Three Coursewares of Chinese "Spring, Summer, Autumn and Winter" in the second volume of Grade One.
Part I
Description of design:
This text is the first literacy text in the second volume of Grade One. This lesson appears in the form of word string literacy, and around the theme of "four seasons", it draws a picture of different four seasons in a year. The full text * * * has eight words and eight phrases, which are divided into four groups. The first group and the third group reveal the representative weather and scenery of the four seasons, while the second group and the fourth group tell us the characteristics of these scenery. The text is easy to understand and beautifully illustrated, starting from children's lives, so it is not difficult for students to understand the content of this lesson. "Chinese Curriculum Standard" requires that students' desire for active literacy should be stimulated in literacy teaching, and students' ability of independent literacy should be cultivated. Therefore, this literacy course is based on "fun", with the help of illustrations, and adopts various ways to guide students to experience literacy, gain literacy experience, and finally achieve accurate literacy. At the same time, the words in this lesson have a certain sense of rhythm, so teachers should let students read more, contact the text language repeatedly and feel the rhythmic beauty of the text. Prepare before class
1. Create new words cards and make multimedia courseware. (teacher)
2. Preview new words and make word cards. (student)
class schedule: 1 class.
Teaching process:
1. Make the conversation interesting and show the words
1. Teacher talk: How many seasons are there in a year, children? Which season do you like best? Why?
2. Show pictures and play games. Guess which season the pictures are. Design intention: Children in lower grades are lively and active. Sounds, pictures, colors, etc. will attract their attention and make them interested. Comply with children's psychology, create novel and interesting scenes at the beginning of classes, stimulate students' interest in literacy, and make them devote themselves to learning with interest.
Second, learn new words by various methods
1. Show the pictures of the four seasons in the text. Understand "spring breeze", "summer rain", "autumn frost" and "winter snow".
(1) Observe the illustrations carefully and tell me what you see. Talk to your deskmate first, and then tell the teacher.
(2) Show words according to communication:
Spring breeze, summer rain, autumn frost and winter snow
(3) Read words freely with pinyin.
(4) Read by name, read by the teacher, and read by train.
Among them, the emphasis is on guiding the nasal sounds after reading: wind and winter warping: frost
2. Tell me which scenery you like best and the characteristics of these scenery.
3. Show: Frost and Snow
(1) Communication: Have you ever seen these two natural phenomena in your life?
(2) The teacher explained the little knowledge about frost. The rain prefix is mostly a weather phenomenon. You see, with the help of the radicals of words, we can still recognize these words.
(3) The camera can memorize new words. Know the radical "rain prefix".
(4) Observe carefully and talk about the changes in writing when "Yu" is used as the radical.
(5) Teacher Fan writes the new word "snow", while students write empty books and verbally say the order of strokes.
4. Teaching word string: Spring breeze blows, summer rain falls, autumn falls, winter snow falls in first frost
(1) Show phrases. Students read by themselves with the help of pinyin.
(2) talk about the feeling of spring breeze blowing.
(3) What are the different feelings of being blown by summer wind, autumn wind and winter wind?
(4) Tell me about the scene of rain in summer, read out the feeling of heavy rain, and read "falling" well.
(5) Understand "first frost". Know the radical by the left ear. Communicate other words with this radical that you have accumulated.
(6) Name the scene when it snows and feel the lightness of snowflakes.
(7) Read the second group of word strings with emotion.
5. Teaching words: grass, red flowers, fish, birds
pond grass, green hills, red flowers, fish, birds out of the water and into the forest
(1) Show the text illustrations and guide the students to observe what scenery is drawn on the picture in a certain order.
(2) instruct students to communicate in their own words.
(3) Show the word strings three and four.
Page 2/5
(4) Work in groups, read word strings by means of Pinyin, and correct each other.
(5) Read by name, read by train, and read all at once.
6. Observe carefully and learn new words by yourself.
(1) Observe the new words in this lesson carefully and talk about how you remember them.
(radical changing methods, such as "snow", can be changed into "frost" memorization by radical changing; Comparative mnemonics, such as the word "ru", are memorized by comparing with "person"; Memorize by image evolution, such as the word "fly", which can be imagined as the shape of a bird; Adding an addition, such as "falling, floating", can be memorized by adding one component. )
(2) A good way to communicate with each other in the group.
design intent: to teach literacy methods and promote autonomous literacy. Put literacy in a certain language environment in a hierarchical and purposeful way, combine it with understanding things, and guide students to choose their own favorite way to read independently, while developing language and improving their cognitive ability. It can be said that the words learned in the language environment are alive, and the things with emotional memories are solid, which has achieved twice the result with half the effort.
Third, demonstrate and guide the writing of new words
1. Guide the writing of new words "spring, winter, flowers, flowers, wind, snow and flying".
(1) Students read new words and review and consolidate their pronunciation.
(2) Analyze new words, remember new words and understand the structure.
(3) Demonstration and guidance, students should write in an empty and orderly way.
focus on "spring and winter": the two words should be stretched. The two points of "winter" should be on the vertical midline. The second stroke of "entering" should be long, and it should be ahead.
the horizontal hook of "wind" and "fly" should be written steadily.
Review your writing posture: What "three ones" should you do when writing? (the chest is a punch away from the table; Eyes a foot away from the book; Hands an inch away from the tip of the pen. )
2. Students should be primary teachers and tell the teacher what position each stroke should occupy in Tian Zige. When the students are not sure, the teacher will focus on explaining.
3. Students finish writing exercises in the book, first, the book is empty and the strokes are orderly, then observe the position of each stroke in the Tian Zige, focus on the writing of difficult strokes, then draw red, and finally practice writing. Remind students to pay attention to their writing posture. Chapter 2
Teaching objectives
1. Be able to correctly read new words and expressions, write 7 new words and know 3 radicals.
2. With the help of pictures and real life, you can understand the different scenery and characteristics throughout the year.
3. You can use words to say sentences, and learn to use periods.
teaching focus
1. I am confirming that I can read new words and phrases, write 7 new words and know 3 radicals.
2. With the help of pictures and real life, we can understand the different scenery and characteristics throughout the year.
Teaching difficulties can be expressed in words, and learning can be completed.
prepare new words cards and courseware for teaching.
First class
First, talk introduction, introducing new lessons
1. The courseware shows four pictures of trees with different seasons to guide students to communicate the characteristics of the four seasons.
2. Writing on the blackboard, students read the topic together, focusing on guiding the reading of the new word "Spring".
second, reading the text for the first time, and perceiving the content
1. Teachers should read the text and ask students to listen to the teacher carefully and pay attention to the pronunciation of new words.
2. Guide students to read the text.
(1) Read the text in parts and correct the pronunciation with the camera.
(2) Let the students choose the text, focus on the changes of the scenery in spring, and instruct the teacher with the camera.
third, read the text carefully and read with it.
1. Look at the pictures and learn the words in the first part of the text.
(1) Show the picture of "Spring Breeze" and name it: What's on the picture? Tell me about the scenery on the picture and practice speaking in sentences:
I know that the picture shows () the season, because I see that there is () on the picture.
(2) recognize the word "spring breeze".
(3) What changes will spring breeze bring to us?
(4) The instructor memorizes the words "spring" and "wind" and organizes words orally.
(5) Students practice writing the words "spring" and "wind" in textbook P2, and show them in groups and the whole class. Key Guidance: In Tian Zige, "Spring" is wide at the top and narrow at the bottom, and the "horizontal bending hook" of "Wind" is different from the "Nine" learned before, so the "hook" part should be written slightly obliquely.
2. Guide and summarize the learning methods of the word "Spring Breeze".
3. Learn the words "summer rain, autumn frost and winter snow" in groups.
(1) The students in the group learn the above three new words by themselves. Compare the similarities and differences between the two words and make words.
(2) class communication: what are the characteristics of summer? What about autumn and winter? The teacher explained the difference between "frost" and "snow" with camera.
(3) Students read three words aloud.
(4) instruct the writing of new words "winter" and "snow" and show communication.
4. Read four words as a whole.
5. Show the scenes of wind, rain, first frost and snow.
(1) Learn new words in the form of connecting questions:
Spring breeze falls
Summer rain blows
Autumn first frost
Winter snow drifts
(2) Read together, read by name and read in groups.
(3) Recognize new words: blowing, falling, falling and floating.
(4) expansion: what other things can be used to "blow, fall, fall and float"?
6. Summarize the characteristics of the four seasons again.
fourth, classify and observe, and guide writing.
1. Guide students to observe the shape of new words and their position in Tian Zige. Observe carefully, focusing on the writing characteristics of the rain prefix.
2. Focus on guiding the writing of new words "flower", "fly" and "enter".
(1) comparative guidance of "flying" and "wind", and comparative guidance of "entering" and "people".
(2) Pay attention to the stroke of "flying" in the Tian Zige, which is slightly lower in the middle of the upper left box. The spelling of "transverse bending hook" is the same as that of "wind".
3. Write carefully, draw one and write one in Tian Zige.
Second class
1. Review and introduce new lessons
1. Show word cards and guide students to read new words and phrases by train.
2. Write on the blackboard, introduce a new lesson, and students use "spring" to form words and speak. .
3. Read the words: Spring breeze blows summer rain falls autumn and winter snow drifts in first frost, leading students to review the text again. Q: Which season do you like? Why?
2. Observe carefully and learn words by looking at pictures
1. In last class, we learned about the four seasons, and the most beautiful of the four seasons is spring. So
, who can tell me what beautiful scenery you saw in spring?
Show pictures of the text. Q: What are the methods and order of reading pictures?
2. Guide to look at pictures and speak, and practice sentence patterns:
I see () in the distance, () in the vicinity,
() on the left and () on the right.
3. Show the new words and guide the correct reading.
4. Use new words to say a complete sentence.
5. The teacher reads the phrase, imagines the picture and asks: What do you see?
6. Say by name, the teacher writes on the blackboard: grass, red flowers, fish and birds
7. Read the above new words in various forms.
8. Read the new words "Hua", "You" and "Fei" together, and make up words.
9. where can I see these sights? Guide the students to look at the illustrations in textbook P2 and say:
(1) Where is the green grass?
(2) Where are the red flowers?
(3) Where are the fish that jumped out of the water?
(4) What's in the dense forest?
1. Show:
Chicaoqing
Shanhuahong
Fish out of the water
Birds into the forest
Third class
Teaching objective:
1. Knowledge objective: Understand the meaning of sentences and the characteristics of the four seasons by observing pictures.
2. Ability goal: to cultivate students' observation ability, language ability and logical thinking ability
.
3. Emotional goal: to cultivate students' thoughts and feelings of loving nature and protecting the environment.
teaching emphasis: understand the meaning of sentences and the characteristics of the four seasons. Reciting text
Teaching difficulty: understanding sentence meaning.
teaching key: use courseware to assist teaching and help students understand sentence meaning.
teaching methods: visual demonstration, explanation, conversation, etc.
learning methods: observation, discussion
teaching AIDS: multimedia courseware
1. review and introduce new lessons
1. show word cards to guide students to read new words and phrases by train.
2. Read the text by name.
Second, master the methods and accumulate recitation
1. Guide students to read the text in their favorite way.
2. Guide to review the content of each part of the words, choose a word that is proficient in reading and say
words, so that the teacher can write on the blackboard in time.
3. Show the pictures corresponding to each part, guide students to observe carefully and try to recite
4. Organize students to recite the text in other ways.
(1) Back to back at the same table, back to back, and back to back for boys and girls.
(2) perform and recite in groups.
(3) The whole class recited at the prompt of the picture content.
5. organize demonstration and recitation.
Third, practice and consolidate, expand and extend
1. Show thinking training and guide students to imagine: every season has its own unique
beauty, and spring is more beautiful in our children's eyes. Besides these words written in the text, what other words do you know about spring? Tell everyone.
2. Guide students to make up words according to the text.
3. Show the words and guide the students to copy the words.
4. Guide students to consolidate new words by driving a train and doing crossword puzzles.
5. Summarize the full text and assign homework
1. Guide students to talk about the feelings that spring brings to people.
2. Homework: Collect and read the words describing the four seasons.
blackboard writing design
1. Spring breeze blows the grass green in the pond
Summer rain sets the mountain and flowers bloom
Autumn first frost fish comes out of the water
Winter snow drifts birds into the forest Chapter 3
Textbook analysis:
1. The text draws out the meteorology of four seasons through four fan-shaped paintings that respectively show a certain meteorological feature of four seasons. Then through a picture of the earth in spring, the words of things in the picture are introduced, as well as the performance of spring prosperity