Chinese teaching plan 1 teaching purpose:
1. Learn the new words in this lesson.
2. Read and recite the text correctly, fluently and emotionally.
3. Through the study of the text, I feel that everything in nature thrives like a child, inspiring students to love nature and life.
Teaching focus:
1, master the new words in this lesson correctly.
2. Read the text correctly and fluently and recite the text.
Teaching difficulties:
Through the study of the text, I feel that everything in nature grows sturdily like a child, inspiring students' feelings of loving nature and life.
Teaching time:
Two class hours
first kind
Teaching purpose:
1. Learn the new words in this lesson.
2. Read the text correctly, fluently and emotionally.
Teaching emphases and difficulties:
Read the text correctly, fluently and emotionally.
Teaching process:
First of all, starting from life experience, talk about entering a new lesson.
1. Teacher-student communication: What do students see on their way to school every morning? Hurry up and introduce it to everyone. On the way to school, the students rushed to introduce their experiences and suddenly entered the school scene. )
A child saw many "green dolls" on his way to school. (writing on the blackboard, reading questions. )
3. What's going on? Let's go and have a look.
Second, check the preview and understand the general idea.
1, the teacher reads the text.
Teacher: Students, please listen to the teacher. Read this text first. Let's feel the beautiful scenery of the small pond together.
2. Students can read the text freely with the help of Pinyin.
Teacher: The students listened carefully just now. Now, please read the text carefully by yourselves and read out what you are not sure about.
3. In the form of group competition, check students' literacy with new word cards.
Teacher: Do you all know the newborn in the text? Now let's compete in four groups to see which group can read the new words accurately and loudly.
The teacher summed up the results of the game and hung red flags for the teams that performed well.
This game consolidates new words.
Look, there are many green dolls here. Do you want to take them home?
Cards showing new words in the shapes of grass, autumn seedlings and leaves. Ask the students to stick them on the blackboard if they read correctly. After the game, a complete poetic picture of "green doll" appeared on the blackboard.
Third, read the text intensively and break through the key points.
1, students are free to choose their favorite parts, practice reading aloud and imagine the picture.
Teacher: Please choose your favorite part of the scene, which is very beautiful. After reading it, what kind of picture is your favorite part?
2. Four groups exchange and study.
Teacher: Now the teacher wants to exchange and study in groups of four. How do we do this? The group leader is responsible. Each group member takes turns to read your favorite part of the text to other students, and then tell them what it looks like. Other students can supplement it.
3. The whole class exchanges feedback and guides reading.
Fourth, learn new words and guide writing.
1. Students recite the word "tree" by themselves.
2. A student analyzed the font structure of the word "tree".
3, carefully observe the position of the word "tree" in Tian Zige, say what should be paid attention to when writing?
4. As a demonstration guide, students practice writing new words and then compare them with the demonstration words.
5. The teacher chooses the words that are better written for the whole class.
5. Choose your favorite paragraph and read it aloud with emotion.
Second lesson
Teaching purpose:
1. Learn the new words in this lesson.
2. Read and recite the text correctly, fluently and emotionally.
3. Let students feel the prosperity of all things in nature like children, and inspire students to love nature and life.
Teaching focus:
Read the text correctly, fluently and emotionally, and recite it.
Teaching difficulties:
Through the study of the text, I feel that everything in nature grows sturdily like a child, inspiring students' feelings of loving nature and life.
Teaching process:
First, check the import.
Know all kinds of new words.
Second, the scene blend, interactive dialogue, happy reading.
1, listen, who is clapping? The wind blows the leaves. The students listened with great interest and scrambled to answer. ) Oh, it's a baby leaf! Do you hear what they are saying? What else did you see? Encourage students to imagine, draw pictures in their minds and talk to the text. )
2. How happy the leaf doll is, growing up in the arms of the big tree mother; How happy the leaf doll is. When the wind blows, it likes to clap its hands and collide. Who wants to see it?
3. Practice reading freely, choose your favorite reading style and show it on the stage.
Third, recite the text
Fourth, guide writing.
Review and consolidate verbs (abbreviation of verb)
1. Read and recite the full text.
2. The second question, the third question after class.
Blackboard design:
12, green doll
The leaves are green dolls.
Qiu Miao is a green doll.
Grass is a green doll.
Reflection after class:
Teaching objectives of Chinese lesson plan 2;
1. Experience the subtlety of the article through reading and overall perception.
2. Experience the application of comparative skills in the text and learn to use the method of comparative description appropriately.
3. Grasp the key points, taste the language, understand the author's personalized description of horses, and cultivate students' personalized reading ability and perception ability.
4. Understand the author Buffon and the author's thoughts and feelings.
Teaching emphases and difficulties:
1. Cultivate students' ability to clear their minds and understand the main contents through reading in various ways.
2. Try to figure out the experience, contrast description, understand the function, and learn to use the method of contrast description appropriately.
3. Taste the anthropomorphic description language of horse in the article and experience the author's emotion.
Class schedule: one class.
Teaching methods: reading aloud, lecturing and answering questions.
Learning methods: combination of reading and writing, reading aloud, discussion and cooperative inquiry.
Teaching process:
First, import:
1. praise horses with passionate language, strongly infect students and introduce text learning.
2. About the author: Buffon, French naturalist and writer. Born into a noble family, he was educated by the church since childhood and loved natural science. Director of the Royal Garden (Botanical Garden) from 1739. He devoted his life to the management of royal gardens and spent 40 years writing 36 volumes of natural history. Buffon is the successor and propagandist of humanism. In his works, he is used to depicting animals with humanized brushstrokes. Like the horse in the text, it is endowed with the brilliance of human nature, like a brave and loyal warrior, like a docile and honest servant, like a brave and wild ranger, like an elegant and noble gentry.
Second, the preliminary reading of the text, the overall perception
1. Key words sound, form and meaning; Attach words to sentences (in the form of challenging opponents)
2. Summarize the writing content of the article:
Clear: This paper describes two different living conditions of domesticated horses and natural wild horses.
Third, read the text intensively and clarify the writing ideas.
1. The teacher read the first paragraph with emotion. Ask a question: What did you hear from the teacher's reading?
Clear: As far as I heard, I heard the brave and docile characteristics of domestic horses.
2. Read the second paragraph freely and sketch out the sentences describing the horse's appearance.
Clear: the sign of slavery: wearing a saddle-shaped mouth, abdominal deformation left hoof marks; The sign of being played: the silk carpet with the neck braided by gold chain and the thin braid cover.
3. Read the third and fourth paragraphs silently and find out the words that best express the characteristics of wild horses?
Clarity: Nature: freedom, energy, noble spirit, brave and wild, willing to coexist peacefully.
4. Read the last paragraph quickly to find out from what aspects the author described the appearance of wild horses. (in the form of a quick answer)
Clear: the figure is symmetrical and beautiful, the head proportion is neat, the eyes are bright, the ears are not too big or too small, the tail is drooping and luxuriant, and the skin is solid and sensitive.
Fourth, contact your own reality and understand the author's feelings.
1. What kind of horse would you be if you were a horse? What would you think?
Clear: Yes, if I am unfortunately not qualified to be a man when choosing a life form, then I will ask the creator to give me a wild horse. If my desire is not satisfied, let me become a wild horse and pursue greater freedom in action. (Excerpted from "If I were a Horse" by Liang)
2. How to treat the "noble conquest" of horses by human beings?
Clear: Horses are friends of human beings, but humans are not friends of horses. Human education "begins with the loss of freedom and finally accepts bondage"; Humans also cruelly imprison it with "armor", "bone spurs" and "nails". More tragically, many people turn horses into their playthings to satisfy their vanity.
Are you aware of the author's emotional tendency?
Clear: I deeply sympathize with domestic horses and sincerely praise wild horses.
Fifth, analyze sentences and find bright spots.
1. Feel the language beauty (rhetoric beauty, rhythm beauty, picture beauty) of the article through reading aloud.
2. The application of comparative skills in tasting articles
Clear: artificially improved domestic horses are compared with beautiful and natural wild horses. The morphology of wild horses is compared with that of other animals. The author's deep sympathy for domestic horses is compared with his heartfelt praise for wild horses.
3. Find out the sentences that you think are difficult or meaningful, and interpret and appreciate them.
For example, "its education began with the loss of freedom and finally accepted the bondage"?
The discussion is clear: first of all, "education" is anthropomorphic usage, which refers to the domestication of horses by human beings. Secondly, "starting from the loss of freedom" means that the horse is taken care of and fed as soon as it is born, rather than finding food freely by itself; "End in bondage" has two meanings: (1) means putting a reins, saddle, armature and horseshoe on a horse; (2) It means that the horse accepted the idea of obedience ideologically, and obedience became the nature of the horse. This sentence summarizes what human beings have done to horses, expresses the author's deep sympathy for horses, and places his political ideal on horses.
Sixth, expand the extension and summarize the storage.
1. Extension: Write a paragraph in a pouring language to express your feelings for horses. Students read aloud in class and share with teachers and students.
2. Summary and storage: The text is a scientific essay introducing horses, and it is also a beautiful article praising freedom. In literary style, the author not only shows us the characteristics of two kinds of horses, but also shows sincere praise for horses living freely on the boundless grassland and deep sympathy for enslaved horses raised, trained and driven by people.
Seven. distribute
1. Collect idioms and allusions about horses.
2. Compare and describe an animal you like.
Attachment: blackboard design
horse
Buffon (France)
Domestic Horse (Artificial Improvement)-Contrast-Wild Horse (Beautiful Nature)
Temperament: Self-discipline and Nature: Beauty (Freedom)
Form: enslaved character: beauty (peace)
Spirit: Being played with Appearance: Beauty (Symmetry)
Deep sympathy-contrast-sincere praise
Editor's comment: The most desirable part of this lesson plan is to attach importance to students' basic Chinese training, but it is not rigid. The use of various teaching methods ensures the interest and vividness of this class. (text)
Chinese teaching plan III. Introduction
We have clarified the main idea of this article last class. We will discuss some key sentences and paragraphs in this lesson.
Second, discuss learning.
1. Why should I write the origin of plums at the beginning of the article?
Qing: There are many places where plums are produced, which are called talents in the world. The word "all" means the prosperity of plum production.
2. What is the function of comparing Mei's Qu He Zhi, Shu He Mi and Yan He Zheng?
Cheng Ming: These words show the morbid judgment standard of Mei in a morbid society, which is actually the standard for the ruling class to choose talents. In order to maintain the feudal autocratic rule, the authorities hate and stifle those honest, energetic and energetic talents, and want people to become crooked, evil and lifeless mediocrities and slaves.
3. What is the reason why "literati painters" all "know what they mean" but dare not write big characters to win the world?
Clear: Although they acquiesce in this standard, they dare not use this standard cloud to measure "the beauty of the world". In fact, they dare not directly reveal their political goals.
4. What did the accomplices of feudal rulers do?
(original answer)
"Righteousness, lift its sidebars, delete its secrets, kill its young branches, hoe its straightness, and suppress its anger."
Seeing Mei's illness, the author made up his mind to "swear to cure". What do you think of Mei?
Qing: "Let it go, destroy its basin, bury it in the ground, and solve its brown knot; For five years, it will be restored. "
The "must" here echoes the "oath" above, expressing the author's determination not to give up until the curative effect is achieved. Under the historical conditions at that time, this spirit is commendable, which shows the author's urgent mood of pursuing personality liberation and "not sticking to one pattern and degrading talents" and is the concentrated embodiment of his democratic thought.
6. At the end of the article, what kind of feelings did the author express?
Clarity: In the dark reality, in the face of powerful reactionary forces, the author has the determination to "heal the plum blossom" but the ability to blame himself is very small, so he took it up with a sigh and expressed his feelings that he was unable to do so. The author intends to change the reality, advocate personality liberation, and advocate cherishing and cultivating talents, which is of positive significance. Gong Zizhen wrote in Poems on the Sea: "Falling red is not heartless, but turning into spring mud can better protect flowers" is a portrayal of this ambition, expressing the author's determination to persist in fighting and strive for social transformation.
Third, summary and induction.
1. About "expressing ambition by things"
(1) What is "holding things to show your will"?
"Expressing one's will by supporting things" refers to speaking abstract and profound truth with common, concrete and simple things. In Things, "Zhi" means writing things, but actually reading "Zhi".
(2) Why use "support to express will"?
Based on the analysis of the background of the times at that time, under the horrible atmosphere of "literary inquisition" at that time, the author could not directly criticize the social theme of the Qing rulers' suppression and destruction of talents, so he could only use this music to expose the shortcomings of the times and speak out loudly, asking Mei to discuss politics and save talents.
Fourth, recite the full text
Verb (abbreviation for verb) assigns homework.
1. Recite the full text.
2. Understand the author's writing technique of "expressing ambition with things", and write a short article with the technique of "expressing ambition with things" to explain a truth clearly.
Teaching objectives of Chinese teaching plan 4
1. Communicate with classmates how to express love with irony.
2. Learn to remember new words by changing radicals.
3. Knowing and communicating a set of idioms with classmates is a metaphor; Experience the usage of colon; Understand the expression effect of modal particles.
4. Practice writing, so that the spacing between words is moderate and the size of words is basically the same.
5. Bees reciting ancient poems.
Emphasis and difficulty in teaching
Communicate with classmates how to express love with irony; Learn to remember new words by changing radicals.
Teaching preparation
Multimedia courseware.
Teaching time is 2 hours.
Lesson 65438
Class goal
1. Communicate with classmates how to express love with irony.
2. Learn to remember new words by changing radicals.
teaching process
I. Communication platform
1. Introduce the new lesson.
Teacher's guidance: After learning the text of Unit 4, we feel the cuteness of animals written by the author and how the author expresses his love for animals. Today, we walked into the "Chinese Garden" together and continued to observe, discover and think. (Blackboard: China Garden)
2. Courseware shows sentences extracted from the text, and the teacher reads them by name to guide students to understand how the author expresses love.
Courseware demonstration:
R cat's personality is really a bit odd.
R Goose must be waited on while eating. Too melodramatic!
R If you had caught up with such a mess to show off, no fish would have taken the bait.
3. Teacher transition: Students, expressing your true feelings is one of the magic weapons to write a good article, but how to express your true feelings? Different people have different opinions. Read these sentences. What did you find?
4. Students exchange and discuss.
Example 1: The "eccentric" in the first sentence means that it is quite different from the general situation and makes people feel surprised or rare. In the text, it means that the cat's personality is elusive. This sentence shows the author's love for cats.
Example 2: "Full of shelves" in the second sentence is also a derogatory term, which refers to the shortcomings of geese, but what we feel from it is the author's love for geese.
5. The courseware shows several groups of situations, and the teacher instructs the students to use the expressions they have learned to write and write.
Courseware demonstration:
R's cat knocked over my ink bottle.
Mom said I was honest.
Sister r is timid.
6. Students imitate sentences, and the teacher calls the roll to read aloud. (Show courseware)
Courseware demonstration:
R's cat is really naughty. It knocked over my ink bottle and poked some small beautiful flowers in my exercise book.
Mother R often says to others, "That silly child in our family can't even tell a lie. Too real. "
Sister r is very courageous. If a cat passes by occasionally, she will run behind her mother and hide.
7. Instruct the teacher in time, and summarize: Students, "all kinds of excellent works are only true", expressing true feelings is one of the magic weapons to win in writing, and we should pay attention to methods to express our true feelings in writing. In today's "Communication Platform" column, we learned how to express our love with irony. I hope students can use what they have learned in their usual speeches and compositions to improve their writing level.
Second, literacy gas stations.
1. Courseware shows new words.
2. Teacher's guidance: Now we come to the "literacy gas station". Today, in this column, we learn a new way to remember new words. Let's go and have a look.
3. The teacher guides the students to observe: Look at these words. What did you find?
4. The teacher shows the courseware through the camera according to the students' communication.
Courseware demonstration:
The right parts of the three new words in each group are the same.
The capital of part R has ideographic characteristics, and the radicals of new words are different and their meanings are different.
The pronunciation of R is mostly the same as or similar to the right half.
5. Read the pronunciation correctly and observe the radicals.
(1) Students can read new words freely.
(2) The teacher identifies new words by name, and the camera corrects the sound.
(3) Teacher: What changes have taken place in the meanings of these words when the radicals are different?
(4) Courseware displays words.
6. Memorize new words by classification.
(1) Understand the ideographic characteristics of radicals.
Teacher: After reading the words, have you found the secret of memorizing new words by changing the radicals? Talk to the team members. (The emphasis is on "rod-liver-handle")
Teacher's guidance: all three words have the same part, which is "gan". When the radical changes, its meaning also changes, forming a new word.
② Summarize the methods of changing the radicals to remember new words: "Pole" is related to wood, so it is beside the wood; "Liver" is a part of the human body, so it is next to the word "moon"; "Wheat straw" is related to crops, so it is used next to the word "He".
(2) Teacher-directed classified memory: other groups of new words are also memorized by changing radicals. Is it easier? Let's read it together!
(3) Summarize and expand.
1 Teacher's guidance: Indeed, the words next to singles are related to Otawa people, such as the beautiful word "Joe"; Most of the words beside the word "mountain" are related to mountains, such as the steep word "steep". What about the word three-point water? Related to rivers, such as the word "Pu" in Huangpu River. What about the words beside your mouth? Most of them are related to the mouth, such as the word "food" for feeding. What radicals can we use instead of "extreme, elimination and seizure" to form new words? (Show courseware)
Courseware demonstration:
Gan gan Shao Fu Qin pu
② Students can read and practice word formation freely.
7. Teacher's summary: Today, we learned the new word 12, and learned how to change the radicals to remember new words. What a great harvest! So did everyone remember the new words? Let's have a try!
8. The challenge of recognizing new words by pinyin. (consolidation exercise of driving a train game)
second kind
Class goal
1. Know and communicate with classmates a set of idioms used to describe people; Experience the usage of colon; Understand the expression effect of modal particles.
2. Practice writing, so that the spacing between words is moderate and the size of words is basically the same.
3. Recite the ancient poem "Bee".
teaching process
First, the use of sentence fragments
1. Courseware shows the words in the first question of "Use of Sentences".
(1) Read it. Read by name; Boys and girls compete to read; Read all the students.
(2) Group communication. What are the characteristics of these words? (Default: All idioms are metaphors)
(3) Teacher's guidance: Do you know the meaning of these words? Let's communicate in groups of four!
(4) The teacher calls the roll. (Courseware shows the meaning of words)
(5) Teachers instruct students to talk in groups of four, and then communicate with the whole class.
Teacher's guidance: Now that everyone knows the meaning of these words, can you choose one or two words to say a sentence?
② Healthy communication.
Example 1: Every revolutionary soldier has the hard-working spirit of "old ox".
Ex. 2: My deskmate loves singing. She is the lark in our class.
(6) expand and extend. Teacher: What other idioms are you familiar with?
Default: idiot, frog in the well, scapegoat ...
2. The courseware shows the sentence of the second question.
(1) Read it. Students can read freely; Group reading; Read it together.
(2) say it. Group communication: What do you think the colon in the text does?
(3) Teacher name exchange, summary: The colons in these three sentences are used after the general sentences to remind the following. (Courseware demonstration: colon prompt below)
(4) Teacher: Can you choose one of these three phrases and write a paragraph according to the example? Students practice writing. The courseware shows: a boastful dog, a careless little hero and a warm-hearted grandmother.
(5) The teacher calls the roll. (Courseware demonstration example)
3. Courseware shows the sentences of the third question, reads the sentences by name and realizes the added words.
(1) Students exchange ideas after reading. The teacher concluded that the added words are modal particles, which can express the speaker's love well. Pay attention to expressing emotions when reading again. (courseware demonstration: modal particles express emotions)
(2) Teacher: What's the difference between removing added words and reading aloud? (Show courseware)
(3) Compared with reading, boys and girls feel differently.
(4) Teacher's summary: After removing the added words, the tone of speech becomes very stiff, and it is impossible to express the speaker's feelings. We should also learn to use these modal particles to convey our feelings in our daily oral and writing.
(5) Practice oral English in groups, and pay attention to using modal particles to express your feelings. (Show courseware)
Courseware demonstration:
R listen, it quacks from the front yard to the back yard, and quacks from the back yard to the front yard, endlessly, and for no reason, annoying!
R, take a walk on the path! Look at those flowers, grass, trees, suddenly refreshed.
Second, writing skills
1. Courseware shows the content of "writing skills".
(1) Read the name out loud.
(2) Students can freely read the words on the right side of "Writing Tips".
2. The teacher's courseware shows the matters needing attention when writing in the horizontal grid, and encourages students to supplement.
(1) Students practice writing, teachers patrol, give timely guidance, and emphasize writing posture and precautions.
(2) Show outstanding works and comment in time.
Third, accumulate over time.
1. Accumulate ancient poetry bees.
(1) The courseware presents ancient poems and plays audio books at the same time.
(2) Teachers guide students to read ancient poems by name; Read all the students.
(3) Briefly introduce the poet and his creative background. (Show courseware)
(4) Understand the meaning of the poem.
1 Teacher's Guide: What have you read?
(2) The teacher calls the roll.
(5) Teacher's summary: This is a poem about objects, praising those who work hard all day and are not afraid of difficulties, and satirizing those who get something for nothing.
2. Practice reciting.
3. Extension and expansion. Teacher: What other ancient poems about things do you know? (Show courseware)