First grade language "small mountain village" lesson plan

# First Grade# IntroductionThe lesson plan is a practical teaching instrument for teachers to carry out teaching activities smoothly and effectively, according to the curriculum standards, syllabus and textbook requirements and the actual situation of the students, with the unit of class time or subject, the specific design and arrangement of the teaching content, teaching steps, teaching methods and other practical teaching instruments. The following is None Organized elementary school first grade language "small mountain village" lesson plan related information, I hope to help you.

1. Primary school first grade language "small mountain village" lesson plan

Knowledge skills:

1. Recognize 15 vocabulary words.

2. Read the text aloud correctly, fluently and emotionally.

3, preliminary learning to observe things in an organized way to introduce things.

Emotional values:

1, feel the beauty of the small mountain village, cultivate positive and healthy aesthetic interests.

2, the students love their hometown to build their hometown ideological education.

Process and method (design ideas):

1, to map the beginning, appreciate the feeling.

2, by the map and the text, the first reading perception.

3. Combination of picture and text, reading and understanding.

4. Expand the practice, return to life.

Teaching process:

First, contact life, talk about the introduction

Teacher: everyone has their own hometown, hometown in the eyes of everyone is incomparably beautiful. Who would like to introduce their hometown? (Please city children and children who have lived in the countryside were introduced)

Teachers: many students have not been to the countryside, today the teacher to meet the requirements of all of us to a beautiful village to go to the guest, do you want to go? (reveal the subject: small mountain village)

Second, learn new lessons

(a) appreciate the picture, talk about feelings

Teacher: How do you think this picture? What do you like in the picture? What do you like about the picture?

Students: - I like the green trees in the picture, they are very neatly lined up. -I like the river in the picture. There are cute little fish and beautiful stones in the river.

Teacher: Do you want to know what the little author likes? Read the text!

(B) by the picture and the text, the first reading perception

1, the teacher read the text, the students listen to while marking the serial number of the natural paragraphs.

2, the text *** how many natural paragraphs? (Students use gestures to indicate)

(C) re-read the text, entry and understanding

1, combined with the illustrations to read the text, to find out the favorite words and sentences.

2, exchange: what places in the small mountain village impressed you? Read the related sentences or words.

(1) Hillside. Combined with the illustrations to recognize "pink peach blossoms, snow-white pear blossoms"

a. What other flowers may be blooming in the fruit grove? (apple blossoms, apricot blossoms, etc.)

b. Video: The fruit grove is in full bloom, with bees buzzing and butterflies fluttering. What do you see? Hear what? As if smelling what?

[Comment: With modern education means to reproduce the image of the orchard scene, from the sound, color, smell to stimulate the imagination of students, so that students have the feeling of being there, by the beauty of the inculcation.]

(2) Foothills.

a. Where do you see in the picture that this house is a school? (Flag)

b. What might we see when we come to school? What do we hear?

c. What do think of this school? What do you think of? (The countryside has changed; building a building-like school; Hope Primary School)

(3) The little river.

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

b. Accumulate words and practice speaking, swimming to and fro.

(4) Highway.

a. Understand the meaning of "look up". Who can show it in action? Where did the writer stand to see it? (At the foot of the hill) From the hillside to the foot of the hill, in what order does the author introduce the small mountain village? (from top to bottom) And in what order from the school gate to the highway in the distance? (from near to far)

b. What would be the "far away" place? What would the highway stretching into the distance bring to and take away from the small mountain village? (a road that leads to the city and communicates with the outside world)

c. Accumulation of words: curved

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

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

Students: -Small mountain village, I love you! -Small mountain village, you are so beautiful! -Small mountain village, I want to go and live with you!

4, read the last paragraph. Practice speaking "I love, I love."

[Learning to use is an important language ability. The first is to use the language in a way that is not only conducive to the understanding of the text, but also enriches the language and exercises the ability to express oneself.]

(4) Expanded Application

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

[The language is an applied subject, and the knowledge used in life is the only thing that lasts, so this link helps students to recall the text and makes them feel that the language is useful.]

Third, the literacy teaching

1, the teacher held up the word card, students read. Do not know the word raise your hand to show. According to the students' literacy, the majority of students do not know the word alone.

2, group work, think of ways to remember these words do not know.

3, exchange report.

4, class check. The successful ones can enter the village as "honorary villagers".

(1) Read the vocabulary and words.

(2) fill in the blanks of the peach blossom pear blossom curved clear beautiful

2. Primary school first grade language "small mountain village" lesson plan

Teaching process:

First, talk about the introduction, stimulate interest.

Teacher: Each of us has his own hometown, who knows where his hometown (hometown) is? Can you introduce it to everyone?

Our book in the writer's hometown can be beautiful, let's go to visit it!

This is the first time I've ever seen a movie in my life.

[Design intention: let the students through their own hometown, the attention of the whole class quickly attracted to mobilize the students' learning enthusiasm.]

Second, the first reading of the text.

1, students read the text.

Teacher; in reading the text, encountered do not know the word with the method we have learned to solve, at the same time, to each paragraph marked with a serial number.

[The design intention: in the first reading of the text, the students put forward the most simple and real requirements and guide the students to solve the problem of the sound of the words in the reading of the book, cultivate the students' good reading habits.]

2. Check the self-reading situation.

(1) How many subsections are there in the whole text? Who would like to read the text again to everyone? Requirements: other children listen carefully, think about it, he read the words correctly? And use the finger to point to the word, read where, point to where.

(2) each subsection read, the students to evaluate: do you want to say something to him (her)? Requirements: first recognize the advantages, and then put forward the shortcomings.

Designed with the intention of cultivating good listening habits and learning to evaluate appropriately for first grade children, this is a very important and necessary part of the process. The first step in the process is to make sure that you have a good understanding of what is going on in the world and how to use it.]

3, table classmates read each other's text, further read the words accurately.

Third, literacy guidance.

Teacher; there are some baby words appear in the text, you all know them?

1, the teacher shows students easier to recognize the vocabulary: slope, feet, floating, bottom, lift, look, repair, stretch, far, etc., to motivate students to cooperate in literacy. Requirements: the use of word-plus-word, change the bias, counting strokes, grouping words, making sentences, making up children's songs, making up riddles, storytelling and other kinds of literacy and independent literacy at the same table.

2, literacy contest. Use multimedia courseware to show these words. The rules of the competition: the table as a unit, read the right, give each other children to applaud, to show encouragement and affirmation.

[Design intention: through independent cooperative learning let students use their favorite method of literacy, not only disperses the difficulty of literacy, but also develops students' literacy skills.]

3. Recognize 2 multi-syllable words: drift and qu. Requirements: Students as a small teacher to explain to students, and use each word different sounds for word formation exercises.

[Design intention: to let students further understand the meaning of different sounds in different contexts. The students will be able to practise their verbalization skills.]

Fourth, study the text, read the text aloud with feeling.

1. Study the text in small groups:

(1) Tell each other what you have read and understood.

(2) What is your favorite paragraph? Why? Would you like to memorize this paragraph?

(3) What else do you not understand in the text, you can ask for advice.

[Design intention: to further improve the ability of group cooperative learning, so that students can experience the joy of cooperative learning.]

2. Read the text aloud in small groups:

Requirements:

(1) Cooperative reading, each person reads his favorite paragraph, read the whole text.

(2) You can read the text together in small groups. The teacher joins the group and learns with the students.

3. Have two or three groups read aloud to the class.

[Design intention: to give students full learning space, so that students do not have the pressure to learn, so that students experience the joy of success. The students and teachers are involved in the learning process together.]

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

5. Guide students to retell the text.

1, teacher: through the study just now, you know "fruit groves, school, river, mountain highway" where? (Guiding students to see the teaching wall chart)

Students answer, the teacher board: the hillside - fruit groves at the foot of the mountain - the school in front of the school - the river look up!

2, the table children say to each other, the text is written what? Requirements: without reading the book, you can add to each other.

3. Ask 1--2 students to retell the text in the class. Teachers should give students timely encouragement and affirmation.

[Design intention: In the process of language teaching, it is necessary to exercise students' language expression ability at all times.]

VI. Drawing the text.

1, teacher: students, you love this small mountain village? What do you love it? You are willing to use your own hand brush to draw the small mountain village?

2, teacher: we think about the small mountain village may also have what scenery, you can also draw it out.

[Design intent: through the painting, opened the floodgates of the students' imagination, the wings of the imagination will be more unfolded soaring, which can not only improve the students' interest in learning, but also deepen the students' understanding of the text, improve the memory.]

VII, guide the writing of words.

1, the use of multimedia courseware to learn the vocabulary, master the writing order.

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

3. Guide the writing: fruit and strip.

(1) Explain the stroke order of these 2 characters.

(2) Distinguish the difference between the last two strokes of these 2 characters.

[Design intent: first write the simple characters by themselves, then write the more difficult ones under the teacher's guidance, learning presents a gradient, reduces the difficulty, and greatly improves the efficiency. Students observe the structure of the characters by themselves, which helps to improve the efficiency of writing, and at the same time cultivate students' good observation skills and writing ability.]

VIII. Summary:

Students, we finished touring the small mountain village, what do you think ah? Each of our hometown is very beautiful, can you use a paintbrush to draw your hometown?

3. Primary school first grade language "small mountain village" lesson plan

Teaching objectives:

1, understand the content of the text.

2. Read the text aloud correctly, fluently and with tone. Practice reciting the text.

3. Feel the beauty of the small mountain village.

Teaching focus:

Understand the content of the text. Read aloud the text correctly, fluently and with tone. Practice and memorize the text.

Teaching aids: multimedia

Teaching process:

First, the premise of diagnosis and testing:

(1) read the words to say the words

slope knot full of apples and ducks

(2) spelling recognition of the word: pears

Second, the process of introduction: the small author's home is in a small mountain village, and he invited his classmates to visit his hometown, do you want to go? Do you want to go? Good! Then we will go to the "small mountain village" it!

The big screen to play the subject: 21, the small mountain village (read the subject)

Teacher: what kind of scenery in the small mountain village? How beautiful is it? Look at the text! (open the text)

Third, learn a new lesson:

1, the initial perception:

(1) the first reading: with the help of pinyin, read the text, to read the words accurately.

(2) re-read: read the text gently, to read smoothly. Look at the author intends to introduce us to the scenery of which parts of the village? (Read and discuss in the group)

Board book: on the hillside, at the foot of the mountain, at the edge of the village, in front of the village.

2, study the text:

(1) read the first paragraph together, ask: What do you know? (Name the answer)

(2) we follow the author to go to the hillside to see the scenery, please find this paragraph to read, what is on the hillside? (Big screen: on the hillside)

"Red apples", "yellow pears" how to read so that others feel their colors? (After practicing, name the readers.) Pay attention to the pronunciation of the soft sounds "on" and "of".

(3) left the hillside, we came to the foot of the mountain, what is there? Please find read. (Big screen: the foot of the mountain)

Guide to read aloud: to express the "rows and rows", "new" tone. The first thing you need to do is to get your hands dirty.

Read the third natural paragraph in full.

(4) We came to the front of the village with the young author again, please find this paragraph to read and tell the teacher what you know? (Name and read, other students imagine.)

Big screen: the river, ducklings read to themselves: see who reads beautifully (named show)

(5) Through our visit to the small mountain village on the slopes of the mountain, at the foot of the mountain, in front of the village, what do you think of the small mountain village? Then let's praise the small mountain village together! (Read the 5th natural paragraph)

4. Teacher: (1) If your family lives in a small mountain village, your heart this mood to read the text!

(2) Please five students to receive paragraph voice-over reading.

(3) collective reading

5, we have to leave the small mountain village, you still have something to say?

6, the small author prepared for us his hometown specialties to be given to us, but he has a request, in order for students to remember the small mountain village, I hope that the students will memorize the lesson, and now we are free to practice recitation!

(1) Ask a few students to memorize the text.

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

(reward apples and pears)

Fourth, practice

(1) connect and read

red pear

yellow apple

clear duckling

white river

(2) to add the sentence complete

The hillside ().

V. After class extension: draw a picture of the small mountain village in your mind.