The second part is Chinese courseware for senior two: looking for spring.

# Courseware # Introduction Now many teachers use courseware in class. Courseware teaching can help students learn better and understand the content of the class better. The following is the second volume of senior two Chinese courseware: Looking for Spring. You can have a look and hope it will help students learn Chinese.

Introduction to the first textbook

Spring came, and she came quietly to us like a shy little girl. The title of this paper is called us-looking for spring! Let's look around the campus, maybe we can find the grass just sticking out on the playground; Let's go to the wild, maybe we can find kites flying in the sky; Open the textbook, we will also find the shadow of spring in the illustrations of the text; Reading the text, we will feel that we are children who take off their cotton-padded jackets, rush out of the house and rush to the fields, realize the urgency of finding spring and feel the joy of discovering spring.

The language of the text is beautiful, full of children's interest and literary color. The author compares spring to a little girl. She is shy, so she hides. She is beautiful, with bright green eyebrows and colored eyes. She plays touching notes lively and skillfully, swings happily, shouts excitedly and laughs. ...

Have the children found spring? Where did you find it? How did you find it? Encourage students to read more books. "There are two kinds of wild flowers that bloom early. Are those the eyes of spring? " "Trees spit out small buds. Is that a note of spring? " ..... Read these sentences, experience the feelings and interests, and we will feel endless aftertaste.

It can also guide students to recite pictures, which not only recite the language, but also "recite" the pictures and "recite" rich emotions.

Teaching objectives

1. Can know 9 new words and write 9 words.

2. Read the text correctly, fluently and emotionally, recite the text, experience the beauty of spring, and experience the interest of being in the embrace of nature.

3. Love spring and be willing to observe and discover.

Emphasis and difficulty in teaching

Learning focus: recite new words and read aloud with emotion.

Difficulties in learning: experience the beauty of spring and join the interest of nature.

Prepare new word cards and related courseware before class.

Arrange two class hours.

Teaching process teaching thesis

first kind

Class goal

1. Can know 9 new words and write 5 words.

2. Read the text correctly, fluently and emotionally, and experience the beauty of spring and the fun of being in the arms of nature.

3. Love spring and be willing to observe and discover.

First of all, an exciting introduction.

Listen to "where is spring?"

Looking forward to, looking forward to, the pace of spring is near. (Blackboard: Spring) Miss Spring is coming to us. Let's greet her with beautiful language! What words do you know about spring? )

Teacher: Yes. Spring is coming! Spring is coming! She is like a shy little girl, hiding. Where is she hiding? Let's go to find spring together! (blackboard writing: looking for)

Second, perceive the text.

Teacher: Spring is hidden in our text. Students, what are the requirements for reading the text?

(A) read the text, a word pass.

1. Read the text freely and learn new words by yourself in your favorite way.

Read at the same table, praise him if he reads well, and help him if he doesn't.

3. Courseware shows new words, and multi-form recognition tries to remember new words in class.

4. Communicate and memorize new words in class, guide students to listen carefully and pay attention to accumulation.

Second reading the text, over reading.

1. Requirements: Read through the text and read the difficult sentences several times.

After reading, ask students to put forward difficult sentences, and the courseware will be presented randomly to guide students to read fluently. For example:

(1) Spring is like a shy little girl, hiding.

The grass sticks out of the ground. Are those spring eyebrows?

(3) Trees spit out small buds. Is that a spring note?

We saw her, heard her, smelled her and touched her.

(5) She cries in the mouths of magpies and cuckoos, and laughs in the branches of peach blossoms and apricot blossoms-

2. Read the text aloud

(3) Read the text three times to accumulate feelings

1, the courseware shows the spring scenery.

"Spring is coming! Spring is coming! " The bird was so happy when it reported.

What about you? (Happy) Let's send you a message happily with the birds! Instruct reading aloud.

2. Teacher: After listening to your words, our children are in a hurry for joy-(show the sentence: take off your cotton-padded jacket, rush out of the house and run to the fields to find spring. )

Read the second paragraph together. Guidance: Can you hurry up?

3. Teacher: The teacher heard that the children were in a hurry. But spring is-

Show me that sentence: Spring is like a shy little girl, hiding away.

(1) Read sentences freely

② Read by name.

(3) Why do you read it like this?

Express the meaning of the word through action.

(4) Read the sentence again and read out your different experiences.

4. Read the text of paragraph 1-3.

5. Leave a suspense:

Where do you hide in spring, and where do you hide? Have we found spring? Next class, let's follow the children's cheerful footsteps and walk into spring to appreciate the vibrant beauty of spring.

Third, guide writing.

1. Explore and hide frozen streams.

3. The teacher writes the difficult words put forward by the students.

4. Students write and comment.

Second lesson

Class goal

1. Can write four words.

2. Read the text correctly, fluently and emotionally, recite the text, experience the beauty of spring, and experience the interest of being in the embrace of nature.

3. Love spring and be willing to observe and discover.

I. Review and inspection

Teacher: Sister Swallow came back from the south. She heard that the children in our class are very smart and made friends with many new words in one class. She thought what she heard was false and what she saw was true, so she had some questions to test everyone. If everyone passes the exam smoothly, she will give each of us a gift. The courseware shows word check: shyness and hiding, hiding bud notes, magpie and cuckoo.

Step 2 read aloud

(1) Spring is like a shy little girl, hiding away. Let's follow Sister Swallow to find spring!

Students are free to read paragraphs 4 to 8 of the text and find out where spring is hidden.

2. Students exchange their learning results and show sentences at random:

3. Students choose one sentence they like from these sentences in groups for cooperative learning. How do you feel? What do you think? Or what else do you want to say? And tell everyone about your experience by reading aloud.

4. Report learning results

Students read sentences, talk about their feelings and thoughts, and then grasp the question mark on the basis of what the students say, and guide the students to read repeatedly.

Let the students tell their feelings. what do you think? Or do you want to say something else? And tell everyone about your experience by reading aloud.

Teacher: Is spring only in these places? how do you know (The "-"in the courseware turns red)

Students talk about where spring is still.

(2) Read the 4-8 paragraphs together.

1. Spring is so beautiful that a poet turned these words into a poem.

Teacher: Spring is beautiful. Shall we recite it? You guys are amazing!

Third, expand and extend.

1. Children, what do you see, hear, smell and touch? Let the students speak freely.

2. Is spring beautiful in your eyes? What way do you want to praise spring?

3. Independent combination, praise spring

Painting group: displaying pictures

Writing group: string the written words into a poem.

Fourth, homework

1. Accumulate the words and phrases in the text in the way you like.

2. Go to the suburbs to find spring.

Step 3 collect poems about spring

Blackboard design:

1 looking for spring

Chuncaomei

Wild flowers are as beautiful as spring eyes.

The buds of trees and the notes of spring.

The piano sound of the stream in spring.

Teaching objectives of Article 2

1, can recognize 9 new words and write 9 words in this lesson.

2. Read and recite the text with emotion.

3. Willing to accumulate and use sentences describing spring.

I am interested in going into spring to discover its characteristics.

Important and difficult

The key point is to guide students to feel the vitality of early spring in reading.

teaching process

Link teacher activities and classmate activities

Stimulate interest introduction

First reading

Learn to read

1, classmates, in grade one, we learned the text about spring together, and we sang the song "Where is Spring?". Now, we have ushered in a new spring. Let's go into spring, see with our eyes, listen with our ears, touch with our hands and discover with our hearts. Students, please open your books and try to read the text with the help of new words with pinyin under the text. After reading it, let's talk about the unrecognizable words we drew, and then share our new findings.

Please tell us what words you didn't know.

3. (Show me the "I can recognize" icon) Students, let's watch an animated film (Show me the animated film "Finding New Words"). The new words drawn by students are hidden in these flowers and trees. The study partner in the textbook found these new words. Can we recognize them?

4. Students, please create your own new word cards. When the teacher reads a new word, you can hold up this new word card. 1, try to read the text, correct typos with teachers and classmates, and communicate how to remember.

The students raised their hands and said that they couldn't recognize what they had drawn.

3. Find a friend in the animation. Students recognize one and mispronounce "cover touch". Students, teachers and animation work together to correct, emphasizing the tip of the tongue.

4. Listen to the teacher and hold up the corresponding cards.

read aloud

Back 1. The students' cards are raised quickly and accurately, which shows that everyone knows these words. Let's read the text again and exchange our new findings and problems after reading it.

2. Who can read the text to everyone?

Students, what did you hear from his reading?

4. Who else wants to read their love for spring? Students who want to read all stand up and read and compare, ok?

This lesson is beautifully written and the students read it well. Let's read it freely and carefully, and then read your favorite sentences beautifully to everyone.

If only I could recite such a beautiful text! (Display icon "Read Back")

7. Many students can recite it. If you come back from a spring outing, many students will talk about spring in their eyes! 1, students are free to read the text and communicate with each other: (1) I found that this lesson was written by several children looking for spring. I want to ask these children, have they found spring? How did you find it? I found that this lesson was written just when spring came …

2. study all your life.

3.( 1) I heard the feeling of joy; I heard his love for spring. ...

The students all stand up and read books.

5. Students read separately: (1) "The grass sticks out from the ground, is that the eyebrows of spring?" The lens guides us to understand the characteristics of "exploration" and early spring. ⑵ "Wild flowers that bloom early, are those the eyes of spring?" (3) "trees spit out small buds. Is that a note of spring? " ……

6. If you want to recite, practice it in your own way. Or recite pictures, or recite each other at the same table ...

7. Spring is so beautiful. Teacher, will you take us out for a spring outing?

guide

write

1, (Show the "I can write" icon)) Students, please prepare paper and pens. Let's write together.

2. Who can tell me what to pay attention to when writing the nine words of this lesson first? (Fan writes "flow") Emphasize that the bottom right is "big". (Fan writes "Solution") Emphasize the right combination.

We write every word twice. 1, get a pen and paper ready.

2.( 1) Student: Both "explore" and "shake" are words beside the hand. The right side of these two words consists of two parts, the upper part is short and the lower part is long. The first stroke on the right side of the word "shake" is horizontal. ⑵ "Frozen" and "Creek" should be distinguished from two-way water and three-way water. (3) I found that the word "solution" consists of three parts. ...

3. Write each word twice.

find

develop

1, students, what else did you find in this class besides the discovery in spring?

2. Prepare some poems about spring for students, embed the new words in this lesson, let the students read independently, and then exchange and show them.

1.( 1) It is found that the words in "Xunshuo" can be composed of different words. For example, tender grass, tender buds, weeds and flowers can form tender grass.

2. "Magpies call, peach blossoms bloom, and willows spit out new buds. The snow and ice melt, the north wind hides, and the grass sticks out. " The little magpie seems very shy, calling and hiding in the Woods, so I can't see clearly. I like magpies very much. I went to the Woods to look for them. I want to tell them that I am their good friend. I want to touch their feathers, but I won't hurt them.

I finally found the little magpie in the Woods. They stop on the high branches, just like beautiful notes.