill in the blanks with imaginary pictures.

C. Which scenery do you like? Read freely and then exchange reports.

Take the word baby home

Look at the pictures and try to recite and read.

(2) Compared with the teaching, the fog scene feels beautiful.

Transition 4: The fog slowly dispersed and the sun was shining. (Show pictures, read words)

1, extension: archery, archery action, through leaning, remembering fonts, imagining the similarities between "light" and "arrow", forming the perception of the word "mans".

2, convergence: amazing, the same scenery, different times, different faces.

(The slide shows the comparative readings when the fog disappears and after the fog disappears. )

When there is fog, the towers and mountains in the distance can't be seen. When the fog clears, you can see towers and mountains in the distance.

3. (Direct slide show: paragraphs 8 and 9) Summarize the learning methods and learn paragraphs 8 and 9 by yourself.

4. Reporting and communication

A, experience the role of modifiers in reading aloud, and highlight them appropriately when reading aloud.

B. Compare the scenes of fields and Woods in and after the fog, and experience the hazy beauty and gorgeous beauty through words.

C, pictures contrast reading, feel the same thing in different time periods, different changes, and intuitively feel the hazy beauty and gorgeous beauty again (summary blackboard writing)

(Music begins: reading)

D, summary: good at discovering in life.

Fourth, broaden your horizons and extend your reading.

1, scenery appreciation

Children, our motherland is very big. Look, this is our hometown-Heilongjiang. The farther south, the higher the temperature, so even in winter, different places will have different scenes. Some are snowy, some are warm as autumn, and some are delicate as summer. Just like the end of June and the beginning of February in 65438+ every year, our hometown is still covered with snow, and the flowers fly a foot. A large area of rapeseed has quietly bloomed in distant Yunnan. (Slide show picture)

2. Appreciation of American Literature-Early Winter Morning

Use the reading method you have learned to imagine the picture of early winter morning while reading and feel the scene of early winter around you.

Under the thin ice of the river,

Small fish swim quietly at the bottom of the river.

Green grass,

Suddenly turned dark yellow,

Of course, they have withered.

Poplar leaves are blown by the wind,

Drifting down one after another

Like a bald old man.

Wild chrysanthemums are blooming alone.

Swinging in the cold wind,

Looks strong.

The beauty of early winter morning,

It is a kind of quiet beauty.

The new curriculum standard of "Early Winter" in the second grade Chinese teaching design clearly points out that the second grade reading teaching should guide students to fully perceive and feel the whole in reading; Cultivate students' sense of language in reading and let them be influenced by emotions.

I. teaching material analysis

The text of Early Winter is short and illustrated, with the order of "in the fog, after the fog" and clear context. It shows us the beautiful scenery of the mountain village in the early winter morning with beautiful language. In particular, the articles are arranged in chronological order, and each floor has a clear spatial order, which is a good carrier to guide students to understand the characteristics of winter scenery and educate students emotionally.

Second, the design concept

Promote thinking by reading, guide students to grasp the context of the article, and feel the landscape characteristics different from those of the mountain village after fog. Free reading-competition at the same table-reading in groups-observing the situation with pictures to stimulate students' desire to read. According to the language characteristics of junior children, we should skillfully set up teaching situations, build a communication platform for students, closely combine language training with thinking in images, express and recite the text by ourselves and with feelings based on language training, which not only makes students feel the beauty of language expression, but also enables them to internalize the language and learn to use it.

Third, the teaching objectives

Knowledge goal: Know the new words 10 in the text and read the text correctly, fluently and emotionally.

Ability goal: guide students to understand and feel the text in real life, and cultivate the ability to understand words and phrases.

Emotional goal: understand some characteristics of nature in early winter, so as to love nature more.

4. Emphasis and difficulty in teaching: understand words and phrases in combination with students' existing life experience, and recite the text with emotion.

Five, teaching preparation: courseware

Sixth, the teaching process:

(1) import

1, dialogue: winter goes and summer comes, the stars move and the seasons change. So which of the four seasons is more beautiful in your mind? Every season brings us different feelings. Speaking of winter (writing on the blackboard: winter), what picture will emerge in front of your eyes? But "Early Winter" will make you feel a different style.

2. blackboard writing topic. 17 Early winter

3. Look at the questions together and ask when the early winter refers to.

4. Give inferences: In early spring and early autumn, the sun just rose-for the first time.

(2) Read the text for the first time and feel it as a whole.

1, free reading, accurate pronunciation is required, and words you don't know should be read several times.

2. Check the students' mastery of difficult words in this lesson.

3. Read the text at the same table and mark the serial number of the natural paragraph.

4. Read the text by name and think about what the text mainly says.

(3) Read the text carefully and feel the text.

1, enjoy the beautiful scenery in the fog while reading a book.

Look at the picture and feel the fog-talk about the fog intuitively-read it emotionally and fill in the blanks in the text.

2. Compare the changes after fog and enjoy the beautiful scenery.

3. Grasp key words and sentences for oral and writing training.

(1) There are many large persimmons hanging on the persimmon tree, like red lanterns.

(2) There are big persimmons on the persimmon tree.

Teacher: Compare which expression is better?

Teacher: Who will try to write the yellow leaves more vividly?

There is a thick layer of yellow leaves in the forest, like _ _ _ _ _ _ _ _. Please write it in the book.

Teacher: Can you still imitate this sentence?

There is a thick layer of yellow leaves in the forest. Only pine and cypress are not afraid of cold, but they are still so green.

Teacher: Students, imagine what leaves have fallen in the forest.

But only pine trees and cypresses are not afraid of cold, and they are still so green. What do you want to say to the pine and cypress?

Step by step, imitate and guide from shallow to deep, pave the way for the expression training of students' thinking, promote and train students' language expression in a solid and effective way, and achieve the purpose of internalizing and accumulating language. )

(4) Read aloud with music and enjoy the text.

Teaching design of Chinese teaching objectives for grade two in early winter;

1. Learn the new words in this lesson and understand the words "white and vague".

2. Learn section 1-3, accumulate sentences, introduce the scenery in the fog with the sentences in the book or in your own language, and find sentences describing the scenery in early winter after class.

3. Through learning, students can understand the characteristics of natural scenery in early winter and cultivate their ability of observation and imagination.

Teaching process:

First, put forward the theme.

Teacher: Children, autumn has passed and winter has just begun. Let's call it "early winter". Show the topic "Early Winter of 28" and watch it together. What do you want to know after reading the topic? Ok, let's listen to how this text describes early winter.

Second, listen to the tape and feel the whole thing.

Listen to the recording of the text and think: What scenes are written in the text? Students communicate, the teacher writes on the blackboard and shows the cards "in the fog" and "after the fog clears". This article is about the characteristics of these scenery in and after fog. Children nowadays must really want to read the text by themselves. Let's learn the words and read the text. Show new words with multimedia and pay attention to their sounds, shapes and meanings.

Third, self-study the text and check in groups

Read the new words by name (multimedia demonstration). Students read them in their favorite way.

Compare the stroke order, structure and antonym of "Mang", "Mang" and "Ye", read the text and comment.

IV. Learning Part 1-3

1, the author described the scenery in and after the fog to us in beautiful language. Today, we are going to learn about the scenery in the fog, that is, section 1-3. Read section 1-3 quietly by yourself, then choose your favorite section to read and tell us what you have read. Random blackboard writing

2. Students communicate and guide reading.

3. We are already familiar with section 1-3. Now the teacher will test you. Can you tell the contents of section 1-3 on the blackboard without reading books? Let's talk about it first Say its name. Who can connect and say? Communication.

From the introduction just now, we know that fog makes the scenery in early winter more beautiful. Let's read 1-3 with beautiful music.

I know many children find some sentences describing winter scenery in extracurricular books. Let's enjoy them together. Student exchange.

Verb (abbreviation of verb) abstract

Today, we learned 1-3 of this text together, and we learned very well. Next class, we will continue to learn about the scenery behind the fog.