"What am I" is a scientific fairy tale. Below is the lesson plan I collected for you about the second-grade Chinese language "What am I" lesson plan for everyone? I hope it can help you! "What Am I" Lesson Plan 1

Target setting:

1. Literate 13 words and write 9 words.

2. Read the text correctly, fluently and emotionally.

3. Connect with the context and understand the different changes in form and temperament of water.

4. Related materials:

Teacher preparation: pictures, word cards, physical objects

Student preparation: Collect information about water before class.

Class schedule: 3 classes

First class

Teaching objectives: Recognize 13 new words, read the text emotionally, and understand the changes in water

1. Introduction to the experiment

1. Before class, the teacher puts the bowl containing ice cubes and water into the small box, and the students make guesses.

2. Students talk about their feelings after touching.

2. Read the text for the first time and recognize the new words

1. There is water and ice in the bowl of the magic box. Will they change? Just read the text and you will know.

2. Read the text freely and read the new words several times when you encounter them.

3. Read it to your deskmate. If your deskmate doesn’t know how to read it, teach each other a lesson; then use the method we have learned to memorize a new word.

4. Report on the memory of new words. "Disaster", "Crystal", "Destruction", "Cold, Ice, Chong"

5. (Show the new word card) Name the words and read them, and other students will follow.

3. Read the text intensively and read aloud with understanding

1. What is your favorite change in water? Can you introduce it to everyone?

2. The teacher’s camera guides the reading

(1) What do I look like wearing white clothes, black clothes, and red robes in the text? Did you know?

(2) Are my changes strange? Show it in your reading.

(3) How did I turn into rain, hail, and snowflakes? Can you do the "falling", "hitting" and "floating" movements?

(4) Teacher’s quotation:

On a summer morning, I was————

On an autumn morning, I was————

3. After seeing my changes, you must find it very interesting. Read the text together and add actions.

The second lesson

1. I am a water child, what will I become?

2. Reading Comprehension

1. Read the text: Where is my home? What good things have I done when I was gentle? What bad things did you do when you were angry?

2. Think in context: Where is my home? Where is my mild-mannered, irritable expression? What other good things can I do in life? What bad things have you done?

3. After understanding the nature of water, can you read the text well?

3. Expansive learning

1. Students discuss and communicate with the context and actual life.

2. In modern life, what methods have people come up with to only make water do good things and prevent it from doing bad things?

3. Students cooperate, conduct group investigations, and study the home of water: What are the phenomena around us that protect or destroy water resources? Write down what you see and think about.

The third lesson

1. Review introduction

2. Learn new words

1. Check and read the new words.

2. Check and read the text

1) Show the new words and read them together

2) Group discussion and study

(1) See which words are easier to remember? How did you remember it?

(2) Which words are more difficult to remember? Discuss

How do you remember them?

(3) Report the results

3. The teacher emphasizes the key points

4. Free practice

Write 4 words for each word.

3. Consolidate practice. "What Am I" Lesson Plan 2

[Teaching Objectives]

1. Recognize 11 new words and be able to write 8.

2. Able to read texts correctly and fluently. Recite your favorite parts.

3. Understand the changes in different forms of water and its close relationship with humans, and establish environmental awareness.

[Key and difficult points in teaching]

1. Read the text correctly.

2. Learn about changes in water and its relationship to humans.

3. Recite your favorite parts.

[Class schedule] Second class period

[Double-color AB case]

A case

[Design ideas]:

This teaching design will be based on children's observation and perception of life, and will be introduced with riddles that are generally loved by children. In terms of the methods and methods of teaching students to read, we strive to follow the requirements of the "Curriculum Standards" for literacy in reading. In the process of learning and memorizing, the methods are diverse and flexible, and the focus is on cultivating students' ability to recognize and memorize Chinese characters. In terms of guiding students to understand the content of the text, we strive to speak less and read more, guide students to understand different sentences and read them in different tones, understand the content of the text while reading, and perceive the text by themselves. And use childlike courseware to help students understand key and difficult points.

[Preparation before class]:

1. Vocabulary cards and related courseware.

2. Teachers and students collected relevant information on the relationship between water and humans.

The first lesson

1. Riddle introduction

Today, the teacher brought a riddle to the students. Can you guess the answer?

The teacher tells the riddle "Thousands of lines, ten thousand lines, invisible when falling into the water", students guess and randomly write topics on the blackboard.

2. Read the text thoroughly and learn to read along with it.

1. Students try to read the text with the question "What am I?", circle the new words in the text, and read it several times.

2. The teacher's model reading text requires students to listen carefully to how the teacher pronounces each word accurately, paying special attention to the pronunciation of new words.

3. Students freely read the text aloud and use pinyin to read the new words.

4. Driving a train, recognizing and reading new words with pinyin cards, and the teacher will teach you the correct pronunciation through the camera.

Focus on guiding the reading of the following words and phrases:

zaozai

irritability, disaster

irritability, irrigation, destruction, disaster, sleeping, walking, floating

p>

5. The groups exchange literacy methods separately.

6. Divide into groups and read the text together. It is required to read accurately and fluently. Teacher inspections and individual tutoring.

3. Guidance on writing

1. Show the words in "I can write" and let students observe the characteristics of these words.

2. Report the observation results, and use the camera to guide students to observe the characteristics of the key words and the positions of the left and right structure words in the field grid.

3. When writing in normal school, emphasize key points while writing: for example: the ninth stroke of "Shai" is vertically curved without a hook; the four points at the bottom of the four points are arranged in different directions.

4. Students draw red lines, write on the fly, and practice writing freely. Teachers patrol, discover problems, and solve them.

4. Testing and consolidating literacy

1. Call by name and read the new words without pinyin after class.

2. Divide into groups to compete in reading to strengthen memory.

5. Homework

1. Multi-directional communication memorization method (cross-group communication)

2. Read your favorite passage to a friend.

Second Lesson

1. Use language to stimulate interest and introduce text learning.

Children, you are so smart, do you know what “I” is? Please tell me and let everyone hear it.

2. Focus on the key paragraphs to read aloud and gain insights.

Read the text freely and tell me how do you know that "I" am water? (Find the third natural paragraph)

1. Practice reading by yourself, review and guidance:

Your reading is very fluent. Do you want to hear what "Shui" says yourself?

2. (The courseware shows water droplets): My little friend, you are so smart. I am water, but when I am sleeping, please read more lightly so as not to wake me up; when I am walking, read more lightly; look, I am in the river. How comfortable it is when you are running, dancing and singing in the ocean! Can you read me more lively? Keep practicing and you will definitely be the best.

(The courseware designs a scene of water flow in a river, focusing on a large drop of water, and showing its language in the form of a dialogue.)

　3. Teachers read the textbook and students practice reading. Read out the different tones of "sleeping, walking, running, dancing, singing."

4. Study the first and second natural paragraphs

(1). Students can freely read aloud

(2). Show the courseware: (Show the water drop) Children, my personality is changeable. Can you find out my various changes?

(The courseware design is the same as above, but the language content has changed.)

(3). Students are free to find and draw, and the teacher randomly writes on the blackboard: (steam, clouds, rain, hail, snow)

(4). Show the courseware: What do you like most about me? Can you read it to everyone?

(The courseware design shows water drops in three different places: rivers, streams, and the sea, with different shapes.)

Students find different natural passages for reading and commenting.

5. Learning the fourth natural paragraph

When Shui heard that the children read so well, he wanted to make friends with you. But he said that as a friend, he still wants to tell you about his temper. Do you want to know?

(1) Group cooperation in reading the fourth natural passage, with the teacher inspecting and providing guidance.

(2) Guide students to experience the "mild" side and "violent" side of water through repeated reading.

(3) Put forward words you don’t understand, and the camera will understand the meaning of words such as “mild, violent, irrigation, submerged, washed away, disaster”.

(4) Based on your own experience, read out the different states of water and its gentle and violent duality, and read the text together.

(5) Recite your favorite passages.

3. Feedback

Through learning, what knowledge do you know and what principles do you understand? Carry out environmental protection awareness training to students in a timely manner.

4. Expand thinking

1. Water is our close friend. In addition to what is introduced in the text, do you also know what good things water can do for people?

2. Speaking practice

Use "If I were water" to say a sentence combined with the knowledge introduced in the text.

5. Homework

1. Read the new words you learned today to your parents or friends.

2. Look for water information and see what the water resources situation is like in our country. "What Am I" Lesson Plan Three

The main feature of this lesson plan is that in the teaching process, it focuses on cultivating students' abilities in independent reading, cooperative literacy, independent inquiry, independent questioning, and group cooperation to solve problems. In teaching, we first use the method of reading along with the text to solve the basic knowledge problems of being able to read and write in the text. On this basis, let students read independently and understand the text content. Groups explore problems and work together to solve them. At the same time, through the help of intuitive courseware and the rendering of teachers' emotional language, students are guided to comprehend and understand the text while reading. Based on the comprehension and understanding of the text content, students can perform emotional reading, personalized reading and performance.

[Preparation before class]:

1. New word cards and related courseware.

2. Teachers and students collected relevant information on the relationship between water and humans.

The first lesson

1. Game introduction

Teachers and students play a guessing game together (the teacher describes the appearance of a student in the class, (Basic character, let other students guess who it is.) After that, talk:

Students, the teacher wants to introduce a naughty and cute kid to you today. Do you want to get to know him? (Blackboard writing topic)

2. First reading of the text

1. Read the text freely and use a pen to mark new words, words and places you don’t understand.

2. Read the text in sections, and teachers and students will comment on the reading performance.

Emphasis on the pronunciation of the marked new words and words

For example: "irritation", "disaster", "crop" in "crop" is a soft sound.

3. Read and question

Read the text again and mark the things you don’t understand (words, sentences)

3. Literacy

1. Show 11 characters that you can recognize in the text and guide students in groups to recognize each other.

2. Exchange writing methods with each other.

3. Invite students to be primary school teachers who will read new word cards and words.

4. Show the words in "I Can Read" after class for testing.

5. Group into groups and start the reading competition, random correct pronunciation, and praise.

6. Boys and girls were divided into two groups: train and read new words without pinyin, and test their mastery of new words.

IV. Writing

1. Show the words in "I can write" and students can observe them freely.

2. Students share their observations.

3. The teacher guides students to observe the key strokes according to the students' communication situation: for example: the ninth stroke of "Sha" is a vertical bend instead of a vertical hook; the middle stroke of "Harm" has to be pointed up and down.

4． The teacher demonstrates how to write new words, and the students observe carefully.

5. Students draw red lines, write on the fly, and practice writing freely. The teacher focused on guiding the writing of "two points of water" and "four points of bottom".

6. Teachers inspect, and teachers and students discuss together.

5. Independent learning

1. Use the words you have learned to speak and find friends for new words.

2. Work in groups to read the text and read your favorite passages.

3. Choose the way you like to read the text, you can read it while performing, or you can read it with good friends.

(Full respect for students’ wishes, encourage students to choose their favorite learning methods and text content, and cultivate students’ awareness of autonomy. Teachers guide students to learn effectively according to their own choices.

)

6. Report

Each group reports on their independent learning

1. Tell me about the friends you have found for new words. (What words can be given to the new word group)

　2. Please read your favorite passage to your classmates.

3. Try performing the reading.

Second Lesson

1. Introduction

Read the text by name, and the teachers and students will comment.

2. Inspire thinking

(1) Ask questions

1. How does water change? What can it become?

2. Besides knowing that water changes, do you know anything else about water?

(2) Group discussions on how to understand the above issues.

(3) Exchange learning methods

1. Read in groups and search while reading.

2. Use a table to express changes in water.

3. Use diagrams to show the changing process of water.

4. Use drawings to express the changes in water.

5. Understand the characteristics of water in the form of information review and feedback.

Teachers will give appropriate guidance to each group based on the methods proposed by students to help students find the learning method that best suits them.

3. Collaborative exploration

1. Students work in groups to conduct collaborative inquiry using their favorite method.

2. Teachers go deep into each group and participate in the independent learning of each group. They provide guidance on learning methods to help students solve the difficulties that arise during the independent learning process and ensure the effectiveness of independent learning.

4. Display self-study results

1. Report on self-study in groups.

(1) Read the different states and change processes of water.

(2) Demonstrate the different states of water using diagrams.

(3) Divide into groups to read out the different looks of water in different places.

(4) Use the first person form to introduce the pros and cons of water in human life.

(You can use your own language appropriately and simply repeat the main content of the text.)

2. Teachers randomly use courseware combined with students' reports to help all students consolidate their knowledge and deepen their understanding.

3. Evaluate students' independent learning, and especially praise groups that can cooperate and use novel methods.

5. Expansion

1. Do you also know what effects and harms water has on humans?

2. Through studying this article, you have learned about the important role of water in human life. So do you know our water situation?

(Develop students’ ability to collect information and establish environmental awareness)

6. Guide emotional reading

1. Use courseware (the courseware designs the scene of water flow in the river, highlights a large drop of water, and uses a dialogue to show its language.) "Water Drops" taught me how to read (Children, you are so smart, I am water, but I sleep Please read more lightly when I am walking, and don’t wake me up; read more lightly when I am walking; look, how comfortable you can be when I am running in the river, dancing and singing in the ocean! Can you read more lively? Practice again, you must be the best.) Tell students that in order to reflect the different behaviors of water in different situations, the tone and speed of our reading are also different.

2. Students conduct a reading challenge.

7. Act and memorize

1. Invite six students representing "water, steam, clouds, rain, hail, and snow" to perform on stage and read. You can add your own words and movements.

2. Recite your favorite passages.

8. Homework:

1. Collect information on the relationship between water and humans.

2. Use simple drawings to draw the changes in water, draw different looks of water, and add words or sentences to each.