Teaching design of Quotations, the first volume of senior one Chinese.

Teaching design of i u ü, the first volume of senior one Chinese 1 teaching design ideas

Exercise students' practical ability in learning and consolidate, strengthen and improve in games.

Teaching objectives

1. Knowledge target

Learn the vowels I, U and U, read the correct sound, recognize the shape and write correctly.

2. Ability objectives

Master the four tones of I, U and U, and you can read the vowel tones directly.

3. Emotional goals

Understand that learning Chinese Pinyin can help literacy and reading, and learn Mandarin. Interested in active learning. Have good writing habits.

Teaching focus

1. Read the three vowels correctly, identify the glyphs and write correctly.

2. Accurately read the four tones of a single vowel.

Teaching difficulties

Accurately pronounce four tones of a single vowel, of which two and three are more difficult to master.

The teaching time is 2 hours.

teaching process

first kind

First, review.

1. Show the letter cards "A, O, E" for students to read.

2. Read "A, O, E" four times.

Let the students recall how to learn the sound and shape of the single vowel "a, o, e" On the basis of students' summary, show three pictures and three letters of "I, U, ü". Look at the pictures and talk about how to remember the sound shape of "I, U, ü".

Second, learn the sound form of "I, U"

(a) learning the single vowel I

1. Observe the chart of "I"

What is the (1) graph?

(2) How to pronounce this letter? Read the sound of "I" with clothes.

(3) The teacher's demonstration reading focuses on the key points of pronunciation: when pronouncing "I", the mouth is very small, the upper and lower teeth are aligned, the tongue is tilted forward, and the corners of the mouth are slightly to both sides.

(4) Students practice reading by themselves.

Experience the essentials of pronunciation.

(5) Students at the same table read and correct each other.

(6) study by train.

2. Learn the shape of "I"

(1) Look at this picture carefully and see if there is any good way to remember the shape of "I"!

(2) Learning and memorizing nursery rhymes: Teeth are aligned with "ii ii"

3. Learn the four tones of "I"

(1) Show the vowel "I" Q: Do you know how to mark the tone of "I"? You can read books. Who wants to talk?

(2) The teacher emphasized that when the vowel "I" is marked, the point on the head of "I" should be removed. The teacher wrote on the blackboard: "Ouou".

(3) Try to read the four tones of I by yourself.

(4) Teachers demonstrate reading and students follow (sequential reading)

(5) Students at the same table read aloud to each other (order)

(6) Read by name. The teacher corrected the pronunciation of two tones and three tones.

(7) Q: What words can be used to read the four tones of "I" in daily life?

(and hospitals; Doubt; Yes; √ Art)

(8) Students at the same table disturb the four-tone reading order. It is called the vowel "ou ou ou" directly.

(9) Read four tones.

(B) learning the single vowel U

1. Observe the "U" shape.

What is the (1) graph?

(2) How to pronounce this letter? Try to teach yourself the "u" sound with the help of crow's "black".

(3) The teacher demonstrates that the key point of reading aloud is the key point of pronunciation: when pronouncing "U", try to gather your lips into a circle with your mouth protruding, leaving only a small hole in the middle and your tongue shrinking backwards.

(4) Students practice reading aloud, understand the key points of pronunciation and correctly read the sounds of letters.

(5) Read by name.

(6) Read and correct each other at the same table.

Step 2 learn the shape of u

(1) Observation diagram: Which part do you think is similar to "U"?

(2) Learn and remember the nursery rhymes of "u": stick out "u u u" in your mouth.

Learn the four tones of "u"

(1) Show the four tones of "u" and try to read them yourself.

(2) Read by name, and pay attention to correct the pronunciation that students can't understand.

(3) Q: Who can practice word formation with the four tones of "U"?

(4) The four tones are not read in order, and the tones are directly called vowels.

Third, guide the writing of "i u"

1. Show "i u" written with four lines and three squares.

Please observe the possessive position of "i u".

2. Write "I" on the instruction manual

(1) Understand the basic strokes of pinyin letters: "vertical" and "dot".

(2) The teacher said the stroke order while writing: first write a small vertical in the middle case, and then write a dot in the middle of the capital. Please say "I" when you are finished.

(3) Say the rhyme "I" and write it in a small children's song: the middle grid is written in a small vertical bar and clicked on it.

(4) Students practice writing, teachers patrol, and individual counseling to correct students' writing posture and writing methods.

Instruct writing

(1) The teacher said the order of strokes while writing: first write a vertical right bend in the middle grid, and then write a vertical small bend. Note that whether it is a vertical right bend or a vertical small bend, it must be straight.

(2) Let the students try to compose a small children's song: write a vertical right bend in the middle, and then write a vertical small bend, first big and then small.

(3) Students practice writing, teachers patrol and individual counseling.

(4) In the process of inspection, find out the representative problems and put them on the physical projection for your comments. Please tell me which is good? Which one are you dissatisfied with? How should I write it?

(5) Students modify the letters they are not satisfied with.

(6) Show students' good writing style again, praise and encourage them in their progress, stimulate their writing enthusiasm and let them have a successful experience.

Four. abstract

Just now, we learned the sound form of "I, U" and its four tones. The students studied very hard!

blackboard-writing design

Second lesson

First, review "i u" and "i u" with tune.

Second, learn the single vowel "ü".

1. Observe the picture with the letter "ü":

What is the (1) graph?

What does this letter mean?

(3) Teacher: The first sound we pronounce is "ü" with the help of "fish" of small fish.

(4) The teacher demonstrates reading aloud to explain the key points of pronunciation: when the "ü" sound is pronounced, the lips are oblate, and after the tongue touches the lower teeth forward, the flute is played.

(5) Students practice the key points of pronunciation by themselves.

(6) Students at the same table read and correct each other.

(7) roll call reading, train reading.

2. Learn the shape of "ü"

(1) Q: Students can pronounce "u" quite accurately. How can you remember the shape of "U"?

(2) look at the picture. What is the similarity with "ü"?

(3) Reading and memorizing nursery rhymes: I like to play the flute.

3. Learn the four tones of "ü"

(1) Compare the four tones of "I" with the four tones of "ü". What did you find?

(2) The teacher emphasized that when the vowel "ü" is marked with four tones, the dot should not be removed, but should be written as "".

(3) Try to read the four tones of "ü" by yourself.

(4) Read by name.

(5) Please read aloud by students with accurate pronunciation.

(6) Teachers emphasize the pronunciation of two tones and three tones.

(7) Please select a tone group word.

(8) Read the four tones of "ü" out of order.

Instruct writing

(1) Guide students to read the order of "ü" in the book. What should they write first and then what should they write? Observe the position of the two "points".

(2) The teacher's model essay emphasizes that the two "points" are slightly closer, and the points are written at the lower point and below the capital.

(3) Write rhymes with the vowel "ü": vertical right bend, vertical small bend, and then write two points on it.

(4) Students practice writing "ü", teachers patrol, praise good writing posture and writing methods, and correct students' writing posture and writing methods. Individual counseling for students whose writing is not standardized.

(5) Let students appreciate the well-written homework through physical projection.

Third, read children's songs.

1. Show the children's songs in the book and read the red rhyme.

2. Teachers demonstrate reading or ask students to read.

3. Students should be the primary teachers leading reading, and students should follow them.

Students at the same table read aloud to each other.

5. Read by name.

Fourth, summary:

Last class, we learned three single vowels "A, O, E". In this class, we met three pinyin friends, namely "I, U, ü". Now we have learned six single vowels, which are "A, O, E, I, U, U". Can you try to recite it? The students study well and write carefully. If you want to learn pinyin letters well, read more books when you go home!

blackboard-writing design

Teaching objectives of Chinese teaching design II, the first volume of Chinese in senior one;

1, the correct pronunciation of I u u, and the comparison of the pronunciation of u and u.

2. Yu's four-tone pronunciation.

Teaching emphases and difficulties:

Prepare teaching tools and auxiliary activities: color wall chart, i u ü four sound cards, four-line grid and small blackboard with red strokes.

Main blackboard writing plan:

Operation design and arrangement:

classes

out-of-class time

Teaching process:

first kind

First, review.

1, read the letter card.

2. dictation a o e.

Tell me what these three letters are called.

Second, introduce the newly granted content.

1, guide the scene diagram.

(1) Where is the map?

(2) What animal is the picture?

(3) What are they doing?

(4) Why do ants sit on the turtle's back? What would the little fish say?

2, teaching situational songs, showing iu ü

(1) speak.

Turtle, it's amazing! When you see others in trouble, you will take the initiative to help them. In order to praise this spirit, the uncle who compiled the book wrote a nursery rhyme.

(2) displaying background songs

Little ant, to cross the river,

Uncle tortoise took it,

The fish came over.

(3) Reading children's songs, the camera shows I uü on the screen.

Third, teach IUU pronunciation and writing.

1 Teaching 1

The pronunciation of (1) i.

Show me the ant map, I

Tell the students the third sound of ants. If you change it to the first sound, it will sound a bit like me.

The teacher read me three times.

Describe the pronunciation method.

When reading this sound, the upper and lower teeth should be aligned and the tip of the tongue should be pressed behind the lower teeth.

The teacher demonstrates reading again, and the students practice reading after it.

"Driving a Train", read by name.

Teaching jingle: tooth arrangement three

(2) My writing

Look at the ant map and tell me what I look like.

I stand upright like an ant's body, and a little like an ant's head.

Guide students to learn the writing materials in textbooks by themselves.

Who can tell me what to write first and then what to write?

The teacher writes and the students write empty books on the table with their fingers.

Discuss the position of I in the four-line grid.

I am different from aoe. It has a part on its head. Who will think about it, and how shall we arrange it?

Guide the operation method in reading.

The students drew red on the book twice.

2. Teaching

The pronunciation of (1)u

Show me the turtle map and the letter u.

Tell the students that the pronunciation of u is a bit like the tortoise's "Wu".

Teacher demonstration reading u

Say the pronunciation method

When reading u, your mouth should be round, there is only a small hole in the middle, and your tongue should shrink back.

The teacher read the model again and the students read after it.

Read by name and by train.

Teaching jingles; Round mouth uuu

(2)u's writing

Guide picture

What part of the tortoise do you look like?

Instructional writing

Who can tell me how many u's there are? What to say first? Say what?

The teacher wrote an example, while the students wrote an empty book.

Describe the main points of writing: two vertical lines should be vertical and the first stroke should be smooth.

Discuss the position of u in four squares.

Like aoe, U is on the second floor.

The students drew red on the book.

3. ü Teaching

Read and write (1)ü

Show me the goldfish map and the letter u.

Question: What is the sound of fish?

Tell the students to change the word "fish" to the first sound similar to the pronunciation of u.

Read the teacher's template for ≤ 3 times.

Say the pronunciation method

When reading ü, the lips are round and almost closed, like playing a flute, and the tip of the tongue touches the back of the lower teeth.

Teachers demonstrate reading again, students imitate reading and practice reading.

Read by name

Teaching jingle: playing flute.

(2) writing

(3) Guide map, what is in the map?

(4) Who can remember ü with the letters we have learned?

(5) Guide the writing order

(6) Self-study the relevant contents in the book and tell the writing method.

(7) Discuss the position of ü in the four-line grid.

(8) Students practice painting red.

Fourth, consolidate practice.

1, tell the students that iuü is also a vowel.

2. read the letter card.

3, look at the mouth to get the card. Go to the right. Read it three times.

Verb (short for verb) homework

Copy one line each.

Second lesson

I. Review

1. Reading card: a o e i u ü

2. Dictate 6 single vowels.

Two. Four tones of teaching

1. Teaching four tones.

A, tell the writing rules: I want to save a little when adding tones.

Storytelling: aoe Everyone has four beautiful hats. I was envious after reading it. He found the uncle who edited the book and said, "Uncle, will you put a hat on me, too?" Uncle said, "All right!" My uncle put a hat on me, and the problem came. I wear a bow on my head. This hat is not nice. I thought about it and said, "Uncle, I have it. When I put on my hat, I will take off my bow. When I don't wear a hat, I wear a butterfly. " From then on, when I mark the tone, people will omit writing points, and when I don't mark the tone, I will add points.

B, display:

C, the teacher read.

D, say the four sounds of reading I.

2. Teach you four tones.

A. The teacher writes the four tones of U on the four-line grid, pointing out that U is in the middle grid and the tone symbols are written on the upper grid.

B, named trial reading u is four tones.

C, u-oriented four-tone group.

D. Read the four tones of U by name. Both teachers and students correct the mispronounced sounds.

3. Teaching four tones.

A, the teacher writes four tones on the four-line grid.

B. Students can practice reading freely.

C. Try to read by name, and the teacher corrects the wrong pronunciation.

D, use ü to guide the four-tone group.

E, "drive the train" read the four tones of u.

3. Compare the different forms of monosyllabic vowels

1. Show: a-o, and then read by name.

2. tell the difference between type a and type o.

3. Read a-o together and realize the difference in shape.

4. Know how to compare the shapes of u-ü and o-e vowels in the same way.

Fourth, compare the pronunciation of tonal monosyllabic words.

1. Show: a-a, i-i, U-U.

A. read by name.

B. Tell the tones of the left and right vowels in the horizontal line and how they are pronounced differently.

C, read a-a, i-i, u-u.

2. Show: o-o, e-e, U-U.

A. read by name.

B. Tell the tones of the left and right vowels in the horizontal line and how they are pronounced differently.

C, read o-o, e-e, u-u.

Verb (short for verb) homework

Practice reading the text

Teaching objectives of teaching design III of Yu, the first volume of Chinese in senior one.

1. Learn the vowels I, U and U, read the correct sound, recognize the shape and write correctly.

2. Master the four tones of I, U and U, and can read the tones directly. Learn to read Yi, Wu and Yu as a whole.

3. Learn to use the four-line grid.

focus

Teach students to pronounce the three vowels of iuü correctly.

difficulty

Learn the four tones of iuü and read two or three tones well.

Early self-study outline

1. Preview the text and observe the pictures in the textbook. What do you see?

Use your imagination. What are the three vowels in the textbook?

3. Learn how to write I, U, U in stroke order and make cards.

4. Swing the shape of I, U and U with the wool head.

Do you know which words are pronounced "1510"? If you don't know, please read the extracurricular books and try to know something.

teaching process

first kind

First, guide the review of monosyllables A, O and E.

Show me the cards and read them all.

Today we are going to learn the second lesson of Chinese Pinyin.

Second, work in groups to learn the pronunciation and four tones of I, U and ü.

1, teachers guide cooperation:

(1) Division of labor: The pronunciation of I, U and ü and the four tones are borne by three students respectively, and the fourth student tells us what these three letters look like.

Who in the group can't read and speak? Teach each other and see who is the little teacher in the group.

(2) Speak in turn in the group, don't interrupt, don't look around, listen carefully and observe discipline.

The teacher joined a group to demonstrate how to cooperate.

3. Cooperation among students.

4, the whole class shows, and the teacher evaluates and guides.

Third, consolidate the practice.

1, swing the letters with lines.

2. Find a friend: Where is XXX? Life finds it from the card. Hold it up and say XXX is here.

3. Review the four tones of iuü.

Drive the train together, smoke together and read together.

Fourth, homework

Tell mom and dad about today's study progress.