In the actual teaching activities of the teaching staff, it may be necessary to carry out the work of lesson plan writing, which helps to carry out the teaching activities smoothly and effectively. How should a lesson plan be written? The following are 4 literacy lesson plans that I have carefully organized.
Literacy lesson plan Part 1Teaching Objectives:
1, master the four characters, the two green lines can be two words only to know not to write, to recognize a bias.
2, can look at the map in the order of observation, recognize the things depicted on the map. With the pictures to understand the words of the lesson.
3. Understand some of the natural landscapes of the motherland throughout the year, and appreciate the vastness of the motherland and the richness of its products.
The important and difficult points of teaching:
1. Master the vocabulary of this lesson, and be able to write correctly.
2. Understand the customs of different parts of China.
Teaching Preparation:
Classroom materials, word cards.
Teaching process:
I. Stimulus introduction
1, children like to travel? Vacation time have been to what places to travel?
2, there is a child and you are the same, but also like traveling, but also put themselves in different places to see the scenery painted down. Let's see, what did he draw?
(CAI: four pictures) What did he draw?
3. You look very carefully! Do you want to go to these places to play and see? What you have just seen is inside the Literacy 6 that we are going to learn today. (The board book: stick literacy 6) Let's literacy 6 words read the pronunciation of the words, the words read well, and set off to these places.
II. Beginning to read the string of words
1. Quickly open the book and start reading! Read the vocabulary words twice more.
2, read how seriously! Let's listen to the words read correctly? (Show the cards)
If you can read them correctly, you can read the words correctly too! Let's read them in groups! Which group is going to show what you've learned? Listen carefully to the other groups, do they read the words correctly?
4, the words also read correctly, the word string together can read? Try it yourself, as before, and pay attention to the pause between the words.
5, read well, let's boys and girls to a small competition? Boys recommend a representative, girls recommend a, than who reads accurate. You say, how to compare? (CAI: rhyming text) read how?
6, still want to race? This time, boys come together, girls come together, boys read once, girls read once.
Third, read a good string of words
(a) Everyone reads well! Good, now let's say go! (CAI: small train) Look, our Shenzhou small train have come! What places will the train take us to? We listen to the first (CAI: teacher with music modeling) know?
It turns out that we are going to travel to the north of Serbia, the south of the Yangtze River, Hainan, the plateau (read together) these places.
(board paste the four words, so that students visually at a glance)
(B) to arrange the route
(CAI: China map) Look, today we are going to the four attractions are in the east, west and south of our motherland, the children please arrange the route of the trip first! Let's follow the principle of majority rule. According to what the students said the teacher on the blackboard in order to paste the words. > Then let's go! Get ready, the train is about to leave!
(3) travel to various places by line
* apricot blossoms, spring rain, Jiangnan
(1) like Jiangnan? Introducing the introduction?
(2) (CAI: Figure) Look, the pink pink apricot blossoms showed their smiling faces, in the drizzle in the spring rain looks more delicate, dress up the beautiful spring in Jiangnan.
(3) What else do we know about Jiangnan?
Bai Juyi, a great poet of the Tang Dynasty, also likes Jiangnan, and wrote an ancient poem praising Jiangnan, let's enjoy it (CAI: Memory of Jiangnan)
(4) What do you want to say? Can you read out your feelings? Pointing to the name of the readers who still like Jiangnan? We all read together
* steeds, autumn wind, the north of Serbia
(1) What is the north of Serbia like? Let's have a look. (CAI: Scenery of Sebei)
(2) What attracts you to Sebei?
(3) Teacher also knows that you can sing prairie songs and dance prairie dances! Who would like to show them?
(4) I can see from your eyes that you are also attracted to the north of Serbia, and I am sure that you will be able to read this string of words very well! Who wants to try?
I found a little secret, a lot of boys like Sebei, you read it together!
* Coconut trees, sun, islands
(1) (CAI: the sound of waves) What do you hear? What do you imagine the island to be like? Talk about it
(The use of classroom sound effects, create a situation, the right opportunity for students to use their imagination, triggering their cognitive desire.)
(3) Now, we will go to enjoy the island scenery. (CAI: Hainan scenery)
(4) It seems that your hearts are y attracted to Hainan! Who wants to read? Named read want to go to Hainan are to read!
*Yak, Ice, Plateau
(1) Please put on your coats and get ready, we have arrived at the Plateau Station. Please look out the window! (CAI: plateau scenery)
(Students know less about the plateau, geographically distant, so here I designed to watch the window outside the icy plateau scenery to let the experience of the students to produce **** Ming, feel the atmosphere of the plateau.)
(2) understand the yak? (Look at the picture) Teacher introduction: yak body with long hair, living in the ice-covered plateau area, is there people plowing and transportation of a good helper.
(3) Yaks are not afraid of the cold. Let's read it together, okay?
(4) Summarize and return to the whole text.
(1) Just now, we came to different places in the motherland to appreciate the different beauty. Children have not realized that the seasons in the four places are different?
(2) board paste: spring, summer, autumn and winter
(3) we welcome the autumn wind, to the vast grasslands of the northern part of the Sebei; we bathe in the spring rain, walking in the beautiful Jiangnan; let's go to the island under the summer sun; we climbed on the ice-covered plateau. Like this string of words? Then read the string in your favorite way, you can invite your friends and you read together, you can also add action.
Preparation (with music) Nominate to show all so like, then let's come together!
Four Extension outside the classroom
(1) see you read so well, I believe that this trip we must be very happy, right? In fact, our hometown East Fujian is also a beautiful place, very unique! Want to see?
(2) (CAI: East Fujian scenery) East Fujian is so beautiful, you are willing to do publicity for these beautiful scenery, so that more people come to sightseeing?
(3)Layout I can do it too
V Student Characters
Learning the island of Chinese characters with new radicals
(1)Observe carefully and memorize the lines.
(2) Analyze the structure and recognize the radicals.
(3) Collectively write blanks and individually trace red.
Literacy Lesson Plan Part 2Teaching Objectives:
1. Know that learning hanyu pinyin can help with literacy and reading, learning Putonghua, and learning hanyu pinyin well.
2. Learn the 3 single rhymes of a, o and e, recognize the shape and read the sound.
3. Recognize the symbols of tones and correctly read the three single rhymes with tones under the teacher's prompting.
4. Copy a, o and e in the four-line grid.
Lesson time: 2 hours
The first lesson
Teaching Objectives:
Look at the pictures and learn to pronounce and write the single rhyming letters a, o, e.
Teaching Objectives:
To learn to pronounce the single rhyming letters a, o, e and to write them.
Teaching process:
I. Inspire conversation.
From today we are going to learn hanyu pinyin, which is very useful! It can help you read, read, and learn to speak Mandarin.
Learn to read the children's song:
Learning hanyu pinyin is very useful for reading and learning culture,
Use it to learn Mandarin, and see who learns it the best!
2. Look at the picture and speak, elicit a.
1. What are they doing?
Say the meaning of the picture: children learn to sing, aaa. board book: a
2, teaching the sound and shape of a.
(1) Pronunciation: the mouth should be wide open, the tongue position down, the gas from the mouth naturally out, pronunciation should be loud, you can drag the sound longer.
(2) Teacher modeling pronunciation, students imitate.
(3) Inspire the students to look at the picture to memorize the shape of the word.
a is like a little girl with a round face and a pigtail on her head.
Use children's songs to help remember the glyphs, such as: a little girl with a round face and a pigtail on the right. To ask who she is, it is aaa. we sing a, a, a.
Third, look at the picture and speak, lead to o.
1, what is the picture? What is it doing?
Say the meaning of the picture: a big rooster, crowing early in the morning. The board book: o
2. Teach the 'sound and shape of o.
(1) Pronunciation essentials: when pronouncing the mouth open a little smaller than a, upper and lower lips closed into a circle, the tongue backward, the root of the tongue upward, the gas from the mouth naturally out.
(2) Teacher modeling pronunciation, students imitate.
(3) Inspire the students to look at the picture and memorize the character.
Use the jingle to help memorize: round sun o, o, o. small mouth round o, o, o.
Fourth, look at the picture to speak, elicit e.
1, what's on the picture? What is it doing?
Say the picture: a big white goose is swimming in the water. The board book: e
2. Teach the sound and shape of e.
(1) Pronunciation: the corners of the mouth to the sides of the grin, the mouth into a flat shape, the position of the tongue and the same as the o sound, so that the gas from the mouth naturally flow.
(2) Teacher modeling pronunciation, students imitate.
(3) Inspire the students to look at the picture to memorize the shape of the word.
Use the jingle to help memorize: the white goose swims in the water, e, e, e. The white goose reflection e, e, e.
V. Review and consolidation.
1, card reading.
2. Pronunciation practice. Teachers pronounce the words, name the card and lead the class to read.
Six, summary.
In this lesson, we learned the pronunciation of a, o and e, which are called monosyllables. The pronunciation of monorhymes is loud and the shape of the mouth is unchanged.
VII. Writing instruction.
1, watch the old teacher writing, pay attention to the stroke order. (All done in one stroke)
a
o
e
2. Recognize the four-line grid, the position of the three letters in the four-line grid.
3. Write in the classroom homework
book.
Teaching feedback:
Literacy lesson plan Part 3Teaching content
Literacy 3
***How many lessons
2 lessons
Lesson 1
Lesson type
Lecture
How many lessons
Teaching objectives
1. To learn the 4 vocabulary words in this class. "Zao, Tip, Crooked, Tail" and understand the words made up of the vocabulary words.
2. To be able to look at the picture to realize the meaning of the word, and initially understand the characteristics of the composition of the word will be.
3. Stimulate students' interest in learning Chinese characters and improve their literacy skills.
Teaching Points
Key Points: Understand the characteristics of the Chinese characters; recognize the characters in this lesson; write correctly according to the stroke order; write correctly and evenly according to the structure of the characters.
Difficulties: to understand the characteristics of the word structure of the ideograms.
Teaching Resources
1. Students have studied pictograms and are interested in how Chinese characters are constructed.
2. Students have some knowledge of ideographs. Most of the students know the characters "笔" and "看".
3. Teaching wall charts, small blackboard.
Pre-reading design
1. Read the text out loud and fluently five times, paying attention to the front and back nasal sounds, and flat warble.
2. Don't look at the pinyin, can read these words: zao, tip, crooked, tail, color, stove, Zhang, table, slant, pi
3. Look at the characters to remember the stroke order
4. Guess what the new radicals in the book are called? You can ask your mom or dad.
5. Try to form words for the words, the more the better.
6. Look carefully at the pictures and words on page 10, what do you find?
7. Do you have any more questions?
Program Preparation
Guided Learning Strategy
Adjustment and Reflection
Board 1: Reviewing and Introducing Questions (5 minutes)
1. Recall the hieroglyphic characters: Chuan, Sun, Stone, Boat, Water, Swallow, and so on.
2. Clarify: the words to be learned in Literacy 3 evolve from the meanings of things.
Board 2: Picture and Character Comparison, Understanding Characteristics (25 minutes)
1. Independent learning according to the study sheet
. Task-driven, show: Learning Sheet
(1) Read the characters accurately
(2) Look carefully at what is drawn on the picture? Think about how it is related to the word next to the picture.
Learning time: 4 minutes
2. Read the character sounds
3. Look at the picture of the character "笔":
Observe carefully and think about the answer: the handle of the brush is made of bamboo, and the nib is made of animal hair.
The character "笔" is made from the look of the pen.
When bamboo is used as a radical, the vertical and vertical hooks become dots.
Form words for the word "pen": pencil, pen, watercolor ......
4. Observe the picture of the word "look":
Show the study sheet:
(1) Say the meaning of the word "look". The meaning of the word "see".
(2) Vertical hook becomes apostrophe when "hand" is used as a radical.
(3) Form words
(Time; 5 minutes)
5. Listen to the teacher's summary and know the characteristics of the Chinese character "会意字".
6. Appreciate the method and learn the characters by yourself
(1) Think and answer: look at the picture first, understand the meaning of the character, and then remember what two parts the character is made of.
(2) Use this method to study and learn the remaining 4 vocabulary words with your buddies in small groups.
(3) Go up to the stage to share or listen to the findings of other groups.
7. Look at the word cards and consolidate the review.
Read freely, and start a train to read.
Find friends for the words.
Make jingles to remember them.
8. Talk about the learning gains
Today, we learn these words are very interesting, according to the meaning of things, formed by simple words combined together. When you see this word, you can realize the meaning of this word. This kind of word is called "hui yi zhi" (会意字).
Board 3: Learning Vocabulary (15 minutes)
1. Trace the character carefully, observe the shape of the character and think about how to write it beautifully.
2. Communicate
"Tip" and "crooked" should be small at the top and big at the bottom
"Tail" has a bigger vertical hook at the last stroke
3. Watch the old teacher writing, their own in the "workbook" on the imitation of a shadow, a copy of the writing, pen in place.
4. Completing the Workbook.
Board 1: talk about the introduction
1. Children, our Chinese characters can be magical, some characters are evolved from the appearance of things, do you know what?
2. These characters are called hieroglyphs. There are also some characters that evolved from their meanings. Do you want to know how this happened?
3. Reveal the topic: Literacy 3
Board 2: Guidance to look at the picture, understand the characteristics
2. The word "zao" is a flat nasal sound, and "尖" is a pre-nasal sound.
(2) Think about which word you should pay attention to when you read aloud.
(3) Read together
(4) Remove the pinyin and read
(5) Check each other's reading in the group
3. Guided observation to understand the characteristics of the Chinese character "会意字"
(1) Show the picture of "笔".
What is this? Do you know what a brush is made of? (You can also show the object to compare)
Look at the word again, what do you find?
(People combine the words "bamboo" and "hair" to form the character "笔").
Look closely: what happens when you make the radical bamboo?
What other pens do you know? Read the word.
(2) "Look" at the diagram.
What is the monkey doing?
What is its posture? Can you show it?
Summarize: that's why people put the "hand" on the "eye" to represent the word "see".
What happened to the radical "hand"?
Form the word.
(3) Summarize: the two characters "笔、看" are formed by combining simple characters according to their meanings, and when you see this character, you will be able to understand the meaning of the character, and this kind of character is called "hui yi zhi" (会意字).
The board: the word will be
4. comprehension of the method, cooperative learning
(1) think: how did we just learn these words?
(2) Below, use this method to study and learn the remaining 4 vocabulary words in a group with your buddies.
(3) Group communication, teacher random participation
A "stove"
Ask the children who have seen the stove to say what it looks like and what it is made of?
What two characters make friends in the word "zao"?
What do you look for when you use "fire" as a radical?
B "Crooked" and "Pointy"
What are the things in our daily life that are similar in shape to "Pointy"? How does "small" change when used as a radical?
C "Tail"
Teacher's Random Participation: What are the two parts of "tail"? How do you remember it? Form words and read them.
3. Show the word card to consolidate the review.
4. Test: What do you know from today's study?
Board 3: Teaching Students Characters
1. Show: Zao Tip Crooked Tail
2. Trace it carefully, observe the structure, the exact position of each stroke, and think about how to write it beautifully?
3. exchange, the teacher board model writing
4. let the students in the "workbook" writing.
Homework
Design
Finish the 4 vocabulary words in the Workbook.
Finish the "One Lesson One Practice" I will fill in
Literacy Lesson Plan Part 4Teaching Objectives
1. Recognize 12 characters and know how to write the words "牛, 羊, 小, 小, 小" (cow, goat, small, small). Recognize l strokes and l partial side "Tidu side".
2. Master the "more, less" "big, small" two groups of antonyms. Understand the meaning of the quantifiers "group, pill, heap", and be able to use some of the quantifiers correctly.
3. Read the text correctly and fluently. Stimulate the love of life.
4. Let students know that language knowledge is closely related to life. Cultivate students to like Chinese characters and have the desire to take the initiative in literacy.
Teaching Focus: Recognize the 12 characters in this lesson. Be willing to take the initiative to recognize characters in life.
Teaching Difficulties: Understand the meaning of the quantifiers "group, pill, heap", and be able to use some quantifiers correctly.
Teaching Preparation:
Teacher: Vocabulary cards, multimedia courseware, cassette tapes
Students: Make business cards for animals and fruits you know before the lesson
Teaching Arrangement: 2 hours
The First Lesson<
I. Create a situation to stimulate interest
There is a child living in the countryside Ding Ding, he is very enthusiastic, and would like to invite us to play in his home. Today let us along the field path, through the field, all the way to appreciate the green grass on both sides, all the way to sing, to Ding Ding's farmhouse. (Said while clicking on the text, show the text situation map, play the small animal calls)
Second, literacy animal and plant names, the initial recognition of words.
1. Read the words with pinyin.
Children, look, Ding Ding's yard has a thick shade, green grass, really a beautiful farmyard ah, small yard good things can be a lot, you look for, say what you like most?
According to the students' answers randomly in the corresponding position on the map to show the corresponding name of the word (with pinyin), and read the words. (Example: When the students say the word "yellow cow", show the word "yellow cow" and play the sound of "yellow cow" at the same time. The teacher says, "Do you want to make friends with it? Please call its name affectionately." Students read the name together. (Pay attention to the pronunciation: especially "Zi" should be pronounced softly.)
2. Remove the pictures to read the words. Lead the students to find out
① (课件演示) There are so many things in Dingding's yard. Can you name them without looking at the picture? (Remove the picture to read the words) What did you find out?
②Yeah! These word babies can be naughty, respectively, from the fruit home and animal home run out, can you lead them back? According to the students' answers, click on the textbook to divide the words into two categories. (Related fruits flash after clicking) Did you correctly call out the name of the flower cat? Listen to its happy purring, it is praising you! (Click and play the related animal's call.) If the student spells it incorrectly, say: Oops, the apricot doesn't want to meet you, did you call it wrong? Which child will help and remind him where he is wrong? (The yellow cow didn't say a word, did you spell its name wrong and it got angry?)
③ Read the words together, pay attention to read briskly and jump.
Third, independent recognition of words and words
Click on the classroom, the rest of the vocabulary. These are the vocabulary words we are going to learn in this lesson.
1, group cooperation independent literacy
Learning group exchange:
(1) Which words you have known for a long time, how do you know them? Please teach your classmates in the group.
(2) Which words you don't know now, learn from your study partners and think of a good way to remember it, okay?
2, exchange report.
(1) which children are willing to share their learning experience, say which words you have long known, how do you know?
(2) Yeah! At home you can ask your mom or dad if you don't know the words, you can learn them by reading pinyin yourself, and you can learn them from TV and roadside advertisements.
What other words did you learn today, and what is a good way to remember it and recognize it when you meet later? (Students may say the way of familiar words with raw words, the way of drawing pictures, the way of making up songs for raw words, etc.)
(3) Children are great! These literacy methods are all treasures, quickly hide it in your wisdom backpack, which can help you learn a lot of words in the future.
Fourth, learning rhymes
1, the initial look at the picture than a comparison.
What is sung in the rhyme? Do you hear it? (Compare how many, size) Who is comparing with who? Students say. At the same time, they will learn the usage of three quantifiers and recognize the word "提土旁".
2, than the size than how much can also sing! We must be very eager to learn it? Don't be in a hurry! We first have to memorize the lyrics, in fact, it is in the book on page 90, everyone open the textbook to see.
3, the students read aloud freely, read not allowed to ask the table to help.
(1) check reading, evaluation reading. (Named a lifetime reading, the rest listen carefully, ready to comment)
(2) will read it? Come on! Let's sing the clapping song.
Read the nursery rhyme. Clap your hands while you read. The teacher participates by clapping with the students.
(3) Who can memorize it? Let's sing it? Singing and acting at the same time. Name a student to come to the stage to demonstrate the performance.
V. Consolidation of vocabulary
1, the double-track train to read the vocabulary
The vocabulary babies are going to go out, do you still recognize them? (Read the cards)
2, the game: pass through the general
We should go home, but the road set up a barrier, who can read the words to pass, let's act quickly! (The classroom shows the labyrinth map) Recognize the words one by one.
3, life application: my diary.
Finally arrived home, Xiaoming returned home to write a diary, let's see if he wrote well? Sixth, guide writing
(classroom shows the sentence read: Ding Ding's yard has apple trees, jujube trees. There are cows and kittens under the trees. There is a pile of apricots and a peach on the table. (A flock of ducks went home and a little bird flew in.)
Six, writing guidance
1, show the "cow, sheep", students observe, say what to remind the children.
2, the classroom demonstrates the order of strokes "cow, sheep". Students try to write one.
3, show students work, comments, exchanges.
The Second Lesson
I. Review and Introduction
Look at the picture and say the number and names of animals and plants.
II. Extension
1, according to the students' answers, review the three quantifiers "pill, group, heap" again.
2. Emphasize the quantifiers "group and pile".
(1) show a duck, say what is it? And then many ducks, how many ducks? Many ducks together can be said "a group of ducks". You can also say "a flock of what? (A flock of sheep, a group of ants, a flock of geese ......) with "group" number, tell us what?
(2) pointing to the apricots on the map, think about what to say? What else can be said about a "pile"? (A pile of soil, a pile of radish ...... with "pile" count, what do you find?
(3) If the teacher replaced "pile" with "group", okay? Why?
3. Discussion: the object of "颗", and the difference between "棵".
Look at the picture of a date. Use the quantifier to say. Then show the objects: a piece of chalk, a piece of sugar, a small stone. As they are shown, ask the students to use the quantifier "颗". See how these things are **** the same? What else can we say "a"? (Some students will say "a tree." Is that the word "a"? Why? The card shows: a tree.)
4, the teacher showed some objects, students say.
(a flower, a book, a dress, a pair of shoes, a fan, a car
a watermelon, a cup, a pair of hands, a TV, a picture, a house
a computer, a pair of chopsticks, a table, a bridge, a train, a plane
a row of chairs, an article, a book, a cup of water, a pen, a newspaper
a rope, a string, a banana. (banana, a window, a tree - a pair of scissors, a school bag)
5. Students choose objects they know in their lives and have a competition to say measurement words.
6. Create a children's song.
7, do the game: find friends.
Hand out the measure word cards and item name cards to the students, start to sing the song of finding friends, after the song is over, stand with the friend you found and read the name of the **** same together.
Third, the writing session
1, show "small, less", let the students observe the location of the Tianzigraph, and then with the teacher together with the book empty, to recognize the new strokes "vertical hook".
2. Teach the teacher to write "small, less", and the students write one after the other.
3. Teachers and students **** the same comment.
4. Students write.
Four, extracurricular expansion
Go home and say the household goods, and dad, mom, and see who said more and accurate.
Teaching Notes:
"Interest is the best teacher". Teaching this lesson I properly use multimedia courseware to bring students into the context of the text, mobilizing the enthusiasm of students to participate. In learning the words of this lesson, I try to guide the students to "look at these fruits and animals and recognize their names", "ask your pinyin friends to help you, try to spell and read by yourself", "what kind of animals or fruits you like the most, pick one and spell it for everyone to hear. fruit, pick one and spell it for everyone".
To create a good situation for students to learn independently, in a fairy tale-like situation, arouse students' interest in active literacy learning, so that they are always in the "I want to read" "I want to read" state, to cultivate their sense of active learning and habits.
A good teacher should give students timely encouragement, praise, praise, which allows students to experience the joy of success, so that students have a positive emotional experience, thus creating a strong interest in learning. In the evaluation, I change the way of purely language evaluation, using the characteristics of the lower grades students like fairy tale situations, create a form of letting the fruit flash and animals screaming, and then the camera is supplemented by the childish language evaluation, to bring the distance between the students and the teaching materials, give the words vitality. The students are in such a fairy tale world, independent literacy, independent communication and cooperation, feel the joy of literacy and the success of their own acquisition of knowledge after the joy.
The amount of literacy in the experimental textbook of the Humanist Edition has increased greatly, and the new standard proposes that students in the lower grades "like to learn Chinese characters, and have the desire to take the initiative to learn Chinese characters", how to achieve this literacy goal? I try to guide students to make full use of their own life experience, respect students' individual differences, and let students choose their own methods of literacy, which expresses the teaching idea of "people-oriented" and leaves space for students to make free choices, so that students will have the desire to take the initiative to learn and participate in the learning process in a positive and enjoyable way. In the completion of the literacy teaching at the same time, the development of students' literacy skills, the real learning initiative back to the students, the teacher really become a facilitator of student learning and development.
When learning this lesson, students are always in a state of activation, actively participating in learning in a state of high emotion, the classroom atmosphere is very active.