As a teacher, it is often necessary to prepare a teaching design, with the help of which the efficiency and quality of teaching can be improved. So what kind of teaching design is good? The following is what I have organized about the "Language Garden I" teaching design (selected 5), just for reference, I hope it can help you.
"Language Garden I" Teaching Design 1Teaching Objectives
1, can carefully observe the pictures, find the similar characteristics of things, and use ...... like ...... sentences to say their own clear Discovery.
2, according to the "read and recognize" in the characteristics of the word - familiar words plus bias, independent literacy; read and recite couplets; with words.
3, can actively participate in the practice of looking for spring, take the initiative to communicate with classmates in the spring of the new discoveries, the development of oral communication skills.
4, can use their favorite way to collect, show the group text content related to information materials, and classmates *** enjoy the fun.
Teaching hours
2 hours.
Teaching process
I. My discovery
1. Observe the picture and guide the discovery:
What is drawn on the picture? What is the connection between these things?
2, according to the prompts, create imagination:
Please complete the words in the partner's bubble (I found out that the swallow's tail is like scissors) Can you say it in another way? (Scissors are like a swallow's tail.) Can you say other things in this way? The group share their observations with each other.
3, contact experience, expand the exchange:
In daily life you find what other things are very similar to each other? Students boldly imagine, free expression.
(such as eyebrows like a curved crescent moon, the river is like a mirror, etc.)
Second, the accumulation of day to day
1, read and recognize:
(1) read: read the following words, see what you have found? (All of them are new words made up of familiar words with radicals)
(2) Remember: How do you remember these words? Students share their literacy methods with each other.
(3) Say: Form words for each group of two words, and then say one or more sentences with the favorite words.
2, read and recite:
(1) Read:
Students read the couplets themselves, do not know the words, you can use the pinyin; teacher demonstration of the couplets read, students feel the tone of chanting. The first couplet should generally be chanted in a lower and slower tone, while the second couplet should generally be chanted in a higher and flatter tone. (e.g., willow/green/thousand miles, spring breeze/warm/ten thousand homes.) Students imitate reading, pair reading, reading in unison, imagining reading.
(2) Recitation:
Students recite the couplets in a way that suits them.
(3) Display:
Students share with each other the poems about spring collected outside class.
3. I will say:
(1) Say:
Read the words behind the horizontal line and say what should be put on the line?
(2) comment:
In the group to say what they fill in, other students comment. Teachers should inspire students to say different words, as long as the match is accurate to give encouragement and praise. At the same time, you can also let the students from the learned text to find out some of these phrases, read and write.
(3) practice:
Shy () () eyes () shoots
() voice () the world of tender green ()
Third, oral communication
1, play the song "Little Birdie Little Birdie," listen to it and then say what you have heard?
2. What new discoveries have you made in the spring? Students combined with the collection of relevant information in the group to say.
Requirements:
(1) You can start from plants, animals, weather changes and people's activities.
(2) The discovery should be "new" and as different as possible.
3, the whole class exchange report "new discoveries", guiding the students in accordance with a certain organization as much as possible to say their new discoveries, or focus on a certain thing, make it specific. Such as the discovery of grass can be from the beginning of the beginning of the head to say to grow a small green tip leaves, from the "grass look close but no" to the scene of green grass like Yin Yin. Encourage students to boldly put their own associations combined with their own findings.
4, the class exchange, teachers and students *** with the comments, the selection of the "most discerning" award.
5, the new discovery of their own organization to write out, the teacher appropriate to remind students to think about the order of writing before writing. Then the whole class exchange, teachers and students *** with sharing the joy of writing.
Fourth, the display table
1, combined with the results of the group's language practice activities, according to the tips of the learning partners, the teacher guides the students to show the results of learning in their own favorite way.
(Collecting words and phrases describing spring, displaying calligraphy works written about spring, also singing songs about spring, creating a dance in praise of spring, and drawing a picture of spring ......)
2, communication within the group, we share our learning with each other.
3, the class exchanges show, select the "best creative" award and "best talent" award.
V. Broadband network
1, to their own collection of information about the "city flower" in the group to exchange.
(In addition to the examples cited in the textbook, the teacher can also allow students to independently exchange information on the "city flower" of other cities)
2, the students can also learn to exchange a certain "city flower" of the origin, or exchange of "city tree". The "city tree" information.
3, according to the information exchanged by the students, teachers and students **** with the selection of the best works out of a wall newspaper.
Teaching Objectives
1, guide students to discover the pattern of literacy, their own summary of literacy methods.
2. Accumulate words about spring.
3. Write sentences correctly and stimulate the interest of writing sentences.
4. Conduct oral training to cultivate students' observation ability and language expression ability.
Focus and Difficulties
Autonomous literacy, focusing on guiding students to discover patterns and increase interest in learning.
Teaching aids
Vocabulary cards.
Teaching time
3 hours.
Teaching process
The first lesson time
I. Stimulate interest, introduce the new lesson
Students, are you willing to go to the language garden with your teacher to play a trip? To enter the door of the language garden is not so easy, because the door is arranged in front of a few questions, you have the confidence to answer them correctly?
Second, the emergence of new knowledge, self-search pattern
1, show the note card (the first group):
brother - singer - wake up ding - lamp
flat - assessment of Qi - squeeze straight - plant
ancient - old bird - song Fang - visit
(1) read by yourself, and say what you have found?
Student a: The word on the left is partly less than the word on the right.
Student b: The word on the left with the radical is the word on the right.
Student c: The words on both sides of the line sound a bit alike.
Student d: The word on the right has one more radical than the word on the left.
(2) The first test question is:
Can you name a few sets of such `characters following this pattern?
Student a: 寸─village gate──demonization──flower
Student b:早─草林─淋民─眠
......
(3) Who can help summarize what the name of this method of literacy can be called?
Students: familiar characters with radicals.
Teacher's board:
Cooked words with partials
2, show the note cards (the second group):
Bottom - low oil - post bridge - sedan chair line - money
(1) Read it again by yourself, and this time, what do you want to tell us?
Student a: The characters on the left and right sides sound the same.
Student b: The left and right characters have different sides.
Student c: I want to tell you that you can also learn new words by using familiar words to change their radicals.
(2) This second test is: How many sets of Chinese characters have their radicals changed?
Teacher's board:
Familiar characters for bias
Student a: right - village master - section
Student b: light - via branch - technology
Third, consolidate the practice, to strengthen the memory
1, show the word card:
Evaluation of the visit to squeeze the post office sedan chair money
(1) Randomly name and ask students to recognize.
(2) read the words to expand the word:
Evaluation: comment on the evaluation of the evaluation of the Bureau: Director of the Post Office of the Public Security Bureau
Visit: visit home visit visit sedan: sedan sedan sedan chair sedan chair
Squeeze: crowded crowded crowded car mail: stamps post office postman
Money: spend money to earn money money
2, the game:
Guessing the word: a student walks to the front
3, students, we are about to enter the garden, say what you know in the garden door?
Student a: two ways to recognize words.
Student b: the familiar character plus the bias literacy method.
Student c: The familiar word-for-bias method.
4. Showcase
1. We can make new friends with Chinese characters every day if we are careful!
2. Look at each other's workbooks in the group and recognize the names of your classmates.
3. If you want to recognize someone's name, you can leave your seat and ask him for advice!
The second lesson
I. Stimulate interest, talk about the introduction
(play beautiful music, show the beautiful spring scenery)
2. Participate in the learning, accumulation of language
1, show the free reading of words in small groups, and ask to read the words correctly.
2, sampling read word cards (correct pronunciation).
3, expand the practice:
You say your own accumulated words related to spring?
4, I can write:
(1) We can already write a lot of words, we know that words can also form words, words can form sentences, now let's write two sentences!
(2) Let's see who knows what sentence we are going to write first.
(Students read the pinyin freely.)
(3) Teach the teacher to write the word "spring".
(Remind the students to write it according to the position of the Chinese character grid)
(4) Compare which student wrote the most beautiful sentence?
(Students write)
(5) The group evaluates each other and recommends the students who write well to show on the display table.
Third, read and recite
1. In the spring, the flowers in the garden bloomed, and the flowers on the fruit trees bloomed, and in the fall, the fruit trees will also bear fruit!
2. Students read The Garden Orchard aloud freely.
3, the group read the short text to each other (orthography).
4, the group communicate with each other what the short article is written.
5. Which group of children is the first to memorize the short text?
6, to the children who can memorize the music, with picture recitation.
Fourth, the results show
Compare who got the most gifts and give praise.
The third lesson
Oral communication: where is spring
I. Into the "accumulation" world, revealing the subject
Spring is back to the spring breeze
Willow green and red flowers bloom everything is revived
1, name reading, read together.
2, say what you found?
3, talk, reveal the title:
Yes, spring is here! Look, the children are looking for a beautiful spring! Let's join them!
(show the class: the song "Where is Spring", introduce the topic)
Second, create a scenario, oral communication
1, create a scenario 1: "say spring"
(1) show the class:
(Miss Spring smiled at the children and said: "Hello, I am the spring girl, I heard that you all like me very much, can you tell a story about me, memorize an ancient poem or text about me?")
(2) Students get off the seat to find a good friend to say and memorize.
(3) Name the students to say, memorize and comment.
(4) Say what kind of season is spring?
2, create a scenario 2: "looking for spring"
(1) show the class:
(Spring girl: "In this wonderful season, what do you see? Tell the children about it!")
(2) In small groups to exchange.
(3) Name and comment.
(4) Play the video about the beauty of spring:
Instruct the students to use the accumulated words and phrases to say, and give encouragement to those who speak well.
3, create a scenario 3: "praise spring"
(1) talk:
Since we have found the spring, think of our beautiful song, colorful brush to express it, praise it?
(2) free combination of "creative group", "acting group" and "cut and paste group".
(3) clear requirements:
① creative group of students to cooperate to draw a picture of spring, and write a sentence describing spring.
② Ask the students in the acting group to add actions and sing about spring.
③ Ask the students in the cutting and pasting group to cooperate to paste a picture book of spring according to the collected pictures, which can be accompanied by poems or texts.
④ According to the contents of the three groups, prepare a few questions to ask the other group.
(4) The "Creative Group", "Acting Group", and "Scrapbooking Group" will go up to the stage in turn to show their presentations, and take questions from the other group and answer them.
(Say what they draw and cut and paste and why they draw, paste, sing what is in the song)
Third, summarize
1, show the class:
(Miss Spring: "I'm so happy, you gave me such beautiful pictures, moving songs, and so nice story, thank you! ")
2, the teacher talk:
Yes, the spring girl is on our side, it is a colorful painting, a wordless poem, a melodious song, a story that can not be told ...... Let's go into the beautiful spring together!
3, play the music "Where is Spring", students sing.
Learning Objectives
1, recognize words, writing; accumulation of words and phrases; to "autumn" as the theme of language practice activities.
2, in the independent, cooperative, inquiry learning, mastery of knowledge, develop ability.
3, learning to plan their own fall activities.
4, willing to learn and show.
Preparation before class
1, multimedia courseware, physical projector.
2, literacy cards.
3, guide students to collect some information about the scenic area, such as tickets, guide maps, scenic landscape pictures.
4. Little red flowers for competition evaluation.
5, fall tour activity schedule.
Teaching Design
I. Oral Communication
1, talk to stimulate interest:
Autumn is a beautiful season, the harvest season, the season of celebration.
Autumn how beautiful ah, the sea of rice turned up the golden waves, the maple forest put on a red coat, verdant pines and cypresses green more dense ...... Autumn is the colorful season, the forest is full of color, stacked Tsui flow of gold, the scenery is pleasant. Autumn is the season of harvest, the grains, melons and fruits, fruitful.
Learning this set of materials, we really want to go out for an autumn tour, into the autumn, feel the autumn, we also want to paint a few more strokes for the picture of autumn! In this lesson, the students will discuss together to discuss how we can organize this autumn tour.
2, discuss the plan:
(1) group discussion of fall activities plan.
The class discussed "where to go to the fall tour".
According to the different views of the group, the same views of the group.
Each group according to the content of the "fall tour schedule", discuss the development of a more detailed plan for fall tour activities. Such as: the time of the fall tour: what month and what day when to the school assembly.
The location of the fall tour: a park, a village, a mountain ......
Preparation before the fall tour: contact matters, send a notice ......
The content of the activities of the fall tour: excursions, play games, climb mountains ......
Presentation of the results after the fall trip: drawing, diary, pebbles by the river, wild flowers on the mountain ......
(2) Nominate a representative of the group to speak.
Nominate recommended or self-nominated group speaking representatives.
The recommender states the reason for the recommendation.
Discuss and decide on the representative of the group based on the reasons for the recommendation.
3. Discussion and decision:
(1) The representatives of each group to express their views, other groups of students and teachers can question them.
(2) between the groups to fully discuss the strengths and weaknesses of each program (teachers as one of the learning partners to participate in the discussion).
(3) Vote as a class to approve the best plan for the fall trip.
(4) Discuss and refine the adopted fall trip plans in groups.
(5) each group to fill out the fall trip planner (can be everyone said, one person to fill out).
Second, the display table
1, summing up the introduction:
We have learned the text of the fall, read a small poem in the fall, but also went to the field to find the footprints of the fall, to appreciate the scenery of the fall. Autumn is like a friend, bring us a lot of knowledge and the enjoyment of beauty. Four children have made an exhibition of "Autumn" for you to enjoy. Whose work is your favorite?
2, classroom display: "our work". Students comment.
3. Suggest that students use a variety of forms to display the fall in their eyes, and decorate a fall classroom.
4. Have a "Fall in our class" exhibition.
It is suggested that this language garden teaching in three hours, of which "oral communication" in one hour.
Learning Objectives
1, guide students to discover the pattern of literacy, their own summary of literacy methods.
2. Accumulate words about spring.
3. Write sentences correctly and stimulate the interest of writing sentences.
4. Familiarize yourself with reciting The Garden Orchard.
Key Difficulties
Write sentences correctly.
Teaching hours
Three hours.
Teaching process
The first lesson time
〖Lesson time goal〗Discover the pattern of literacy, their own subsection of literacy methods.
〖Teaching process〗
I. Introduction
Children, before we learned the ancient poem "Spring Dawn", and carried out the activities of looking for the spring, have you found the spring? Where is spring? (Please answer the question with a complete sentence)
Board: parks, fields, around us ......
Second, I can recognize
1, show the board: (students read the words freely)
2, group cooperative learning, read and you find out What?
3, collective exchange:
The group sent a representative to report, summarize the literacy method.
4, show the board.
5, group study:
Recognize each other's vocabulary and memorize the vocabulary.
6. Read the cards of the vocabulary word randomly, and the students say how to remember the word.
3. Showcase
1. We can make several new friends with Chinese characters every day if we are attentive.
2. Pass around the workbook to each other in the group to recognize the names of your classmates.
3. If you want to recognize someone's name, you just walk over and ask them.
Lesson 2
〖Target〗Accumulate words and write sentences correctly.
〖Teaching process〗
I can read
1, Transitional introduction.
2. Students read the words freely in groups:
Ask to read the words correctly.
3. Read the word cards.
4. Extended practice:
What other words do you know that are related to spring?
2. I can write
1, transition.
2, see who is the first to know what sentence I wrote?
(students free spelling)
3, the teacher writes "spring".
4. Compare, which student wrote a beautiful sentence?
(students writing)
5, the group commented on each other, recommending the students who write well show.
Third, read and memorize
1, transition.
2, students read aloud the Garden Orchard freely.
3, the group read the short article to each other:
What is written?
4. Compare which group of children is the first to memorize the short text?
5, to the children who can memorize the music recitation.
The third lesson
Oral Communication: Where is Spring
〖Learning Objectives〗
1, to understand the characteristics of the spring scenery, learn to use appropriate language, songs, pictures and other representations of the beauty of the spring, and through the exchange of their own rich in the sights and sounds and feelings.
2, pay attention to observe the spring.
3. Cultivate aesthetic taste, cultivate the love of beauty, and stimulate the love of nature.
〖Teaching process〗
First, show the picture, into the "accumulation", revealing the subject
1, named reading, read.
2, say what you found?
3. Talk and reveal the topic.
2. Create a scene, oral communication, say spring
Do you like spring? Why do you like it?
(Ask a few students to say briefly)
Since everyone says that spring is beautiful, let's talk about spring in this class today, okay?
There are three requirements for this talk, please look at the projection and read with the teacher, and then please remember to finish as required when you say, and compare who is the best in this class.
Spring is the beginning of the new year, so people in ancient and modern times have praised spring, do you know what words describe spring?
(Students say a few, the teacher board some)
Teacher also prepared a lot of words and sentences for you to help you say good words. Please look at the projection and quickly memorize a few for yourself and use some of your favorite ones when you speak later.
(Students look at the projection, reading and memorizing)
Now that you've finished, let's compare who says spring is beautiful, okay Spring is here, we went to the park and saw what?
(with a sentence or a few sentences to say, according to the requirements to say)
Everyone just said really good, look at the projection of the teacher to help you with what else?
(Students look at the projection, observe the park scenery, and then say to each other at the same table)
Spring is coming, what do we see in the field?
(Say it in one or two sentences, and the teacher corrects it at any time)
After saying it, look at the projection again and let the students say it to each other. Finally, name them.
Spring is coming, around us, what kind of spring do you see?
(Teachers show students one or two images to get them ready to talk)
Students start to talk, and the teacher guides them at any time.
In the spring, do you see any changes besides what you just said and what you saw on the projection?
(Butterflies, frogs, tadpoles ......)
Children, you talk about spring so well, so who can add a title to what we just said? See who has the best title?
(Teacher's board title)
Third, the name of the speakers
Children, now we have to compare who said the most spring scenery, the most beautiful, but according to the requirements of the say, okay?
(Look again at the requirements on the projection, and then the teacher lets the students manipulate the projection themselves, from which they choose a place in spring they want to talk about and say the characteristics in order.)
The students begin to prepare, and the teacher walks around to guide them.
Fourth, named to say, teachers and students comment
Just now everyone said very well, and now we let a child to say, let's take a look at it, compare, see who's good, and where it is good.
Language Garden I Teaching Design 5 Teaching Requirements 1, mastery and use of two methods of literacy: "plus a plus", "change a change". 2. Accumulate words about spring and read the words accurately. 3. Look at the pinyin, understand the meaning of the words and write the characters correctly. 4. Read and recite. Teaching Difficulties 1. Summarize the methods of literacy. 2. Read pinyin and write Chinese characters. Lesson Schedule 2 hours. Teaching Process Lesson 1 I. My Discoveries 1. Let the students observe on their own, discuss at the table, and say what they find. 2, the whole class exchanges: Generalize the literacy methods of "plus a plus" and "change a change". 3, can also guide the students to use other literacy methods, the exchange of words recognized outside the classroom. 4. Let the students fully self-study the seven characters, check the students to recognize and remember the situation. (Available words: evaluate, home visit, squeeze in, mail car, director, sedan chair, purse.) Second, day by day 1, the students read the words themselves: Say which season they are all about. 2, the small teacher to teach reading, correct the pronunciation of words. 3, exchange what other words about spring. 4, "train" read the words. 3, I can write 1, students read pinyin: Read the words accurately, read through the sentences. 2. Name and read the sentences. 3. Teachers can model a sentence. 4. Students write independently: Pay attention to the correct writing order, neat handwriting and upright posture. 5, the whole class exchanges, table change each other. Fourth, read and memorize 1, students read the short article. 2. Read at the same table and correct each other's pronunciation. 3, draw students to read - group reading - competition reading. 4. Memorize the text: Free memorization--nominated memorization--group memorization--collective memorization. The second lesson 〖Teaching Requirements〗 1. To be able to express and communicate as required. 2. Expand the training with the content of oral communication. 〖Teaching Points of Interest〗 Pay attention to the fluency, smoothness and completeness of language expression. 〖Teaching process〗 I. Oral communication 1. "Singing Spring": Stimulate students' interest and feel the melody of spring. (such as: "Tikli Tikli", "where is spring") 2, "I see the spring": ① Say what you observe about the spring scenery. ② will be collected about the spring pictures, information exchange presentation. The class will present the pictures and information about the spring. 3, "We hear the spring", find learning partners, introduce the spring sounds they hear, talk about their feelings. 4, "I draw the spring", the spring of the picture works of the whole class exchange presentation. Second, the display table 1, the display content is not limited: Trademarks, names, signs, book titles and so on. 2. Display in any way: Take turns to show the words you know at your table. 3, the way of competition: Table fight, group fight, each week to choose a ringmaster.