Teaching plan of Chinese "Small Village" in the first grade of primary school

# First grade # Introduction teaching plan is a practical teaching document designed and arranged by teachers in terms of teaching content, teaching steps and teaching methods according to curriculum standards, syllabus and textbook requirements and students' actual situation. The following is the unorganized information about the teaching plan of the first grade Chinese in primary school, Xiaoshan Village, hoping to help you.

1. Knowledge and skills of the teaching plan of "Xiaoshan Village" in the first grade of primary school:

1. Know 15 new words.

2. Read the text correctly, fluently and emotionally.

3. Learn to observe things systematically and introduce things.

Emotional values:

1. Feel the beauty of the small mountain village and cultivate positive and healthy aesthetic taste.

2. Carry out ideological education for students to love and build their hometown.

process method (design idea):

1. Start with a picture and appreciate the feeling.

2, from the picture and text, first reading perception.

3. Combining pictures and texts, reading and understanding feelings.

4. Expand practice and return to life.

teaching process:

1. Connecting with life and introducing conversation

Teacher: Everyone has his own hometown, which is extremely beautiful in everyone's eyes. Who would like to introduce their hometown to you? (Please introduce the children in the city and those who have lived in the countryside separately)

Teacher: Many students have never been to the countryside. Today, the teacher meets everyone's requirements. Let's go to a beautiful mountain village as a guest. Do you want to go? (Revealing the topic: small mountain village)

Second, learn new lessons

(1) Appreciate the picture and talk about feelings

Teacher: What do you think of this picture? What do you like in the picture? Tell it to everyone.

health: I like the green trees in the picture. They are very neat in rows. I like the river in the picture. There are lovely small fish and beautiful stones in the river.

teacher: do you want to know what the little author likes? Read the text quickly!

(2) Perception of first reading from pictures and texts

1. Teachers read the text and mark the serial numbers of natural paragraphs while listening.

2. How many natural paragraphs are there in the text? (students use gestures to express themselves)

(3) Read the text again and realize the feelings when entering the country

1. Read the text by yourself with illustrations and find out the words and sentences you like.

2. Communication: What impressed you deeply in the small mountain village? Read the relevant sentences or words.

(1) hillside. Understand "Pink Peach Blossom, Snow White Pear" with illustrations

A. What other flowers may be blooming in the orchard? (apple blossoms, apricot blossoms, etc.)

B. Video screening: the scene of flowers blooming, bees buzzing and butterflies flying in the fruit forest. What do you see? Hear what? I seem to smell something.

[Comment: With the help of modern educational means, the scene of the orchard is vividly reproduced, and the students' imagination is stimulated from the sound, color and smell, so that the students have an immersive feeling and are influenced by beauty. ]

(2) the foot of the mountain.

a, where do you see from the picture that this house is a school? (national flag)

B. What may we see when we come to school? Hear what?

C. What do you think of this school? What do you have in mind? (changes have taken place in the countryside; Build a building-style school; Hope primary school)

(3) Xiaohe.

a, what do you think of the river? Understand the meaning of "crystal clear".

b, accumulate words and practice speaking, and swim around.

(4) highways.

a, understand the meaning of "looking up". Who can show it by action? Where did the author stand to see it? (At the foot of the mountain) From the hillside to the foot of the mountain, in what order did the author introduce the small mountain village? (From top to bottom) What is the order of the roads from the front of the school to the distance? (from near to far)

B. What will be the "distant place"? What will this far-reaching highway bring to the small mountain village and take away? (the way to the city and communicate with the outside world)

C. Accumulated words: winding

3. What kind of small mountain village do you think this is after listening to the author's introduction? (Beautiful, rich and lovely ...)

Do you like it? What do you want to say to it?

health: Xiaoshan village, I love you! Small mountain village, you are so beautiful! Small mountain village, I want to live in your place!

4. Read the last paragraph together. Practice speaking "I love, I love."

[Applying what you have learned is an important language ability. Moving to speak in time after learning is not only conducive to understanding the text, but also enriching the ability of language exercise and expression. ]

(4) Expanding application

If a group of foreign tourists came to visit the small mountain village, how would you introduce the small mountain village as a tour guide?

[Chinese is an applied subject, and the knowledge used in life is unforgettable. This link can not only help students recall the text, but also make students feel that Chinese is very useful. ]

Third, literacy teaching

1. The teacher holds the word card and the students read it together. Raise your hand if you don't know the words. According to the students' recognition, take out the words that most students don't know.

2. Work in groups and try to remember these unfamiliar words.

3. Exchange report.

4. Check the courseware. Those who succeed in breaking through the customs can enter the small mountain village and become "honorary villagers".

(1) read new words and expressions.

(2) Peach blossoms filled in the blanks, pear blossoms curved, clear and beautiful

2. The teaching process of the first-grade primary school language "Xiaoshan Village":

First, talk is introduced to stimulate interest.

teacher: each of us has his own hometown. who knows where his hometown is? Can you introduce it to everyone?

The hometown of the little author in our book is beautiful. Let's visit it together! Show me the teaching wall chart.

[design intent: let students introduce their hometown, so as to attract the attention of the whole class quickly and arouse the enthusiasm of students. ]

second, read the text for the first time.

1. Students read the text by themselves.

division; When reading the text, we use the methods we have learned to solve the unfamiliar words, and at the same time, mark each paragraph with serial numbers. Students read the text by themselves, and teachers patrol. )

[design intent: when reading the text for the first time, put forward the simplest and most practical requirements for students and guide them to solve their own pronunciation problems in reading, thus cultivating students' good reading habits. ]

2. Check the self-reading and correct the sound.

(1) How many sections are there in the full text? Who wants to read the text to everyone again? Requirements: other children listen carefully and think about it. Did he read the new words correctly? And point to the word, where to read, where to point.

(2) After reading each section, the students evaluate: Do you want to say something to him or her? Requirements: first affirm the advantages, and then put forward the shortcomings.

[design intent: it is extremely important and necessary for first-grade children to cultivate good listening habits and learn appropriate evaluation. When students are reading, teachers and students listen carefully together, and then help the students to read each syllable correctly, so that teachers and students can really participate in the learning process. ]

3. Students at the same table read each other's texts and further read the pronunciation correctly.

third, literacy guidance.

division; There are some new words in the text. Do you all know them?

1. The teacher shows the new words that students can easily remember: slope, foot, drift, bottom, lift, hope, repair, stretch and distance, etc., to encourage students to cooperate in literacy. Requirements: Use a variety of literacy methods such as adding words, changing radicals, counting strokes, composing words, making sentences, composing children's songs, making riddles, telling stories, etc. and read independently at the same table.

2. Literacy contest. Show these new words with multimedia courseware. Rules of the game: Take the deskmate as the unit, read it correctly, and give applause to the other children to express encouragement and affirmation.

[Design intention: Let students read by their favorite methods through autonomous cooperative learning, which not only disperses the difficulty of literacy, but also cultivates students' literacy ability. ]

3. Know two polyphonic words: Piao Hequ. Requirements: Students should be primary teachers to explain to students and practice word formation with different sounds of each word.

[design intent: let students further understand the meaning of different sounds in different contexts. Exercise students' oral expression ability. ]

Fourth, learn the text and read it aloud with emotion.

1. Learn the text in groups:

(1) Tell each other what you have read?

(2) which paragraph do you like best? Why? Would you like to learn this paragraph by heart?

(3) You can ask what you don't understand in the text.

[design intent: to further improve the ability of group cooperative learning, so that students can experience the happiness of cooperative learning. ]

2. Read the text in groups:

Requirements:

(1) Read in cooperation, each person reads his favorite paragraph and reads the whole text.

(2) You can read the text in groups. Teachers join the group and study with the students.

3. Ask two or three groups to read aloud in the class.

[design intent: give students ample study space, let them study without pressure, and make them feel the happiness of success. Teachers and students participate in the learning process. ]

4. Play multimedia courseware to help students further understand and remember the text.

fifth, guide the students to repeat the text.

1. Teacher: Through the study just now, do you know where the "fruit trees, schools, rivers and mountain roads" are? (Guide the students to look at the teaching wall chart)

Students answer while the teacher writes on the blackboard: on the hillside-at the foot of the fruit tree forest-in front of the school-looking up at the river-mountain road

[Design intention: By looking at the wall chart, students can feel immersive and accelerate their understanding and memory process. ]

2. Tell each other what the children at the same table wrote in the text. Requirements: You can supplement each other without reading.

3. Ask 1-2 students to retell the text in the class. Teachers should encourage and affirm students in time.

[design intent: in the process of Chinese teaching, students' language expression ability should be exercised all the time. ]

VI. Draw the text.

1. Teacher: Students, do you love this small mountain village? What do you love about it? Would you like to draw a small mountain village with your own brushes?

2. Teacher: Let's think about what other scenery there may be in the small mountain village. You can also draw it.

[Design intention: Through painting, the floodgates of students' imagination are opened, and the wings of imagination will soar, which can not only improve students' interest in learning, but also deepen their understanding of the text and improve their memory. ]

seven, guide the writing of new words.

1. Use multimedia courseware to learn new words and master the writing order.

2. Teacher: What other words do you need the teacher's help to write?

3. Guiding writing: fruit and strip.

(1) Explain the stroke order of these two words.

(2) Distinguish the differences between the last two strokes of these two words.

[design intent: write simple new words by yourself first, and then write difficult words under the guidance of the teacher, which shows a gradient in learning, reduces the difficulty and greatly improves the efficiency. It is helpful for students to observe the structure of words by themselves, which can improve the efficiency of writing, and also cultivate students' good observation and writing ability. ]

8. Summary:

Students, what do you think after we visited the small mountain village? Each of us has a beautiful hometown. Can you draw your hometown with a brush?

3. Teaching objectives of the first grade primary school Chinese "Small Village" teaching plan:

1. Understand the content of the text.

2. Read the text correctly, fluently and in a tone. Practice reciting the text.

3. Feel the beauty of the small mountain village.

Teaching emphasis:

Understand the content of the text. Read the text correctly, fluently and in a tone. Practice and recite the text.

Teaching tools: multimedia

Teaching process:

1. Prerequisite diagnosis:

(1) Reading new words and saying words

The slope is full of apples and ducks

(2) Spelling and recognizing words: pears

2. Introduction process: The young author lives in a small mountain village and he invited him. Ok! Then let's go to the "small village" together!

Print the topic on the big screen: 21. Small mountain village (read the topic together)

Teacher: What's the scenery like in the small mountain village? How beautiful is it there? Read the text! (Open the text)

Third, learn a new lesson:

1. Initial perception:

(1) First reading: with the help of pinyin and self-reading the text, you should read the pronunciation accurately.

(2) Re-reading: Read the text gently and read smoothly. See where the author intends to introduce us to the scenery of the small mountain village? (Read and discuss in groups)

Write on the blackboard: on the hillside, at the foot of the mountain, at the edge of the village, in front of the village.

2. Learn the text:

(1) Read the first paragraph together and ask: What do you know? (answer by name)

(2) We followed the author to the hillside to see the scenery. Please find this passage and read it. What's on the hillside? (big screen: hillside)

How do you pronounce "red apple" and "yellow pear" to make others feel their colors? (Read by name after practice) Pay attention to the pronunciation of "Shang" and "De" softly.

(3) Leaving the hillside, we came to the foot of the mountain again. What was there? Please find and read it. (big screen: at the foot of the mountain)

Guiding reading: expressing the tone of "rows" and "new". Where does the text go on? What's by the village? (big screen: village side, school) to guide reading.

read the third paragraph completely.

(4) We came to the village with the little author again. Please find this passage and read it and tell the teacher what you know. (read by name, other students imagine. )

big screen: river and duckling read by themselves: see who reads beautifully (show by name)

(5) What do you think of the small mountain village through our visit to the hillside, at the foot of the mountain and in front of the village? Then let's boast about the small mountain village together! (Read the fifth paragraph together)

4. Teacher: (1) If you live in a small mountain village, read the text in your heart!

(2) Ask five students to dub and read aloud.

(3) Read aloud in groups

5. We are leaving the small mountain village. Do you have anything to say?

6. The little author has prepared a special product of his hometown for us, but he has a request. In order to make the students remember the small mountain village, I hope that the students will recite this lesson. Now let's practice reciting it freely!

(1) Ask several students to recite the text.

(2) Ask a group of students to look at the pictures and recite the text

(Reward apples and pears)

Fourth, practice

(1) Lian Lian, read

Red pears <