The first lesson in the second volume of the second grade of Chinese is to find spring.

The first lesson "Looking for Spring" in the second volume of the second grade Chinese is beautiful in language, full of childlike interest and literary color. I have compiled the first lesson "Looking for Spring" in the second volume of Chinese Grade Two for your reference. I hope you get something from reading!

The first lesson of the second volume of the second grade of Chinese "Looking for Spring"

Shao Zhen's Looking for Spring

Spring is coming! Spring is coming!

We children, taking off our cotton-padded jackets, rushed out of the house and ran to the fields in search of spring.

Spring is like a shy little girl, hiding. Let's take a closer look, take a closer look.

Grass sticks out from the ground. Are those spring eyebrows?

There are two kinds of wild flowers that bloom early. Are those the eyes of spring?

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

Thawing streams jingle in winter. Is that the piano in spring?

Spring is coming! We saw her, heard her, smelled her and touched her. She swings on the willow branches and swings on the kite tail; She cried in the mouths of magpies and cuckoos, and laughed in the branches of peach blossoms and apricot blossoms. ...

The first lesson of the second volume of the second grade Chinese is "Looking for Spring".

learning target

1, knowledge:

Can correctly read the seven new words "shame, cover, cover, hide, explore, tender and symbolic", and can correctly write the words "explore and hide".

2. Ability:

Can read the text correctly, fluently and emotionally, and can imitate the sentence patterns of the text and practice saying "What's what?" Is that ...? "

3. Emotion:

Understand the characteristics of spring and feel the freshness and vitality of spring.

Learning focus

Literacy, writing, vocabulary accumulation, emotional reading.

learning disorder

Through language and writing, we can experience the beauty of spring and the interest of blending into nature.

Teaching preparation

Recording tape "Di Li Di Li", new word card, text projection.

teaching program

First, the dialogue is interesting and reveals the topic

1 What season is it? What season do you think spring is? Do you like it?

Some children also like spring very much. They began to observe and look for spring very early. Let's go "looking for spring" with those children today!

Discuss this problem

Second, read the text for the first time and dredge the new words

1, read the text for free:

Read the correct pronunciation and sentences.

2, various forms of feedback literacy:

Reading by train, acting reading, reading in groups, reading for boys and girls.

Third, reread the text, the overall perception

1. Did the children find spring? What is the spring they found? Read and circle.

2, communication, and according to the learning situation, determine the learning topic.

Fourth, study on special topics and taste spring.

1, "Spring is like a shy little girl, hiding." ：

Read and think. What did you realize?

(2) Who can show Spring Girl's shyness by reading aloud? You can read the performance by adding actions and expressions.

2. "The grass is sticking out of the ground. Are those spring eyebrows? " ：

(1) requires students to read independently. What do you know after reading it?

Which word do you think is particularly good here? Why?

(3) What is "sticking your head out"? Let's do some actions. What does the grass want to do in a hurry?

What lovely grass! Do you like it? Read it again.

3. "One or two wild flowers that bloom early are the eyes of spring, right?"

"Trees spit out small buds. Is that a note of spring? "

"Thawing brook Ding Ding Dong Dong, is that the sound of spring?

(1) Is there a sentence like this in the text? Read in groups of four, one sentence each, and see who reads well.

⑵ Group study, teachers patrol to guide students with learning difficulties.

(3) feedback. After listening, other students talk about their ideas.

5] Ask questions and ask difficult questions:

If you don't understand, bring it up and discuss it collectively.

[6] Summary:

No matter how Miss Chun hides, smart and discoverable children can always find her. How is the child's mood at this time? Let's read these sentences again with joy, excitement and excitement.

6. Spring is everywhere. Let's learn to be little poets:

Imitation: Swallows are chirping, aren't they?

Peach Blossom blushed with laughter, didn't she?

, right?

5. Enjoy the song "Di Li Di Li"

Six, writing exercises

Teacher Chun invited us to practice two new words. She wants to see which child in our class has the most beautiful handwriting.

1, read what the old teacher wrote, observe it carefully, and say you found it.

2. Pose and write carefully.

Seven. abstract

Quietly, quietly, Miss Chun has come to us. Let's all take action, be the little messengers of spring, convey the information of spring and sow the seeds of spring!

Zuo Ye supermarket

1. Collect words and poems describing spring.

2. Sing songs about spring.

3. Draw a picture of spring.

4. Plant a plant you like.

Reflections on "Looking for Spring", the first lesson in the second volume of Chinese Grade Two.

"Looking for Spring" is the first text in the second volume of Grade Two. Combining with the seasons, the article leads children into nature, feels the beauty of spring, experiences the interest of being in the embrace of nature, and cultivates the feelings of observing life carefully and loving nature. The language of the text is beautiful, full of children's interest and literary color. Read this text carefully and experience the feelings and interests in it, and we will feel endless aftertaste.

According to the psychological characteristics of junior two students, they are curious, exploratory, susceptible to infection and easily attracted by new things and moving things. Being able to experience and feel in the background of distance education resources, to be emotionally sound, and to accumulate a lot of life materials related to this lesson, which is also a favorable factor for learning this lesson. Literacy teaching in the new curriculum focuses on teaching students how to read. In the literacy teaching of this course, students are encouraged to use a variety of literacy methods to combine their own literacy with real life, thus stimulating students' interest in learning and completing literacy tasks in the intuitive demonstration of the media.

The whole classroom atmosphere is active, students' dominant position is fully displayed, which broadens the field of Chinese learning and application, organically combines classroom resources with extracurricular learning resources, and enables students to learn more knowledge to the maximum extent in a limited time. In the process of learning, vivid pictures and harmonious music give students beautiful enjoyment; Colorful forms of activities arouse students' enthusiasm and initiative in learning; Rich extracurricular knowledge broadens students' knowledge and horizons; The sound of books in the classroom is very loud, and various forms of reading enliven the atmosphere, allowing students to experience and feel in reading. The classroom is full of people, and the children's study, discussion and reading enrich the whole classroom. The children learn happily and have a solid grasp, and their Chinese ability, Chinese literacy and creative imagination have reached a new height.

First, make full use of resources, create scenarios, and stimulate students' desire for learning.

When teaching this text, we began to use the precious wealth of distance education resources, such as "creating scenes, infecting atmosphere and reading scenes", to make students think about scenes that are not in life, enjoy the happiness of life with teachers and students at an equal height, have a perceptual understanding of spring life, and use advanced media resources to stimulate students' eyes, ears, brains and other senses while guiding and thinking, and stimulate their interest and desire in learning. At the beginning of the class, I introduced it like this: the students showed and enjoyed the collected pictures of spring in groups. Teacher: What season did the students find from these beautiful pictures? Winter passed, and Miss Chun came to us quietly and gently. Do the children want to find her? At this time, the media produced animated pictures to attract students' attention with beautiful pictures and lovely animations. After reading it, I asked the students to practice speaking a complete sentence with what I saw. How beautiful spring is. Where is it? Children, let's sing this song together!

At this time, the children have been deeply attracted by the beautiful pictures and deeply infected by the cheerful songs. Coupled with my language guidance, they all want to find spring together and bring their children into the context of the text smoothly. At this time, I was writing on the blackboard and asked the students to read the topic together: looking for spring.

Thirdly, using resources, I mastered the words in the text easily and happily.

The key and difficult point of junior teaching is to let students master words and learn to write. For students, it is completely rote learning and boring. However, I make full use of remote resources and adopt a variety of teaching methods to make students be small teachers and children's languages, so that students feel that they are not in class, but in life, so that students can learn happily and get twice the result with half the effort. Especially to guide students' writing, the traditional teaching method is that the teacher reminds them and then demonstrates them on the blackboard. Through the writing instruction in remote resources, students can have a dynamic understanding of the whole writing process of new words, grasp the stroke order of new words more firmly, and let students feel the bold and beautiful China square characters through the neat and beautiful display of Chinese characters, and also emphasize the places that need attention. Therefore, students have a deep memory, and the role of demonstration can not be ignored.

Fourth, with the help of resources, read sentiment and experience artistic conception.

In this session, I arranged a variety of reading methods. Let the students read the text freely first, and let the students say, "What kind of mood are the children looking for spring?" And let the children grasp the key words such as "take off", "rush" and "rush" to experience the joy and excitement of the children at that time, and then let the children discuss in groups what the spring found by the children in the text looks like. Then use media resources to show relevant paragraphs. I use the camera to guide reading, guide students to look at pictures, and let students think about why grass is called the eyebrow of spring. Similarly, let students study paragraphs 5, 6 and 7 of the text independently, and then choose their favorite paragraphs for a competition reading. Students are required to listen carefully and evaluate carefully, so that students can learn independently through teacher-student interaction and fully feel the colorful spring. Then I said, children, you have found a beautiful spring. How do you feel now Children will say "happy, happy and excited", so read the last paragraph of the text with your current mood. The media will show you the joy and excitement of spring, and I will introduce the video materials by playing the video of spring scenery, so that you can close your eyes and imagine. You can feel the beauty of spring in melodious music, beautiful pictures and teachers' * * *.