7 teaching plans in the first volume of the second grade Chinese garden

1. Know new words by knowing familiar things, coconut, shell, desert, camel, horse, hanging, cliff and other new words.

2. Know onomatopoeia words, understand their functions, and choose appropriate words according to the meaning of the sentence.

3. Understand the idioms about the weather and feel the unpredictable weather.

4. Understand the characteristics of anthropomorphic sentences and try to talk about anthropomorphic sentences.

5. Contact with real life and observe the picture.

6. Cultivate students' ability to tell stories completely through reasonable imagination and describe stories in fluent language.

7. By comparison, remember the new words that are easy to write wrong. Cultivate students' habit of summarizing and sorting out error-prone words.

8. Read and try to recite "Nine Songs" to understand the nine solar terms from beginning of winter to Japan. Experience people's yearning and love for spring and feel the beauty of life.

9. Deepen students' understanding of the importance of reading and stimulate students' thinking and love for reading.

Preparation before class:

1, making multimedia courseware. (teacher)

2. Make new word cards. (student)

Class allocation: four class hours

first kind

Teaching objectives:

First, literacy gas stations.

1. Ask your child to read and identify with the help of Pinyin.

Tianyuan local

Coconut shells on the beach

Yá n ɡ Ruto

Populus euphratica camel

ɡāo· Yang Xu Lian Zhan Mu Day

Plateau Xuelian Ma Jun

Xu En Ya Q and N ɡ s not N ɡ xi ó n ɡ y and N ɡ

Cliff pine eagle

2. Reading: free reading, deskmate reading, train reading and class reading.

3. classify these words according to certain standards.

Teacher: Do you think Chinese characters in our country are interesting?

Second, the use of words.

1. Try to read these words and see who can read them correctly.

Review the steps of searching the dictionary with radical search.

Step 1: Determine the radical of the word to be searched, and count how many pictures there are in this radical.

Step 2: Find the page number of this radical in the Radical Directory.

Step 3: According to the page number, find the radical of the searched word in the word lookup table. Then count the number of pictures left after removing the radicals, and find the words you are looking for and the page numbers in the text in the corresponding positions.

Step 4: Look up the words in the text according to the page number. Observe its pinyin, meaning and word formation.

2. According to the method just now, students check for themselves: loss, application, Dan, Zhou and Nai. If you can't find out, you can ask your teacher or classmates.

Loss:

Shen:

Lack of:

2. Learn the words that describe the weather.

(1) Let students spell freely with the help of Pinyin.

Clouds and fog disperse, and the breeze blows gently. It's snowing and there's a storm.

Clouds, wind, goose feathers, heavy snow, lightning and thunder.

fēnɡ、bīnɡ、fēnɡ yǔ

Clouds and fog disperse, the breeze blows gently, and the wind and rain blend in the snow and ice.

Ewan Vario Luo Han F ē n ɡ ? Mayo Daxudi

Clouds, fog, cold wind, bones, goose feathers, heavy snow, lightning and thunder.

Can you tell me something about these weather conditions?

(3) What do you like about these weather conditions? What don't you like? Why?

(4) What other words describe the weather do you know? Say it.

(5) I will choose one or two of them to speak.

3. Learn anthropomorphic sentences.

(1) Read sentences freely.

"I want to hide myself." The fog hid.

The wind took my towel and handkerchief, wiped my sweat and threw it on the ground. He picked up his sister's round hat and rolled away like a roller ring.

(2) Do you find these sentences interesting? What are the interesting places?

(3) Feeling sentence features: It is anthropomorphic to describe fog and wind as adults and give them actions or thoughts and feelings. Use personification, no

It can only make the described things vivid and vividly express the author's feelings about the described things.

(4) I can also write anthropomorphic sentences.

(5) Ask students to report and communicate.

Third, the teacher summarizes the assignments.

Second lesson

First, introduce dialogue to stimulate interest.

Teacher: In this class, we will practice looking at pictures and writing words. After class, we will choose the little experts who can read and write pictures in our class. Are you confident to write well?

Second, look at the pictures and say words.

1, (courseware) Show pictures:

Teacher: Please look at the picture carefully and say the words you think of?

Student: After observing, say the words that come to mind.

Teacher: The students have accumulated so many words! You are sure to finish this writing training.

Third, look at the picture and write instructions.

Teacher: Before writing, we should know the requirements of writing.

Show me the writing requirements: observe the picture carefully. When and where was it drawn on the map? What animals are there? What are they doing? Think about it.

What would they say? Please write down the meaning of this picture in a few sentences.

Read and say what the requirements are.

Teacher: Write on the blackboard: time, place, animals, things, imagination.

Teacher: Observe the pictures carefully before writing, and pay attention to the order of observation.

(a) to guide the observation of pictures.

Teacher: Our observation order is: whole-part-whole.

Teacher: Look at the whole picture. Can you give it a title? Please write it down in your exercise book.

Student: Student report.

Teacher: After reading this painting, do you know when it was painted? Who comes up with some words to express time? Say it.

The student said. (one day)

Teacher: Where is the picture? Please say the words indicating the place.

The student said. (Next to the tablet)

Teacher: What animals are there in the picture?

Health: cats and mice

Teacher: What is the mouse doing in the picture? Please say it.

The student said. (playing computer)

Teacher: Where is the cat now?

Teacher: Think about the mouse's mood at this moment.

(2) Guide writing.

Teacher: Let's do some writing exercises and write about Tom and Jerry.

Teachers show examples:

One day, the mouse was playing () and the mouse was playing (). At this time, in the computer (), the mouse saw the cat, ().

Teacher: That's good!

Teacher: Let's read the examples together.

Student: Read it all at once.

Teacher: What should I pay attention to when writing a complete paragraph?

Health: Look at the blackboard and talk about it. (time, place, people, things)

Fourth, students look at the pictures and write.

1, write words.

2, division patrol, refers to individual guidance.

3. Read and write by name.

Verb (abbreviation of verb) summary.

Teacher: The students in this class are really serious! I learned a good way to look at pictures and write. Let's talk about what to pay attention to when looking at pictures and writing.

Health: Look at the blackboard and talk about it.

Teacher: After the students go home, they continue to write pictures and words. Next class, we will judge the little experts who can read and write pictures.

The third category

First, talk introduces new lessons.

1, Teacher: Do you often write typos? How do you deal with words that are easy to write wrong? Is it always wrong?

2. Communicate with the whole class.

3. Teacher: Today, we will learn how to solve typos.

Second, the exhibition table

1. Let's see how other students deal with typos.

Quilt-water-splashing tissue-bow your head

Leadership-Show Soldiers-Land

Walking-Today's Pumpkin-Password

Lead-worn orchard-center of circle

Later-already soda-gas.

Goodbye-mood-sunny day.

2. Read and circle the words you are prone to make mistakes.

You should also learn the methods in the book and write down the words that are easy to make mistakes here so as to remind yourself at any time.

You have five minutes to write down the words you usually make mistakes in your notebook in the same way.

5. Students show their collected typos to remind other students.

Third, accumulate over time.

1, showing nine songs.

If you don't do this in 1929,

Walking on the ice in 3949,

5969, look at the willows by the river,

Seven or nine rivers are open,

Eight or nine geese are coming.

99 plus 19,

Cows are plowing the fields everywhere.

2. Students can read freely and get familiar with the number nine songs through pinyin.

3. Read nine more songs: free reading, deskmate reading, men's and women's reading, and class reading.

4. Simply understand the meaning of Song 9.

5. Try to recite it.

Fourth, the teacher summarizes the assignments.

the fourth lesson

First, import

1, have you counted the stars? What do you think of the stars in the sky?

Today, we are going to learn children to count stars.

Second, read the text for the first time.

1. Read the text freely. Read the correct pronunciation, read the sentences well, read the difficult places several times, and then mark each natural paragraph of the text with a serial number.

Check the initial reading and point out that you should read the text in sections. Teacher: If a child is asked to read a natural passage, how many people should be asked to read it?

Third, study the text.

1. After reading the text, do you know who the child who counts the stars is now? (Xiuzi Card: Rolling)

2. Where did you know that? Read this passage by yourself. Do you blame the Han Dynasty? The Han Dynasty has a history of 1900 years. (Han Dynasty astronomer board card)

Now, can you introduce Zhang Heng with these words? Try it yourself.

4. How does Zhang Heng count the stars? Please read the text silently and draw relevant sentences while reading.

Display: A child is sitting in the yard and counting.

Let's play with Zhang Heng and count the stars. If you want to act it well, you must first read this sentence carefully and think about how to act it while reading it.

6. Now that I'm a grandmother, who wants to be Zhang Heng to perform? Ask a child to dub him and read this sentence aloud. Other children will be directors, and directors are even better. What do you want to see from these two sentences? What's not good enough? (Put two chairs) Perform one and evaluate it (key instruction: lean back, lean back, count, blackboard writing with camera). Please perform it again. The directors came to voice him.

When we are reading, we should form the good habit of thinking in circles while reading. Please add some points below these words to indicate the actions in the text.

8. Now let's come to the Han Dynasty more than 900 years ago, but let's count the stars together.

Teacher: At night, the stars in the sky are like countless pearls scattered in the jasper plate. Zhang Heng sat in the yard, leaning against her grandmother, looking up at the sky and counting the stars.

(Rolling, start counting. )

9. How many did you count? What do you think? How to treat Zhang Heng's counting? Isn't that Zhang Heng tired? Why are you still counting? Read aloud.

Fourth, the teacher summed up