Three coursewares of "Blue Leaves" in the first volume of Chinese language for the second grade of primary school published by People's Education Press

#courseware# The selection of introductory courseware should be based on the teaching content, your teaching style, and the students' understanding and acceptance ability, in order to achieve the best classroom teaching effect. Good courseware is like a magnet, which can bring together students' scattered thoughts at once; good courseware is also a spark of thought, which can inspire students, improve the enthusiasm of the entire intellectual activity, and lay a good foundation for the success of teaching. Below, I will bring you the courseware "Blue Leaves" for the second grade Chinese language course published by the People's Education Press. You are welcome to refer to it!

A one-person teaching version of the second-grade Chinese language textbook "Blue Leaves" courseware

Teaching objectives:

1. Know 9 new words and be able to write them 18 new words, able to use "?, bar" to make sentences.

2. Read the text correctly, fluently and emotionally, and understand that people should help each other.

3. Continue to develop good writing habits and be able to write new words correctly, neatly and neatly.

Teaching key points and difficulties:

1. Recognize the 9 new words in this lesson, be able to write 10 new words, and be able to use the modal particles "m, b" to make sentences.

2. Read the text correctly, fluently and emotionally, and understand that people should help each other.

Teaching preparation:

Courseware brush.

Teaching time: two class hours.

First lesson

Teaching objectives:

1. Be able to recognize 9 new words.

2. Read the text correctly, fluently and emotionally, and understand that people should help each other.

1. Introduction of suspense:

1. Writing on the blackboard before class: 19 blue leaves

2. Setting up suspense: After reading the topic, do you have any questions? ?(How come leaves are blue?) You will know after studying the text)

2. Students’ self-study:

1. Read the text to yourself in the way you like.

2. Results report.

(1) New words

(2) Read the text

3. Question: What do you not understand?

3. Study the text:

1. The teacher tells the origin of the story: (first natural paragraph)

2. Teacher: Li Li looked at the forest garden next to her. She had already planted the tree. The painting is done. Children, look at the green leaves painted by Lin Yuanyuan. Are they cute? (Guide to look at the pictures)

3. (Show the sentence in the second natural paragraph) "The leaves are so green, so cute." You will definitely read Now! Guide reading aloud.

4. Show the first illustration, carefully observe the expressions of Li Lili and Lin Yuanyuan, and think about what they said. Find the dialogue in the text, read it, and talk about what you learned from the dialogue.

Li: Can you lend me the green pencil? (Read it in a modest and polite tone; you can do extended exercises in conjunction with the "read and talk" after class)

Lin: I haven’t finished painting yet. (Read hesitantly, voice low and slow)

Li: Can you lend me your green pencil now. (Read the tone of request and discussion)

Lin: I’m afraid you’ll break the tip of your pen. (Reading the tone of displeasure)

Li: I’ll be careful. (Read the attitude of sincerity and caution)

Lin: You have to be careful not to peel, not to use force when painting, and not to paint too much. (Read the tone of worry)

Li: I only draw leaves and grass. (Read the tone of quick agreement)

Lin: Still want to draw grass? (Read the tone of surprise and dissatisfaction)

5. Show the second illustration and say Tell me which part of the text this illustration depicts, what Li Li and Lin Yuanyuan are doing respectively, and what they may be thinking.

6. Show the last paragraph of the text: What did you understand? Guide reading.

7. If you were next to Li Li and Lin Yuanyuan, what would you say to Lin Yuanyuan? (Note that Lin Yuanyuan "could not help but blush", thinking that she had realized her `Wrong, so Lin Yuanyuan will correct the mistake with actions)

IV. Practical activities:

1. Let us draw a picture with green leaves together with Lin Yuanyuan. Would you like to give the drawings to Li Li?

2. Works exhibition.

Second Lesson

Teaching Objectives:

1. Be able to write new words correctly, neatly and neatly.

2. Read the text correctly, fluently and emotionally.

1. Review new words

1. Read the words and form words (complete with apposition)

2. Read the text with emotion.

2. Guidance on writing

1. Ask students to look at the copybook, observe the position of each word in the copybook, and think about what should be paid attention to when writing.

2. The teacher shows the student copybook (projector).

Invite students to come up to the stage to share their experiences with classmates in the audience.

3. Key guidance:

Four words with a left-right structure (Tu, Note, Lesson, and Lead), the first three should be written narrow on the left and wide on the right, and the word "lead" It should be written so that the left and right sides are basically equal. Among the four characters with upper and lower structures, you can focus on guiding the writing of the character "pen". When writing the prefix bamboo, you should avoid writing the short horizontal line as a dot; the cursor of the character "Mao" should be written as flat as possible, and the starting point of the vertical hook should be on the vertical center line. Pay attention to remind students that the upper right part of the word " Lead " is not the word " Ji "; there is a short horizontal line in the word "合" above the word "Na", which allows students to use a knowing method to remember: "Hands together" can be held.

4. Students read the copybooks and write by themselves, while the teacher inspects and provides guidance.

3. Complete the after-class exercises

Show: Can you lend me the green pencil?

_____________________________?

Can you lend me your green pencil now?

________________________________________.

(1) Read by name

(2) Can you also say a sentence using "灹" and "巴"?

(3) Put this A sentence is written in a book.

(4) Read by name.

A two-person teaching version of the second-grade primary school Chinese language courseware "Blue Leaves"

Academic analysis: The content of this text is closely related to students' lives. He is close and students will be very interested in learning and easy to understand.

Teaching objectives:

1. Recognize 9 new words.

2. Read the text correctly, fluently and emotionally

3. Understand that people should help each other

Key points and difficulties in teaching: correctness and fluency , read the text emotionally and understand the language.

Teaching methods: conversation method, discussion method. Learning: cooperation and independent inquiry.

Teaching preparation: flash cards, slides

Teaching process:

1. Creating situations

(1) Teachers and classmates Pay attention to what the teacher draws?

So what color leaves do you see in summer?

(2) Students, have you ever seen leaves of this color? (Painted with blue leaves) Do you want to know why there are blue leaves? Ask the students to open the book on page 89, Lesson 19 Blue Leaves.

2. Exploration and discussion

Teacher: Students read the text to themselves, draw new words, and think about the questions raised by the teacher?

Teacher: The students have all drawn the new words that you don’t know. Now you can memorize the new words according to the pinyin in the text. Wait a minute, the teacher will find a little teacher to teach everyone

Teacher: Who is willing to be a little teacher for once to help students learn these new words?

Teacher: We have learned all the new words. Let’s read the text again. Pay attention to the pronunciation of the words and read them with emotion.

Teacher: Next, I will ask a few students to read the text. While the students are reading the text, the others will listen and comment.

Teacher: When reading the text, what tone should be used in their dialogue? You can combine it with your own reality and see if you have such situations in your daily life.

Teacher: Can you lend me your green pencil? How should this sentence be read?

Who will read it? Who wants to challenge her(him).

Teacher: Show me the projection. Can you speak a sentence like this?

(1) Can you lend me your green pencil?

(2) Can you lend me your green pencil now?

Teacher: The students will all say sentences like this, which means that they use it every day and they are very polite.

/p>

Teacher: After these students read the text, let’s find a few students to read the text in different roles.

Who wants to read? Others listen and comment.

Teacher: There was a group of girls just now. Now I will ask the boys to read it and comment on which group is the most emotional?

Teacher: Both groups of students read well. The other students should read more texts after class. Read the text with emotion.

3. Practice and expansion

Read the text aloud by role

4. Summary:

What did you gain from this class?

5. Practice and Questioning

A three-person teaching version of the second-grade primary school Chinese textbook "Blue Leaves" courseware

Guided reading

First, read the text by yourself, because you have just finished learning the new words. Reading by yourself can integrate the new words into the text and understand the meaning of the words.

First lesson

Teaching objectives:

1. Learn the 9 new words in this lesson, initially understand the meaning of the new words in this lesson, and be able to recognize and read them The words "annoy, wrinkle, face".

2. Read the text for the first time and understand the content.

3. Cultivate students’ ability to read texts correctly and fluently.

Teaching focus:

1. Learn the new words in this lesson.

2. Read the text for the first time and understand the content.

Teaching difficulties:

1. Correctly master the new words in this lesson and learn to apply them.

2. Cultivate students’ ability to read texts correctly and fluently.

Teaching aid preparation: word cards

Teaching process:

1. Introduction of new lessons, writing topics on the blackboard:

1. Teacher: classmates What color leaves have you seen? (Green, red, yellow, brown)

2. So, who has seen blue leaves? Why are there blue leaves? Today we are going to study Lesson 17, let us find the answer from the text. The teacher writes on the blackboard topic: "Blue Leaves".

2. Entering a new lesson:

1. Let students read the text by themselves, marking new words and drawing new words while reading. Read it with the help of Chinese Pinyin.

2. Carry out mutual learning among deskmates:

1) Open the vocabulary list after class and read it separately. If the reading is incorrect, correct it and return it. You can check it with the help of reference books to read the correct pronunciation.

2) Two people read the new words in the painting, answer each other’s questions about the meaning of the words they don’t understand, and use reference books to look them up to see the explanations.

3) After learning, the classmates will comment on each other’s learning

3. The teacher will check the students’ self-study status:

1) The teacher will show the new word cards and let the students read them First reading: (read by name, read by train)

Borrow, swallow, vomit, lie down, wait, box, cut, eyebrow, from

In the process of reading new words, read in pairs Prompt reminders for inaccurate results. (Let students discover problems and develop listening skills)

2) Watch the projection and read the words:

Frown, borrow a pencil, lie down, sharpen the pencil, involuntarily, hesitant, box, Endearing, blushing

3) Practice reading by yourself

4) Read by name and see who reads correctly.

5) Talk about how you remember the glyphs of these new characters:

Swallow: a character with an up-and-down structure, with the character "天" at the top. The first stroke is easy to write with a stroke. Teaching Students should be reminded when doing so.

Box: This is a pictophonetic character with upper tone and lower shape. The upper part "合" has the same pronunciation as the word "box", and the lower part is the base of the word "plate".

Chie: This is a phonetic character with left sound and right shape. The right side is next to a vertical knife, which is used to cut with a knife.

Eyebrow: It is easy for students to write "eyebrow" as "日". This can guide students to think about why the word "eyebrow" is under "eyebrow".

4. Read the text again to get a preliminary understanding of the text content:

1) Read freely, mark the paragraph numbers, and then tell the teacher with gestures.

2) Name and read in sections, listen to who reads correctly and fluently, and evaluate.

3) Think about it: What does this text talk about?

(Li Li and Lin Yuanyuan were classmates at the same table. Li Li wanted to draw green leaves and couldn’t find green crayons, so she borrowed them from Lin Yuanyuan’s classmate next to her. But Lin Yuanyuan was reluctant to give up her beloved pen. He lent her the pen and made various excuses, but in the end Li Li had to draw a blue leaf. When Lin Yuanyuan saw it, she felt embarrassed and couldn't help but blush)

3. Practice and consolidate:

1. Practice together as a group:

1) Please review the new words in this lesson together as a group, and practice reading the text aloud to make it correct and fluent.

2) The groups give each other questions to test, and the leader of the cooperative learning group stays behind to monitor.

For example:

Look at Pinyin and write words;

Dictate words;

Group words;

Read sentences ;

Read the text;

Compete between groups, and guide students to evaluate from different aspects and display learning results.

2. The teacher guides students to write new words:

1) Let students open the Chinese language book and read the second question after class, and observe the occupancy of each new word.

2) Let the students talk about the occupancy of Mei, Jie and You.

3) Practice description in the book.

4) Demonstrate, praise, and point out areas for improvement.

4. Assign homework: copy difficult words and ask questions.

Second lesson

Teaching objectives:

1. Understand the content of the text. Through the text, Lin Yuanyuan realized that she felt ashamed for not helping her classmates. things, so that students understand that classmates should help others and help each other.

2. Understand the character’s language and psychology, and understand the character’s characteristics

3. Carry out reading training to cultivate students’ ability to read with tone.

Teaching focus:

1. Understand the text content.

2. Understand the characters’ language and psychology, and cultivate students’ ability to read aloud with tone.

Teaching difficulties:

Understand the characters’ language and psychology, and cultivate students’ ability to read aloud with tone.

Teaching aid preparation: slides

Teaching process:

1. Conversation introduction:

1. Students, if I give you a Leaves, please color it. What color would you paint and why?

(Green, red, yellow...it depends on the color of the leaves at different times.)

2. Today, the protagonist Li Li in our text drew a blue leaf Why is this?

3. Read the topic "Blue Leaves" together. And write on the blackboard.

2. Learning new lessons:

(1) First reading of the text, overall perception:

Read by name in sections, and think about it: the main points of the text What is it? (Li Li and Lin Yuanyuan were classmates at the same table. Li Li wanted to draw green leaves

She couldn’t find a green crayon, so she borrowed it from Lin Yuanyuan’s classmate next to her. But Lin Yuanyuan was reluctant to give up her beloved He lent her the pen and made various excuses, but in the end Li Li had to draw a blue leaf. When Lin Yuanyuan saw it, she felt embarrassed and couldn't help but blush)

(2) Read the text carefully. In-depth understanding:

1. Read the text silently and think while reading:

How did Li Li borrow a green pencil from Lin Yuanyuan?

2. Say it by name:

(The first time Li Li asked Lin Yuanyuan in a low voice if she could borrow a green pencil to use, Lin Yuanyuan said that she had not finished drawing yet; The second time Li Li waited for her to finish the painting and asked her to borrow it. She was worried that Li Li would break the tip of her pen; the third time Lin Yuanyuan repeatedly asked Li Li to pay attention to this and that, but Li Li repeatedly said that she would be careful and only painted leaves. and Xiaocao; for the fourth time, Lin Yuanyuan frowned and complained that Li Li had drawn too much. This time, Li Li did not take Lin Yuanyuan's pencil again.)

3. The whole process of borrowing pens. The text captures the character's language and demeanor to make it specific. Read freely, find sentences that describe the characters' language and expressions, and draw them with different symbols to experience them.

4. Practice reading with tone based on the content drawn:

1) Free reading

2) Read by name and tell me why you are like this read.

(Li Li’s words should be read more mildly. She is patiently trying to follow Lin Yuanyuan’s wishes as much as possible and try not to cause Lin Yuanyuan too much trouble. She only wants to paint a beautiful green field. Leaves, so when Lin Yuanyuan showed her unwillingness to borrow, Li Li tried her best to accommodate and be patient; Lin Yuanyuan was unwilling to help others, so when Li Li asked to borrow from her, she hesitated, trying to delay time or find someone else to borrow. In front of her classmates, she was embarrassed not to borrow it, but she couldn't bear it, so she was stingy and told her this and that. Reading her words, you should read the tone of reluctance, stinginess, and pickiness.)

3) Group practice reading by character with tone and expression.

4) Read aloud in tone throughout the class.

5) Comment on whose tone is better and why?

5. When Lin Yuanyuan saw the blue leaves on Li Liben, she couldn't help but blush. What would she think at this point?

I regret my stinginess.

Having never seen blue leaves, Li Li had no choice but to paint the leaves blue. This is all self-inflicted.

If Li Li’s grades are affected because the leaves are blue, then I really should bear some responsibility.

Li Li is my deskmate. Now my deskmate is having difficulty, but I push back and block her. It really shouldn’t happen.

If one day I forget to bring my colored pens and Li Li treats me like this, how will I feel?

(3) In connection with reality, tell us what you would do if you encountered such a thing in your life?

1. Let students talk in the group first.

2. The group selects representatives to report, combined with what they do in daily life.

Teacher’s summary: It is inevitable that similar things will happen in life. Students should care about each other and help each other. Only in this way will there be no regrets like Blue Leaf.

3. Read the full text with tone:

1. Read freely.

2. Practice in groups

3. Present to the whole class: read aloud by role, and finally evaluate.

IV. Homework:

1. Read the text aloud with a tone.