Chinese courseware for the first volume of the second grade of the Hubei Education Edition: "Little Frog"

Chapter 1

Teaching objectives:

1. Know 6 new words and be able to write six new words.

2. Ability to read texts correctly, fluently and emotionally.

3. By studying the text, let students learn to recognize their own strengths like a little frog, stimulate students' self-confidence, and say one or two words of encouragement for themselves.

Teaching focus:

1. Recognize 6 new characters and be able to write six new characters.

2. Ability to read texts correctly, fluently and emotionally.

Teaching difficulties:

Understand why the little frog feels lucky. Let students learn to recognize their own strengths like a little frog, stimulate students' self-confidence, and say one or two words of encouragement to themselves.

Lesson schedule:

Second lesson

First lesson

Teaching objectives:

1. Understand 6 A new character, and can write 3 new characters.

2. Ability to read texts correctly, fluently and emotionally.

3. Understand the advantages of frogs and ducks by studying paragraphs 1-6 of the text.

Teaching focus:

1. Recognize 6 new characters and be able to write six new characters.

2. Able to read the text correctly.

Teaching difficulties:

1. Be able to read the text fluently and emotionally.

2. Understand the advantages of frogs and ducks by studying paragraphs 1-6 of the text.

Teaching aid preparation:

Vocabulary cards, teaching wall charts

Teaching process:

1. Introducing excitement.

1. Guess riddles.

A little swimmer, he talks like a croak. When he was young, he had a tail but no feet. When he grew up, he had legs but no tail.

Guess, what kind of little animal is this?

2. Writing on the blackboard: little frog. Read by name - the whole class reads together.

3.Do you like frogs? Why? What are his characteristics?

4. What kind of little frog is the little frog in the text? What will happen to it? We will know after reading the text.

2. First reading of the text:

1. Students read the text freely, using pinyin to read the pronunciation of the words accurately, and read the new words circled in the preview three times.

2. Check the self-study of new words.

(1) Show the new word cards, read out the new words, and have the whole class read them together to form words.

(2) Ask students to be teachers and teach new words.

(3) For some words that are not known yet, students ask each other for advice and help each other.

3. Memorize new words.

What words do you remember? How do you remember it? (Students exchange word memorization methods)

For words that have not yet been memorized, you can continue to memorize them while studying the text.

4. Read the text freely and see how many natural paragraphs there are? Mark the serial number.

5. There are several natural segments in gesture expression. (10)

6. Name a classmate to read the first paragraph of the text, and ask him to invite several children to cooperate with him to read the text.

7. Invite the children who are studying to come up to the stage, and the children in the audience will ask them to "read". (The voice should be loud, no typos should be read, no words should be added or lost).

8. The students who were studying also asked the children in the audience to listen (listen carefully and don’t talk).

9. Post-reading comments: Who read well? The good thing? What are the shortcomings?

3. Independent learning.

1. Read the first paragraph of the text freely and talk about your own advantages like the little frog.

2. Read aloud by name, paying attention to the happy and happy tone of the little frog.

3. Freely read paragraphs 2-6, and think about the advantages of the little duck?

4. Report: The little duck can fly.

5. The group reads 2-6 natural paragraphs in different roles, and the teacher inspects and guides.

6. The whole class performs.

7. Name the little duck to learn the flying movements and perform it as a whole class.

8. The whole class reads paragraphs 1-6 of the text together.

4. Guide to writing new characters.

1. Observe, read and memorize new words.

2. Students observe the words in the field grid alone, see the glyphs clearly, and find the key strokes.

3. Look at the sample writing.

4. When students are writing, pay attention to their pen holding posture and writing posture.

5. Comparative observation and appreciation of words.

Require students to look at it carefully after writing, compare it with the characters in the field grid, and consciously guide students to appreciate the beauty of the strokes and structure of the characters.

6. Comment and analysis.

Which word do you write best? What’s so good about it?

5. Assignment design.

1. Write new words.

2. Read the text aloud.

Blackboard writing design:

17. Little frog

Little frog swimming

Little duck flying

Second Class hours

Teaching objectives:

1. Review and consolidate 6 new words and be able to write 3 new words.

2. Ability to read texts correctly, fluently and emotionally.

3. By studying the text, let students learn to recognize their own strengths like a little frog, stimulate students' self-confidence, and say one or two words of encouragement for themselves.

Teaching focus:

1. Review and consolidate 6 new words, and be able to write six new words.

2. Able to read the text correctly.

Teaching difficulties:

1. Be able to read the text fluently and emotionally.

2. By studying the text, let students learn to recognize their own strengths like a little frog, stimulate students' self-confidence, and say one or two words of encouragement to themselves.

Teaching aid preparation:

Vocabulary cards, teaching wall charts

Teaching process:

1. Review and inspection.

1. Read new words.

2. Read paragraphs 1-6 of the full text.

2. Study the text.

1. When the little frog saw the little duck flying, what was its reaction? Free reading of the seventh natural paragraph.

2. Name the person to read aloud and the whole class will read together.

3.What did the little duck say? The whole class reads the eighth natural paragraph together.

Thinking: When the little duck says that the little frog has no wings and cannot fly, what will the little frog think?

Student report, teacher summary:

Let us go to the last two paragraphs of the text to find the answer!

4. Freely read paragraphs 9 and 10 and think: After listening to the little duck, what did the little frog think?

5. Guide reading the ninth natural paragraph and find out the frog’s thoughts:

After listening to the little duck’s words, the frog felt very sad and regretful that he could not fly.

Students try out, read by name, comment, read by name, and read as a whole class.

The teacher described the little frog’s mood:

The little duck can spread its wings and fly, but I don’t even have wings. Could this be me? The frog that never flies.

6. Freely read the tenth paragraph and think: Why did the frog feel so happy later?

Key points to understand:

He felt like he was flying. He understood that the little frog felt happy because he was very confident and could do the frog jump. This was a frog jump that belonged only to him. Just like a little duck can fly, it is a skill that only belongs to you.

7. Guided reading.

8. Read the full text together.

3. Extended exercises.

1. Everyone has strengths, so you should be a confident person at all times. Can you tell me what your strengths are? Can you give me some words of encouragement?

2. Students can discuss and speak freely.

3. Write one or two sentences to encourage yourself.

4. Guide to writing new words.

1. Observe, read and memorize new words.

2. Students observe the words in the field grid alone, see the glyphs clearly, and find the key strokes.

3. Look at the sample writing.

4. When students are writing, pay attention to their pen holding posture and writing posture.

5. Comparative observation and appreciation of words.

Require students to look at it carefully after writing, compare it with the characters in the field grid, and consciously guide students to appreciate the beauty of the strokes and structure of the characters.

6. Comment and analysis.

Which word do you write best? What’s so good about it?

5. Assignment design.

1. Write new words.

2. Read the text aloud.

3. Preview ancient poems.

Blackboard design:

17. Little Frog

Confidence - Little Frog Swims

Little Duck Flying Chapter 2

Teaching objectives:

1. Recognize 6 new characters and be able to write 3 new characters.

2. Able to read texts correctly, fluently and emotionally.

3. Understand the advantages of frogs and ducks by studying paragraphs 1-6 of the text.

Teaching focus:

1. Recognize 6 new characters and be able to write six new characters.

2. Able to read the text correctly.

Teaching difficulties:

1. Be able to read the text fluently and emotionally.

2. Understand the advantages of frogs and ducks by studying paragraphs 1-6 of the text.

Teaching aid preparation:

Vocabulary cards, teaching wall charts

Teaching process:

1. Introducing excitement.

1. Guess riddles.

A little swimmer, he talks like a croak. When he was young, he had a tail but no feet. When he grew up, he had legs but no tail.

Guess, what kind of little animal is this?

2. Writing on the blackboard: little frog. Read by name - the whole class reads together.

3. Do you like frogs? Why? What are his characteristics?

4. What kind of little frog is the little frog in the text? What will happen to it? We will know after reading the text.

2. First reading of the text:

1. Students read the text aloud freely, pronouncing the pronunciation of the characters accurately with the help of pinyin, and read the new words circled in the preview three times.

2. Check the self-study of new words.

(1) Show the new word cards, read out the new words, and have the whole class read them together to form words.

(2) Ask students to be teachers and teach new words.

(3) For some words that are not known yet, students ask each other for advice and help each other.

3. Memorize new words.

What words do you remember? How do you remember it? (Students exchange word memorization methods)

For words that have not yet been memorized, you can continue to memorize them while studying the text.

4. Read the text freely and see how many natural paragraphs there are? Mark the serial number.

5. There are several natural segments in gesture expression. (10)

6. Name a classmate to read the first paragraph of the text, and ask him to invite several children to cooperate with him to read the text.

7. Invite the children who are studying to come to the stage, and the children in the audience will ask them to "read". (The voice should be loud, no typos should be read, no words should be added or lost).

8. The students who were studying also asked the children in the audience to listen (listen carefully and don’t talk).

9. Post-reading comments: Who read well? The good thing? What are the shortcomings?

3. Independent learning.

1. Read the first paragraph of the text freely and talk about your own advantages like the little frog.

2. Read aloud by name, paying attention to the happy and happy tone of the little frog.

3. Freely read paragraphs 2-6. Think about the advantages of the little duck?

4. Report: The little duck can fly.

5. The group reads 2-6 natural paragraphs in different roles, and the teacher inspects and guides.

6. The whole class performs.

7. Learn the flying movements of the little duck by name and perform it as a whole class.

8. The whole class reads paragraphs 1-6 of the text together.

4. Guide to writing new characters.

1. Observe, read and memorize new words.

2. Students observe the words in the Tian grid alone, see the glyphs clearly, and find the key strokes.

3. Look at the sample writing.

4. When students are writing, pay attention to their pen holding posture and writing posture.

5. Comparative observation and appreciation of words.

Require students to look at the words carefully after they finish writing, compare them with the words in Tian Yuge, and consciously guide students to appreciate the beauty of the strokes and structure of the words.

6. Comment and analysis.

Which word do you write best? What’s so good about it?

5. Assignment design.

1. Write new words.

2. Read the text aloud.

Blackboard writing design:

17. Little frog

Little frog swimming