The first grade Chinese courseware Volume 2: Surname Song.

Article 1 Teaching objectives:

1, can read and recite the text correctly.

2. Understand the new words 12 "surname, surname,

The first grade Chinese courseware Volume 2: Surname Song.

Article 1 Teaching objectives:

1, can read and recite the text correctly.

2. Understand the new words 12 "surname, surname, Li, Zhang, Gu, Wu, Zhao, Qian, Sun, Zhou, Wang and Guan"; Know the characters beside the bow and the characters beside the gold.

3, can write seven new words "surname, teacher, Yao, Shuang, Guo, Wang and Fang", know the order of strokes, and can form words.

Teaching process:

First, the first time I read the text, I have a preliminary perception.

1, read the text by yourself first, and look at pinyin for words you don't know.

2, the teacher teaches reading, boys read, girls read, and the whole class reads together.

3. What's that classmate's last name? Female, Zhao Qin, with ten leaves in her mouth and a bent corpse, is long * * * Gong, Cui, Xu and Huang symbolize Huang, Tian, Wang, Direction and Team Wu?

4. Take the quiz in the textbook.

Second, be familiar with words, know new words and write new words.

1, the words on the blackboard: "surname, Qiansun, Wu Zhou Zheng Wang, Gu, Shangguan, both sides, Wang, what". (Bold characters are required to be recognized in the book)

2. The teacher teaches reading, so that students can take the stage to teach reading.

3. The teacher randomly selects several words to point to, and the students who can read stand up.

Read it aloud. Let's see who has the fastest response.

4. Think about the stroke order according to the stroke order. Please invite four students.

When you take the stage, put the words "surname, surname, Yao, Shuang, Fang, Guo and Wang" in order.

Write it on the blackboard and the rest of the students are in the book. Write these four words in order.

In Tian Zige.

(Shunsong: first horizontal and then vertical, first left and then down; From top to bottom, from left to right; first

Middle and back; First the outside, then the inside, then the seal. )

5. What are the radicals of "Zhang", "Qian", "Xu" and "Guo"? bow

Next to the word, next to the gold, next to the double, there is also a national character box.

6. It is difficult to read the words on the blackboard together and erase what can be read.

Leave the words on the blackboard and you can read them twice.

7. Read the text together.

Third, classroom practice.

1. Fill in the blanks according to the text.

Mu Zi-() Bow length-() Gu Yue-

()

Mouth day-() child small-() word afternoon-

()

2. Write the order of the following words according to the order of strokes.

Last name:, * * * () painting;

What: * * * () painting; Country: * * * () painting; Party: * * * () painting;

3. Connect the following words with the correct pinyin.

Pre-view of five elements in tympanic cavity

Last name: Gu Wu, Zhao Qianguan.

4. Pay attention to the following words.

()()()()()

Zhang Zhouguan Wang Xing

5. Read the text together and recite the text.

Fourth, homework.

1. Make sentences with the following words: surname, surname, nationality,

Square and square.

2. Recite the text.

Part II Design Description

This is a children's song about surnames. The first section tells us how to write some common surnames through questions and answers, and the second section lists some surnames of China. The whole song has a strong sense of rhythm, which can easily arouse students' interest through reading. Cultivating students' desire to read actively and their ability to read independently is the basic concept emphasized by Chinese curriculum standards. Therefore, in the design of this course, teachers try to combine students' demands for literacy with the concept of "Chinese Curriculum Standards" by means of independent communication and game interaction, and guide students to "learn to be independent". At the same time, in the process of literacy, it not only accumulates knowledge of surnames, but also stimulates students' love for the motherland.

Preparation before class

1. New word card. (Teachers and students)

2. courseware. (teacher)

Class arrangement

1 class hour.

teaching process

First, reading import to stimulate interest

1. Play the audio files of hundreds of surnames, and the students will listen to them.

Tell me your last name. Did you hear it in the played audio file?

3. Reveal the topic and write it on the blackboard.

4. Literacy essay: "surname".

(1) Read the pronunciation correctly according to the pinyin, and pay attention to the nasal sound after reading.

(2) Students communicate how to remember this new word. (You can use the radical+familiar word method; You can also compare similar characters. )

(3) Word formation.

(4) Teachers set an example and students write empty books. The teacher reminded me to pay attention to writing: next to the female word "surname", write short horizontally and avoid it. The horizontal picture of "Sheng" on the right is slightly shorter, and the first horizontal pen should be on the horizontal center line.

(5) paint it red.

Design intention: At the beginning of the class, the reading of hundreds of surnames with a strong sense of rhythm makes students full of curiosity and interest at once, and their attention is completely focused on the teaching content, so as to achieve twice the result with half the effort. At the same time, it can effectively improve the quantity and quality of literacy, and also effectively promote the development of children's language.

Second, learn independently and understand children's songs.

1. Read children's songs freely with the help of pinyin, find out the new words in the text, and ask the teacher or classmates to read them several times if you are not sure about the new words.

2. Read aloud by name, and read aloud in chorus after collective revision.

3. Teamwork.

(1) Read children's songs freely and think while reading: How many bars are there in children's songs? What did you read from it? Tell the group what you think.

(2) What you don't understand is marked beside it.

4. Read out the names loudly, and other students will listen carefully.

5. Communicate what you have seen and what you don't understand.

Design intention: The content of nursery rhymes is simple. Teachers guide students to cooperate in groups on the basis of independent thinking, and have a general understanding of nursery rhymes in interactive communication. However, students have problems with the compound surname in the second section, so it is necessary to guide students to question and infiltrate the idea of "learning is expensive and suspicious".

Third, play games and read in fun.

(1) Read the first section.

1. Read the first part by name.

2. Read the first section together.

3. Understand the surname introduction method in the first section.

Show:

What Lee? Li Muzi.

Which one? The bow is very long.

Gu, Kou Tianwu,

Shuangxu, talk at noon.

(1) Tell me what you found. Introduce surnames by word splitting. )

(2) Show some surnames and let the students try to disassemble them. Such as Lee. Z, Lu Shuang Koulu, Linshuangkou, Chen Er and Huangcaotouhuang.

(3) Read the first section together.

(4) The deskmate reads the first section through clapping games.

4. Tell it in different ways.

(1) Besides spelling, is there any other way to make your last name clear?

(2) Tell the truth.

Let me see: What's your last name? My surname is Fang.

Which way? The direction of the square.

① Questions and answers between teachers and students.

② Questions and answers between classmates at the same table.

5. Read the first section together and recite the first section.

(2) Read the second section.

1. Introduction:

Teacher: China has many surnames-

Students: Zhao, Qian, Sun, Li, Zhou, Wu, Zheng and Wang.

Instruct students to read the word "Zheng" well, and its vowel is nasal.

Tell me what other surnames you know, and then answer.

3. Show the 4th and 5th lines and know the compound surname.

(1) Repeat the surname after the teacher.

(2) Teachers introduce compound surnames.

(3) Students add compound surnames they know.

(4) Teachers add common compound surnames.

4. Read the second section by name.

5. Read the second section together and recite the second section.

(3) Read aloud in the contest to deepen your memory.

1. Personal challenge.

2. Boys and girls team competition.

3. Read the text together.

Design intention: Chinese teaching should stimulate students' interest in learning and cultivate students' awareness and habits of autonomous learning. The attention duration of junior students is short. Clapping games, reading competitions and other forms of entertainment can keep students interested in learning.

Fourth, cooperative learning, memorizing new words.

1. Show new words "Zhang", "Zhao" and "Qian" and learn new radicals.

(1) Read new words by name.

(2) Introduce radicals: "bow, walk and push".

(3) When a word is a radical, what is the difference between it and the original writing?

2. Show new words: Yao, Guo, Fang, Shi, Shuang, Wang ... What's a good way to remember them quickly?

3. Group cooperation and communication.

Default value:

China: Small jade lives in a square box. (guessing method)

Fang: The "release" in After School has no irony. (familiar word disassembly method)

Double: Double again. (Component combination method)

Wang: Wang, Wang, Wang. (Introduce the method of class name)

…………

4. Show the word card, students can read, read freely, read in groups, and read by train.

5. Compare and see who talks more. Group the new words. )

Design intention: to guide students to learn independently, give full play to their imagination in the process of group interaction and communication, and stimulate students' interest in autonomous literacy by affirming various ways of memorizing new words, so as to achieve the overall memory of the meaning of glyphs.

Five, guide writing, master the order of strokes

1. Review your writing posture. ("three ones")

2. Animation demonstration of the order of new words, students observe, while imitating an empty book with their right hand.

3. Observation example: Take a look and see what position each stroke occupies in Tian Zige.

4. Teacher Fan wrote: Let the students be small teachers and tell the teacher where each pen should occupy. When students are uncertain, the teacher will focus on the explanation.

(For example, the box should be slightly larger, the vertical painting should be straight, the word "jade" should be small, and the inside should be written vertically on the vertical center line; Pay attention to the change when writing the double two "you", and the si on the left should become a point, which is slightly smaller than the "you" on the right; Wang-There are few strokes, so be careful to write them vertically on the vertical center line. The second horizontal line should be written on the horizontal center line, which is slightly shorter, and the third horizontal line is the longest. Hold the strokes firmly on it. )

5. Students complete the writing exercises in the book. First, empty the book, then observe the position of each stroke in Tian Zige, focusing on the writing method of difficult strokes, then draw red, and finally practice calligraphy. Remind students to pay attention to their writing posture. )

6. Teachers patrol and guide individual students.

7. Use the projector to evaluate writing, encourage students to observe more and master the writing methods of new words.

Design intention: This link guides students' writing through animation demonstration, textbook observation, concentrated explanation, teacher demonstration and free writing practice, and emphasizes key strokes repeatedly, so that students can accurately master the writing of each Chinese character and lay a solid foundation for subsequent writing.

Teaching reflection

1. Interesting reading stimulates students' interest in learning.

In this class, I adopted a lively reading teaching method. Through interesting activities such as quiz between teachers and students, quiz between students, guess by you, reading contest, etc., not only aroused students' strong interest, but also let students feel the rhythm and rhythm of this lesson in the game. At the same time, students can memorize new words in various ways when answering questions in different ways. In full reading, they not only solved the task of reciting, but also became interested in the surnames of the motherland, which led to their love for the motherland.

2. Self-inquiry to cultivate students' self-literacy.

By organizing students to study in cooperative groups and exchange different literacy methods, this lesson enables students to firmly remember new words, better mobilize their enthusiasm and initiative in learning new words, and cultivate their interest in learning Chinese characters while mastering knowledge.