As a hard-working people's teacher, we often need to write lesson plans. Writing lesson plans helps us understand the content of the teaching materials and then choose scientific and appropriate teaching methods. Come and refer to how the lesson plan is written! Below are 5 Chinese lesson plans for the fourth grade in the second volume of the New People's Education Press that I have carefully compiled for your reference. I hope it can help friends in need. New People's Education Press Volume 2 Chinese Lesson Plans for Grade 4 5 Parts 1

Lesson Type: New Teaching

Class Hours: One Class Hour

Teaching Objectives:

1. Ability training points: Cultivate the reading habit of "research, discussion, and in-depth understanding".

Penetration point of aesthetic education: Understand the artistic principle of "conquering something with nothing, conquering more with less".

Teaching methods:

Multimedia assistance; the class is mainly about student discussion and doubt-clearing.

Preview arrangement:

1. Consult information to learn about the myths and legends of Venus and the characteristics of the "Venus Broken Arm" statue.

Read the entire text, understand the main idea, master the words, and underline difficult sentences in the text.

Teaching process

1. Introduction from illustrations

About Venus and Venus statue.

The "Three Treasures" of the world in the Louvre: the statue of Venus, the goddess of love, the statue of the Goddess of Victory, the portrait of "Mona Lisa", the Chinese lesson plan for the first grade of high school "Chinese lesson plan-Milos" Venus".

Venus is the goddess of love and beauty in Roman mythology, and is also the goddess symbolizing fertility. Known as Aphrodite in ancient Greek mythology. Legend has it that she was born in the foam of the sea. Accompanied by three goddesses of time and three goddesses of grace, she came to Mount Olympus. The gods were attracted by her beautiful appearance and wooed her one after another. After being rejected by Zeus, he married her to the ugly and lame God of Fire Hephaestus, but she fell in love with Ares, the God of War, and gave birth to the little Eros, the God of Love. Later, he helped Prince Paris of Troy kidnap Helen, the wife of King Menelao of Sparta and the most beautiful woman in Greece. The Ten Years' War that led to the Greek expedition to Troy.

"Venus of Milos" is a world-famous sculpture masterpiece of late ancient Greece. Discovered in a cave on the island of Milo in the southern Aegean Sea in 1820, it has long been considered the most beautiful of all Greek female statues ever discovered. No matter which angle the viewer looks at, they will all get the same feeling: solemn charm. What is particularly surprising is that although the goddess's arms have been lost, it still makes people feel a kind of incomplete beauty. Someone once explored her original shape. What was the original position of her two broken arms? Is it holding the golden apple or supporting the shield of the God of War? Or pull the rag wrapped around the lower body? ... Research in recent years is more certain that one of her hands is reaching out to Cupid, the "messenger of love" standing in front of her. Although many people had reshaped her arms according to their own speculations, they always felt that it was uncoordinated, so it was better to leave her with two arms missing, so she became famous around the world as the "Beauty God with Broken Arms"

2. Check and preview (see page 226 of the People's Education Society lesson plan)

3. Analysis of the text

(1) Central argument

This unit is about culture Essay. Such articles may tell about cultural knowledge, express academic opinions, or comment on the world and human conditions.

(Question: Which category does this article belong to? The second category) So what is the point of view put forward by the author of this article? (Please use the words in the article to answer)

Answer: Venus "must lose her arms in order to be so beautiful and charming."

(2) The first aspect of the central argument: Why must I lose my arms? (Please quickly find important sentences in the text that can prove this point of view.) New People's Education Press Volume 2 Chinese Lesson Plans for Grade 4 5 Parts 2

Teaching objectives:

1. Understanding There are 5 new words in this lesson.

2. Read the text emotionally.

3. Understand the content of the text, understand the "green" characteristics of West Lake, and understand the author's unique feelings about West Lake.

4. Feel the greenness of the school and talk about it.

Important and difficult points in teaching:

Guide students and the author to feel the "green" of West Lake together, and understand how the author grasps the characteristics of the scenery and writes about his unique feelings about West Lake.

Teaching preparation:

Assign students to collect information about the West Lake before class, such as scenery pictures and text descriptions.

1. Introduction - Approaching the Green

Before class, the teacher asked everyone to look at a photo. Do you know where this is? Last winter, the teacher was fortunate enough to go to the so-called "Paradise on Earth" "The beautiful city---Hangzhou. This is a photo taken by the teacher on the shore of the West Lake. Do you want to hear my unique feelings about the West Lake?

“When you are in the West Lake, you can’t help but blend into a dreamy realm. Although it is winter, But the mirror-like lake is still covered with mist, and the banks are filled with graceful green branches. Standing by the West Lake, a strong or weak poetic feeling spreads around you. No matter how bold and unrestrained a person is, he will become charming and sentimental at this moment."

In fact, the beauty of West Lake is endless. Throughout the ages, many literati have written poems and compositions about West Lake, such as. Su Dongpo's "Drinking on the Lake at First Sunny and Later Rain" expresses the charm and variety of the West Lake, while Ouyang Xiu's "Painting a Boat Carrying Wine on the West Lake" highlights the blurred light and shadow of the West Lake, which makes it look like a fairyland. Zong Pu, a modern female writer, left a unique impression after visiting the West Lake four times. In this lesson, we will get closer to the West Lake to appreciate its moving grace. (Written on the blackboard: The "green" of West Lake)

2. First reading - Perceiving Green

Please turn the book to page 14. Everyone reads the text freely, paying attention to the pronunciation of the new words. After reading, tell the teacher: What did you know?

Teacher: Everyone is very good at reading, and they can grasp the essence of the article in one reading. So which places of green did the author mainly describe?

Student answer teacher's blackboard writing (Lingyin - Su Causeway - Huagang)

Transition: As the author said, the green of Huanglong Cave is so secluded, the mountain green of the screen is wild, and the nine bends and eighteen streams are green so leisurely . The "greenness" of Lingyin, Sudi and Huagang also has its own style and charm. Ask students to quickly browse paragraphs 3-5 to see what sentences the author uses to express the greenness of West Lake?

3. Draw sentences - experience the green.

Teacher: In an article of less than 2,000 words, more than 20 green words are used without repetition. What an amazing writing skill! Which descriptions by the author do you like? Why? Please ask the students again Read the sentences describing green carefully and get a feel for it.

4. Students talk about their experiences based on their own understanding. When speaking, you can follow this method: first tell which green you chose, then read your favorite sentences and talk about your feelings. It would be even more exciting if you could grasp the key words describing green in the sentence to understand it. (Students’ communication may not be in the order of the texts, and teachers should randomly adjust teaching strategies according to their learning path)

Learning status estimation and teaching strategies:

(1) Lingyin

Key sentences

a. I visited Lingyin in the rain. When I got off the car, I just felt the greenery coming to my eyes.

b. The ancient trees beside the road are towering and green, and it seems that the falling raindrops are also green. (Writing on the blackboard, trees, verdant)

c. The trees stacked on top of Feilai Peak, some are so green that they are black, deep and dense; some are green so blue that they are light. Very, very bright.

d. The winding path at the foot of the peak is covered with moss, which is as green as the cracks in the stones.

e. The stream next to the pavilion is called a stream, but in fact it cannot express the momentum of the rushing water. It is also clear and green at the stable points. When the flow is rapid, the water splashes like flying beads rolling jade. , looks particularly beautiful in this green shadow.

During the trip to Lingyin Temple, the misty rain and long greenery were exciting and evocative. So what are the characteristics of the green in other scenic spots? Who will report next?

(2) Su Di

Key Sentences

a. As I walked, I suddenly noticed that the trees on the roadside were very strange. Although the trees were far away, they were very strange. It gives people a feeling of vastness, as if it is green all the way from the treetops to the ground.

b. When I looked closer, it turned out that the tree was covered with green and fluffy moss. It was so fresh and lovely, making the green Su Di even greener. Students find a word that expresses green)

c. Some moss has interesting shapes, such as cattle, shepherds, trees, and clouds; some of them look like a whole piece, and the layout is like a picture Green landscape painting.

d. This mossy green color gives me the impression of perseverance. I wonder what Mr. Su’s impression of them was at the beginning.

Teachers guide students to find relevant sentences to gain insights, understanding and imagination during reading.

　(3) Huagang

Key sentences

a. It is a pond full of new lotuses, round green leaves, or standing on the water. Or leaning against the water, you can only feel a kind of vigorous vitality, jumping all over the pond. (The lotus leaf is written on the blackboard, and a student provided a word that expresses green)

b. Green is originally the color of life.

c. I love the willow branches in early spring the most. They are so fresh and bright. When the branches sway, they seem to be kicking to tell you that spring is here. (Guide: The author writes about the green of Huagang. Why does he write about willow twigs? ------Contrast not only expresses the mature and strong vitality of lotus leaves, but also further expresses the author's love for green)

< p> d. The lotus leaves are more reserved and more mature in early summer, but the vigorous vitality expressed through the lively green color is the same.

What scenery does the author focus on when writing about the greenness of Huagang? (blackboard writing, lotus leaf)

Teachers should guide students to learn from the author’s feelings about the “greenness” of lotus leaves. Carefully appreciate the "green" you see when watching fish in Huagang. The green is so full of vitality and vitality. It expresses the interest and beauty of the green West Lake.

The green of the West Lake is deep and compelling; the green of the West Lake is full of interest; the green of the West Lake is full of passion for life! Why can the author fully express the beauty of the West Lake with just one green word?

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(Student summary writing method: observe carefully and experience with heart) The teacher added: More importantly, the author’s wording is very accurate. Every green we see comes from the author's carefully refined language. It can be said that the writer used vivid words to show us a West Lake landscape painting. He did not use much ink, but made us truly appreciate the vibrant green of the West Lake. This is the skill of using language and words accurately!

Teaching summary

"Outside the mountains, there are green mountains, outside the buildings, when will the singing and dancing of the West Lake stop?", "The lotus leaves connecting the sky are infinitely green, reflecting the sun. "The lotus is uniquely red" and "If you want to compare the West Lake to the West, light makeup and heavy makeup are always suitable." West Lake has fascinated many literati at all times and at home and abroad with its poetic and picturesque charm! Let us once again appreciate the beauty of this paradise on earth. (Play the West Lake scenery appreciation film) New People's Education Press Volume 2, 4th Grade Chinese Lesson Plans 5 Parts 3

Teaching objectives:

1. Recognize 7 new words and correctly write 12 new words and Words such as "bat, horizontal and vertical".

2. Read the text aloud, be able to grasp the main content of the text, and understand the connection between aircraft flying at night and bats exploring paths.

3. Stimulate students’ interest in science, observation and inquiry.

4. Collect and exchange information about bionics with classmates, and improve information collection and processing capabilities.

Teaching focus and difficulty

1. Teaching focus

Educate students to understand how bats discover the secrets of flying at night. How did they discover this mystery, how did they solve it, and how did scientists create bionics to benefit mankind.

2. Teaching Difficulties

For bats using supersonic waveguides to fly, the working principle of aircraft radar navigation is only a textual expression, which is always relatively abstract. It is appropriate to use audio-visual teaching methods to implement intuitive teaching. , turning abstract principles into intuitive visual demonstrations.

Teaching preparation

Pictures of bats and radars, bionics materials, word cards

Teaching process:

1. Introduction of topics< /p>

(Show a picture of a bat and a radar) Students, do you recognize the things in the picture? (Bat and radar) Who can introduce them to you? Bats and radar are two completely different things. Things, what is the connection between them? Let’s learn Lesson 11 together. (Student reading topic)

2. Read the text for the first time and understand the main idea

1. Read the text by yourself and eliminate word barriers;

2. Teacher test reading The situation of new words and texts; pay special attention to the pronunciation of "bat, ying";

3. Read the text silently by yourself and try to talk about what the text mainly talks about?

4. Students Give feedback and ask students to explain the method of summarizing

5. The teacher summarizes the main content: you can use the topic expansion method, you can also use the method of adding the meaning of each part, you can also use the method of grasping Points approach.

3. Students learn independently

1. Ask students to read the third natural paragraph, find the related words, and talk about what they learned from this related word? If you have any questions in the text, please practice How to read interrogative sentences.

2. How many experiments did scientists do? What was the method of each experiment? What were the results? What conclusions were drawn? Please read the fourth and fifth paragraphs by yourself and use your favorite reading way to solve the above problems. You can find out the answers by filling in a form or by making symbols in a book.

3. Students communicate with each other about self-reading.

4. Invite students to take the stage to introduce how scientists uncovered the mystery of bat pathfinding.

5. What do you understand from the sentence "After repeated research, scientists have finally revealed the secret of bats' ability to fly at night"? From which words do you understand?

Yes, it is not easy for scientists to uncover the secret of bats flying at night. It took a lot of effort. So what is the connection between bats and radar? We will continue to study in the next class. New People's Education Press Volume 2, 5 Chinese Lesson Plans for Grade 4 4 ??

Teaching purposes:

1. Read the text independently and be able to tell the story.

2. Understand the content of the text and experience the thoughts and feelings expressed in the whole story.

3． Understand the language characteristics of the article.

Teaching process:

1. Introduction to stimulate interest

1. After reading the content of the previous lesson, you must be eager to know what happened after the Cowherd and the Weaver Girl came together. In this lesson we will continue to study this article.

2. What do you want to know before studying literature?

Students question: How is the life of the Cowherd and the Weaver Girl after they get married? What will happen to the Queen Mother after she sobers up? Why does this story spread among the people? What thoughts does it entrust to people?

2. Self-study the text and experience the feelings.

1. How is the life of the Cowherd and the Weaver Girl after they get married?

(1) Students read the first natural paragraph emotionally.

(2) Student report: After they got married, the man farmed and the woman weaved. You were diligent and I was frugal. The days were very happy.

"Happiness" is a perfect and beautiful agreement. It shows that with their hard-working hands, not only do they live a prosperous life, but the family is reunited.

(3) Student report: Weaver Girl likes this kind of life very much. When she told the story to the children, the author used the rhetorical method of parallel sentences to highlight the Weaver Girl's love for human life.

2. What will happen when the Queen Mother wakes up from alcohol?

(1) Read the second paragraph to the penultimate natural paragraph of the text.

(2) Student report: After the Queen Mother woke up, she first punished the other fairies, and then sent heavenly soldiers and generals to find the whereabouts of the Weaver Girl and prepare to give her severe punishment. It shows that the Queen Mother has been cruel and foreshadows the tragic fate of the Weaver Girl after she returns.

(3) Student report: "She especially hates Weaver Girl. She dares to stay in the world and not come back. It is simply a deliberate attempt to destroy her family style and damage her dignity.

"From this we can understand that the Queen Mother is a face-loving and selfish person. In order to save her own face, she would not hesitate to destroy the happiness of her relatives throughout her life. In order to show her dignity, she ruthlessly separated the Cowherd and the Weaver Girl from their children with the Milky Way. What a hateful and selfish person!

(4) "Weaver Girl was severely punished and refused to give up. She must live with Cowherd and live together." The Weaver Girl is a brave and strong person who dares to pursue a happy life.

3. Teacher guide: Do you like this story?

Because the Cowherd and the Weaver Girl are like that. A person who creates and pursues a better life through hard work and thrift. It is precisely because of this that there is such a long legend among the people.)

4. Please read the last paragraph and tell me why. Do people think this way?

(Because people hope that the Cowherd and the Weaver Girl, these two kind, brave, hard-working people, will live a good life, and they hope that the people can also live a happy life. Wishes.)

3. Hold a story meeting

1. Tell the story among the group members, and you can add your own reasonable imagination.

2. Interested students can report their accumulated folk stories at the "Story Meeting"

Attached: 5 pieces of Chinese lesson plans for fourth grade students in the second volume of Blackboard Design New People's Education Edition

Teaching objectives:

1. Read the text thoroughly and be correct and fluent;

2. Study the text and know the origin of the name Huo Shaoyun;

3. Overall Perceive the full text and know that the text describes the characteristics of the Huo Shaoyun in terms of the number of changes and the rapidity of the changes;

4. Study Sections 3 and 1 to understand the characteristics of the color changes of the Huo Shao Cloud and the characteristics of the ground scenery when the Huo Shao Cloud appears. Changes;

5. Be able to read verses 1-3 with emotion and recite verse 3 according to the outline.

Teaching focus: Goals 4 and 5. > Teaching difficulties: Objective 4

Teaching process:

1. Introduction of new lessons

1. Have you observed clouds? Please tell me. 2. Reveal. Question.

2. Read the text

1. Students must read the text correctly and fluently. 2. Reading check, ask students to read the sections they like.

< p> 3. Study Section 2

1. Please find the sentence in the text that tells the origin of the name Huo Shaoyun. 2. Students answer. 3. Read freely and explain in your own words why it is called Huo Shaoyun. Burn, catch fire) 4. Is the fire cloud really burning? How can you tell? (Red) 5. Is it better to use "red until" instead of "burning"? Why? (The word "burning" is used. Not only does it describe the colors, but it also captures the dynamic beauty of the flaming clouds. ) 6. What else does this sentence say about Huo Shaoyun? (Wide range) 7. Reading practice.

IV. Overall Perception

1. So what are the characteristics of Huo Shaoyun? Please read the full text and think about it freely. 2. Students answer, discuss and communicate. (Changes are many and fast)

5. Study Section 3 and 1

(1) Study Section 3 1. Read Section 3. 2. In this section, which aspect of Huo Shao Yun changes? (Color) 3. Students read Section 3 again to understand how much and how fast the color of Huo Shao Yun changes. (Which places change the most, and which places change quickly?) 4. Reading practice. 5. Are these the only colors of Huoshaoyun? How can you tell? Students imagine other colors. Follow the word formation method in the text. 6. Recite and practice according to the outline. (2) Study the transition of Section 1: When the fire cloud appeared, changes occurred in the sky, and in fact, changes also occurred on the earth. 1. Students read Section 1 freely. 2. Students talk about what changes have taken place on the ground. Provide random reading guidance. 3. Why did the scenery on the ground undergo these changes? 4. Why did the burning clouds cause them to undergo these changes? (Illustrate by using the mixture of two pigments that will turn into other colors. For example, red and green mixed into black) 5. Read aloud with emotion Section 1.

VI. Summary

1. After studying this lesson, what do you think of Huo Shaoyun? Use one word.

(Beauty) 2. There is something even more beautiful about Huoshaoyun. Let’s experience it in the next class.

7. Classwork.

After-class questions 2(1),3.

Blackboard writing:

Fire Clouds

Mostly red, golden, half purple and half yellow, color changes are half gray and half lily, grape gray, pear yellow, eggplant purple ...for a while...for a while...for a while...for a while...