Literacy teaching plan

As an educator who gives lessons to others, we should work out teaching plans, which will help us understand the contents of teaching materials and then choose scientific and appropriate teaching methods. What formats should I pay attention to when writing lesson plans? The following are three literacy teaching plans that I collected and sorted out, hoping to help everyone.

Literacy teaching plan 1 1, teaching objectives

1, know 6 new words and 2 polyphonic words, and write 5 words.

2. Understand the traditional customs of Chinese New Year.

3. Read the ballads correctly, fluently and emotionally.

Second, teaching difficulties

1, learn about the traditional customs of Chinese New Year.

2. Be able to write neatly and symmetrically.

Third, the focus of teaching

1, know 6 words and 2 polyphonic words, and can write 5 words.

2. Read the ballads correctly, fluently and emotionally.

Fourth, teaching preparation.

New word and phrase cards.

Verb (abbreviation of verb) teaching time

2 class hours.

first kind

Teaching process:

(A) to stimulate interest and introduce new courses.

1, display couplets, firecrackers, window grilles, family banquets and other patterns. Let the students say, what is this? What do you think of when you see these?

2. Show the topic: Do you have any questions when you see the topic?

(1) What is a busy year?

(2) What are you busy with?

3. Read children's songs with questions and see what problems you can solve. Meanwhile, circle the new words and read them several times.

(2) Self-study children's songs and new words.

1. Students read children's songs and circle new words.

2. Play the game you said I was looking for in the group. The group leader will pronounce a word, and other students will find the word from their new word cards and read it again to see who can hear it, find it and read it correctly.

(3) Check the feedback and recognize new words.

1. When giving feedback on the pronunciation of new words, teachers can use a variety of reading methods, such as personal reading, train reading, and reading with teachers. Recognizing new words should be combined with recognizing words and sentences.

Such as: Laba porridge-porridge, what else have you drunk?

Tofu-rot, the word "tofu" should be read lightly. Have you ever eaten tofu?

Wine and meat-wine, what wine do you know?

Steamed steamed buns-steamed buns.

Stay-stay, do you know another pronunciation of "stay"?

Twist.

2. Introduction: Put the new words back into the children's songs. Can you still read these new words? Let's read the nursery rhymes again. Think while reading a book. Can you solve the question you just asked yourself?

3. Ask the students to tell what people are busy with a few days before the Spring Festival. What sentence do you know?

Read the sentences you find.

Students may have incomplete answers, and teachers can ask students to supplement them, but teachers should focus on letting students find sentences and read them correctly, so that students can recognize new words repeatedly, instead of asking students to find out what the whole person is busy with.

(4) Contact life and guide reading aloud.

1. Please think about it. What are your family busy with during the Spring Festival?

The Spring Festival is coming. What will you be busy with? What's your mood?

The Spring Festival is coming. You must be very happy, reading children's songs with a happy mood.

4. Clap your hands and read children's songs.

(5) homework.

1, read children's songs.

2. Check the information and talk about what other customs people have during the Spring Festival.

Second lesson

Teaching process:

(1) information exchange.

Exchange information about Spring Festival customs after class.

For junior students, the homework requirements for searching materials should not be too high. Students can recall their own lives and make materials. They can ask their parents and make information they know. Data can be pictures, photographs or language descriptions.

The focus of information exchange is to make students speak clearly.

(2) Consolidate new words.

1, read children's songs by name, pay attention to let students read the pronunciation correctly, and ask students to comment after reading.

2. Show the words and consolidate the pronunciation of Chinese characters in the read words.

(3) Independent memorization.

Let the students talk about the good ways to remember these words. Teachers give guidance according to students' answers, with the aim of making students memorize independently. Students' memory methods may be unreasonable or unscientific. Teachers should guide students to choose the best one and improve the efficiency of memorizing words.

(4) guiding writing.

1, classification guidance.

(1) Let the students observe X words and ask them to say, what should they pay attention to when writing these words well?

For example:

Wine: Don't forget to write a short paragraph.

"Twist": Pay attention to the stroke order on the right.

(2) Choose words that you think are difficult to write, carefully observe the position of each pen in the court and practice writing.

(3) Feedback and correction.

2. Key guidance.

(1) The teacher focuses on "wine" and "start".

(2) Students practice writing.

(3) Feedback and correction, pay attention to let students carefully observe the model essay, and find out where their writing is well written and where it needs to be improved, so as to improve their writing level.

Practice writing other Chinese characters.

Teaching objectives of literacy lesson plan 2:

(1) Teach children to read Chinese characters: sea, waves, washing, bathing, sweating, tears, juice and swimming.

(2) Let children know that all Chinese characters with "ミ" as the radical are related to water and can make words.

(3) Cultivate children's interest in Chinese characters.

Teaching preparation:

(1) A slide show with Chinese characters such as waves, swimming, bathing, sweating, tears and orange juice.

(2) Children should have a set of operation cards.

3. Teaching emphasis: Know some Chinese characters related to "ミ". "

4. Teaching difficulties: using Chinese characters related to "ミ" to form words.

5. Teaching process:

Children read Chinese characters by watching slides.

The teacher projected the slides marked with Chinese characters onto the screen and asked the children to observe the Chinese characters beside the screen. The teacher asked: What do these words mean? What does it have to do with pictures? Let the children read the words next to each picture. Please lead the children who know these Chinese characters to the blackboard to read aloud, and introduce their own reading experience with pictures.

Teachers and children read Chinese characters together.

Teachers lead children to know Chinese characters. In the process of recognizing Chinese characters, the teacher pays attention to correcting the child's incorrect pronunciation. After recognizing Chinese characters twice, the teacher points to let the children collectively recognize Chinese characters.

② Teachers organize children to discuss the structural characteristics of these Chinese characters and ask questions: a. What are the similarities between these Chinese characters? (Guide the children to say that these Chinese characters have three parts of water, and the composition of each word is related to water. B, what are the structures of these Chinese characters? The teacher helps the children to analyze the structure of words and guide them to say that these words are left and right structures. C. The teacher asked the children to think about other words related to water and say some words with "ミ" beside them. Carry out activities around the commendation content.

The teacher told the children that China's Chinese characters are very interesting, and each word represents a meaning. If you combine a word with another word, it becomes a word and its meaning changes. Today, we let the children play a word grouping game to see who can connect these words with other words to form a new word. Ask individual children to compose words first, and then the two children play "puzzles" together.

(4) Summarize and recognize the content.

The "Word Recognition Competition" adopts the form of group answers to help children review their reading content. The teacher holds the picture, the child should read the corresponding Chinese characters, the teacher should read the Chinese characters, and the child should hold the corresponding picture. See which group of children shakes Xiaoling first, and let the children in this group answer the reading. The group that answers quickly, accurately and frequently is the winning group, and the teacher gives each of them a medal.

Literacy lesson plan 3 1. Introducing dialogue to stimulate interest

1. imported from the time machine in Doraemon.

Teacher: Students, have you seen the cartoon Doraemon? Do you like watching it? Teacher Xiang likes it, too The magical time machine inside can not only predict the future, but also go back to the past! In this lesson, let's take an ancient trip by time machine and see the life of ancient people. Sit tight. We're off.

Second, new funding.

(A) teaching the word "day"

1, in order to identify and show pictures of the sun, and lead the teaching of Japanese characters from the sun.

The projection shows the original life during the day.

Teacher: Hey! Where are we? Why do these people look different from us? Oh, it seems that the time machine took us to ancient times.

Look at the pictures carefully. Think about it: when you see the sun in the sky, which word will you think of?

The camera courseware displays Japanese characters in italics and writes them on the blackboard.

Teacher: How did the ancients write the word "day"?

The courseware shows the hieroglyphics of "day" and its evolution process in an intuitive and vivid way.

The teacher explained that "day" is the regular script we are writing now. How did the ancients write this word at that time? The courseware shows the hieroglyph "day" and students observe it (what is the difference between it and today's regular script, and what is its shape? ) It is shaped like the sun and round. There are too many things in this point and circle, so adding a point means that the sun will shine and heat. Then the ancients saw this round thing like the sun and knew it was Japanese. Last class, the teacher said that ancient Chinese characters were generally made by imitating the shape of pictures. What do we call this word that imitates the shape of the picture? (Students answer pictographs) Yes. What a good memory. (Pictographs are not as straight as italics today.) The ancients were really smart. When they see these things, they imitate their shapes to create words. These are ancient hieroglyphs. With the passage of time, people straightened the curved strokes for the convenience of writing, and gradually became the present Chinese characters. Many Chinese characters nowadays have evolved from them. Well done! Let's learn these interesting Chinese characters by looking at the pictures! This is a symbol used by the ancients to record things. It is a hieroglyph. Many of our words today are hieroglyphs.

The courseware shows the evolution diagram of the word "Japanese", and the cards consolidate the hieroglyphs, small seal characters and regular script characters that identify Japanese characters, and then stick them on the blackboard for writing.

Transition: The sun goes down and it is getting dark. Let's see what rises in the sky. (Student: Moon) Teach the word "Moon", look at the crescent moon and guide the students to read the new word "Moon". ""is an ancient Chinese character, imitating the shape of a crescent moon, an pictographic character, and ""is a small seal script (the method is similar to that of "Japanese").

Transition: It's getting dark. What should they do when there was no electricity? Teach the word "fire" to look at the flame diagram and guide the students to read the new word "fire". ""is an ancient Chinese character, a character that imitates the shape of a flame, a hieroglyph, and ""is a small seal script. (The method is similar to the word "day")

Transition: It's dawn. Apes get up. The first thing they do after getting up is to wash their faces. Look, some apes ran to the river to wash their faces. Teach them the word "water" and look at the river map, and guide the students to read the new word "water" ""is an ancient Chinese character, imitating the shape of a river, a hieroglyph, and ""is a small seal script. (The method is similar to the word "day") Stick four cards on the blackboard, showing the evolution of Chinese characters. Review and consolidate four new words. A new word card with pinyin is posted on the blackboard, and students read it together, which consolidates the form of group reading.

Third, teach reading children's songs,

1, check the preview, take people to read children's songs, the teacher reads them, the whole class reads them together, and compare them in groups.

2, children's songs expand,

(1) The teacher asked the students what shape the red sun is and what shape the crescent moon is (curved).

(2) (Fill in the blank) The crescent moon () of the red sun () and the river flame ().

4. Thinking: What do you know or what does the text tell you after reading this text? The camera summarizes the topic and writes it on the blackboard: reading and writing are very interesting.

Fourth, guide writing.

1. How many strokes are written in the student observation book?

2. Learn new strokes and strokes.

3. The stroke order of the study day is empty.

4. Win the Red Flag Competition

4. Observe the position of the "sun" in Tian Zige.

5. Teacher's model essay

6. Students write

7. comment. (Show wrong handwriting)

(same month)

Verb (abbreviation of verb) Teacher's summary:

Accord to that design of the time shuttle,

Students, imitating the shape of things to invent and create words is a way for the ancients to create words. They also invented many words in many ways, which are easy to remember and interesting. These words are waiting to meet us in the future study! 》