Three courseware of Chinese "Spring, Summer, Autumn and Winter" in the second volume of senior one.

# Courseware # Introduction Courseware includes teaching content, arrangement of teaching steps, selection of teaching methods, blackboard writing design, application of teaching AIDS or modern teaching means, time allocation of teaching steps, etc. The following is the compiled version of the second volume of Chinese "Spring, Summer, Autumn and Winter" courseware for grade one. Welcome to read and learn from it.

The first design description:

This text is the first literacy text in the next volume of Senior One. This lesson appears in the form of word string literacy. Around the theme of "four seasons", draw pictures of different seasons in a year. The full text is divided into four groups with eight words and eight phrases. The first and third groups reveal the representative weather and scenery of the four seasons, while the second and fourth groups tell us the characteristics of these scenery. The text is easy to understand and illustrated, starting from children's lives, so it is not difficult for students to understand the content of this lesson. "Chinese Curriculum Standard" requires that students' desire for active literacy should be stimulated in literacy teaching, and students' ability of independent literacy should be cultivated. Therefore, this literacy course is based on "fun", with the help of illustrations, and adopts various ways to guide students to experience literacy, gain literacy experience, and finally achieve accurate literacy. At the same time, the words in this class have a certain sense of rhythm. Teachers should let students read more, repeatedly touch the language of the text and feel the rhythmic beauty of the text. Preparation before class

1. Make new word cards and multimedia courseware. (teacher)

2. Preview new words and make word cards. (student)

Class schedule: 1 class.

Teaching process:

First, the dialogue is interesting, showing the words.

1. Teacher's talk: How many seasons are there in a year, children? Which season do you like best? Why?

2. Put pictures and play games. Guess which season these pictures are from. Design intention: Children in lower grades are lively and active. Sound, pictures, colors, etc. Will attract their attention and interest them. Comply with children's psychology, create novel and interesting scenes before class, stimulate students' interest in literacy, and make them engage in learning with interest.

Second, a variety of ways to remember new words

1. Show pictures of the four seasons in the text. Understand Spring Breeze, Summer Rain, Autumn Frost and Winter Snow.

(1) Look at the illustrations carefully and tell me what you see. Talk to your deskmate first, and then talk to the teacher.

(2) according to the communication display text:

Spring breeze, summer rain, autumn frost, winter snow

(3) Read the words freely with the help of Pinyin.

(4) roll call reading, teacher reading, train reading.

Among them, the emphasis is the nasal sound that guides the feeling after reading: wind and winter spit tongue: first frost.

2. Tell me which scenery you like best and their characteristics.

Display: frost and snow

(1) Communication: Have you seen these two natural phenomena of "frost and snow" in your life?

(2) The teacher explained a little knowledge about frost. The rain prefix is mostly a weather phenomenon. You see, we can still recognize these words with the help of their radicals.

(3) The camera remembers new words. Know the radical "rain prefix".

(4) Observe carefully, and talk about the writing changes when "rain" is used as the radical.

(5) The teacher writes the new word "snow", while the students write blank books and verbally say the order of strokes.

4. Teaching word string: spring breeze blowing, summer rain falling, autumn falling, winter snow floating with the first frost.

(1) Displays the phrase. Students read independently with the help of pinyin.

(2) Talk about the feeling of spring breeze.

(3) What's the difference between being blown by the wind in summer, autumn and winter?

(4) Talk about the rainy scene in summer, read the feeling of heavy rain, and read "Falling" well.

(5) Understand the "first frost". The left ear knows the side. Use this radical you have accumulated to communicate other words.

(6) Tell the scene when it snows and feel the lightness of snowflakes.

(7) Read the second set of word strings together with feelings.

5. Teaching word strings: grass, safflower, fish and bird.

Pond grass, castle peak, safflower fish, waterfowl, forest.

(1) Show text illustrations and guide students to observe which scenes are drawn in a certain order.

(2) Instruct students to communicate in their own words.

(3) Display word strings three and four.

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(4) Working in groups, reading word strings with pinyin and correcting each other.

(5) roll call reading, train reading and reading together.

6. Observe carefully and recite the new words by yourself.

(1) Observe the new words in this lesson carefully and talk about how you remember them.

Changing radicals, such as "snow", can be turned into "frost" by changing radicals; Comparative memory methods, such as "Ru", remember by comparing with "person"; Through the image evolution memory, such as the word "fly", you can imagine the shape of a bird; Adding an addition, such as "falling, floating", can be remembered by adding a component. )

(2) A good way to communicate with each other in groups.

Design intention: to teach literacy methods and promote autonomous literacy. Put literacy in a certain language environment in a hierarchical and purposeful way, combine it with knowing things, guide students to choose their favorite way to read independently, and at the same time develop language and improve cognitive ability. It can be said that the words learned in the language environment are alive, and the things with emotional memory are solid, which has achieved twice the result with half the effort.

Third, demonstrate and guide, write new words

1. Guide the writing of new words "spring, winter, flowers, flowers, wind, snow and flying".

(1) Students read new words, review and consolidate their pronunciation.

(2) Analyze new words, remember new words and understand the structure.

(3) Demonstration and guidance, students should read books neatly and practice writing seriously.

The key point is "spring and winter": the two words should be lengthened. The two points of "winter" should be on the vertical main line. The second stroke of "entering" should be long and before.

Write the horizontal hooks of "Wind" and "Fly" steadily.

Review writing posture: what "three ones" should you do when writing? (a punch in the chest from the table; Eyes a foot away from the book; Hands an inch away from the tip of the pen. )

2. Students should be primary school teachers, and tell the teacher what position each stroke should occupy in Tian Zi. When students are uncertain, the teacher will focus on the explanation.

3. Students finish writing exercises in books. First, they leave the books empty with neat strokes. Then, they observe the position of each stroke in Tian Zige, focusing on difficult strokes, then drawing red, and finally practicing calligraphy. Remind students to pay attention to their writing posture.

Teaching objectives of Article 2

1. Can read new words and phrases correctly, write 7 new words and know 3 radicals.

2. With the help of pictures and real life, we can learn about different scenery and features throughout the year.

3. You can say sentences with words and learn to use periods.

Teaching focus

1. I am confirming reading new words and phrases. I can write 7 new words and know 3 radicals.

2. With the help of pictures and real life, learn about different scenery and features throughout the year.

Teaching difficulties can be expressed in words and learning can be completed.

Prepare new word cards and teaching courseware.

first kind

First, talk about the introduction, the introduction of new courses

1. Courseware shows four pictures of trees in different seasons to guide students to communicate the characteristics of the four seasons.

2. On the blackboard, students read the topic together, focusing on guiding the reading of the new word "Spring".

Second, read the text for the first time and feel the content.

1. Ask normal students to listen to the teacher carefully and pay attention to the pronunciation of new words.

2. Guide students to read the text.

(1) Read the text in parts and correct the pronunciation with the camera.

(2) Let the students read the text, focusing on the changes of spring scenery and learning from the lens.

Third, read the text carefully and follow it.

1. Look at the pictures and learn the words in the text.

(1) Show the picture of "Spring Breeze", say its name and say: What's in the picture? Talk about the scenery in the picture and practice oral English with sentence patterns:

I know the picture shows () season, because I see () in the picture.

② Know the word "Spring Breeze".

(3) Guiding the expression of imagination, what changes will spring breeze bring to us?

(4) Instruct students to memorize the words "spring" and "wind" and compose music orally.

(5) Students practice writing the words "spring" and "wind" in the textbook P2, and show them in the group and the whole class. Key Guidance: In Tian Zige, the "spring" is wide at the top and narrow at the bottom, and the "horizontal hook" of "wind" is different from the "nine" learned before, so the "hook" part should be written slightly obliquely.

2. Guide and summarize the learning methods of the word "Spring Breeze".

3. Learn the words "summer rain, autumn frost and winter snow" in groups.

(1) Group students learn the above three new words by themselves. Compare the similarities and differences between the two words and make words.

(2) Class communication: What are the characteristics of summer? What about autumn and winter? The teacher explained the difference between "frost" and "snow" with a camera.

(3) Students read three words aloud.

(4) Guide the writing of new words "winter" and "snow", and show communication.

4. Read four words as a whole.

5. Show: Scenes of wind, rain, first frost and first snow.

(1) Learn new words as conjunctions:

Chunfengluo

Summer rain strikes

Early autumn frost

Snowdrift in winter

(2) read together, read by name, and read in groups.

(3) Know new words: blow, fall, fall and float.

(4) Expansion: What else can be used to "blow, fall, fall and float"?

6. Summarize the characteristics of the four seasons again.

Fourth, classified observation guides writing.

1. Guide students to observe the shapes of new words and their positions in Tian Zige. Careful observation, focusing on the writing characteristics of the rain prefix.

2. Focus on guiding the writing of new words "Hua", "Fei" and "Ru".

(1) Comparative guidance of "flying" and "wind", and comparative guidance of "entering" and "people".

(2) Pay attention to the "fly" in the Tian Zige, starting from a slightly lower position in the middle of the upper left grid, and the writing of "cross hook" is the same as that of "wind".

3. Write carefully, draw one, and write one in Tian Zige.

Second lesson

First, review and introduce new lessons.

1. Show the word cards and guide the students to read new words and phrases by train.

2. Write on the blackboard and introduce the new lesson. Students use "Spring" to form words and speak. .

3. Read the words: spring breeze blows, summer rain falls, autumn falls, and the first frost of winter snow floats, and guide the students to review the text again. Q: Which season do you like? Why?

Second, observe carefully and learn words by looking at pictures.

1. Last class, we learned about the four seasons. The most beautiful of the four seasons is spring.

Yao, who can tell me what beautiful scenery you saw in spring?

A picture showing text. Q: What are the methods and order of looking at pictures?

2. Guide the students to look at the pictures and practice sentence patterns:

I see () in the distance, () near and () on the left.

(), there is () on the right.

3. Show new words and guide correct reading.

4. Say a complete sentence with new words.

5. The teacher reads the phrase, imagines the picture and asks: What do you see?

6. Name, teacher camera blackboard: grass, safflower, fish and bird

7. Read new words in various forms.

8. Read the new words "Hua", "You" and "Fei". Read the new words "Hua", "You" and "Fei" together and form words.

9. Where can I see these sights? Guide the students to look at the P2 illustrations in the textbook and speak;

(1) Where is the green grass?

(2) Where is the red flower?

(3) Where are the fish that jumped out of the water?

(4) What's in the jungle?

10. Display:

Red grass green

Shanhuahong

Feel uncomfortable

Birds entering the forest

The third category

Teaching objectives:

1. Knowledge goal: Understand the meaning of sentences and the characteristics of the four seasons by observing pictures.

2. Ability goal: to cultivate students' observation ability, language ability and logical thinking ability.

Ability.

3. Emotional goal: to cultivate students' thoughts and feelings of loving nature and protecting the environment.

Teaching emphasis: understand the meaning of sentences and the characteristics of the four seasons. recite a text

Teaching difficulty: understanding the meaning of sentences.

Teaching key: using courseware to assist teaching and help students understand the meaning of sentences.

Teaching methods: intuitive demonstration, explanation, dialogue, etc.

Learning methods: observation and discussion.

Teaching aid: multimedia courseware

First, review and introduce new lessons.

1. Show the word cards and guide the students to read new words and phrases by train.

2. Read the text by name.

Second, master the method and accumulate recitation.

1. Guide students to read the text in their favorite way.

2. Guide to review the contents of each part of the word and choose a word that can be read skillfully.

Words, the teacher wrote on the blackboard in time.

3. Show the pictures corresponding to each part, and guide the students to observe carefully and try to recite.

4. Organize students to recite the text by other methods.

(1) Back to back deskmate, back to back, boys and girls compete back to back.

(2) The group performs and recites in different roles.

(3) At the prompt of the picture content, the whole class recited it together.

5. Organize demonstrations and recitations.

Third, practice consolidation, expansion and extension.

1. Show thinking training and guide students to imagine that each season has its own unique.

It's beautiful, and spring is more beautiful in our children's eyes, except for these springs written in the article.

Besides the words of heaven, what other words about spring do you know? Tell everyone.

2. Guide students to make words according to the text.

3. Show the words and guide the students to copy the words.

4. Guide students to consolidate new words by driving a train and doing crossword puzzles.

Verb (abbreviation of verb) summarizes the full text and assigns homework.

1. Guide students to talk about the feelings that spring brings to people.

2. Homework: Collect and read the words describing the four seasons.

blackboard-writing design

1, spring, summer, autumn and winter

The spring breeze turned the grass green.

Summer rain sets, flowers red.

The first frost fish comes out of the water in autumn

Birds drift into the forest in winter snow.

The third teaching material analysis:

1. In this paper, four fan-shaped paintings are used to show a certain meteorological feature of the four seasons, and meteorological words and word strings of the four seasons are drawn. Then, through a picture of "The Earth in Spring", this paper introduces the words of things in the picture and the word strings representing the prosperous objects in spring, which provides an interesting, vivid and perceptual literacy environment for students and is conducive to their learning and mastery.

2. The text is a literacy text, and it is more important to highlight the requirements of the curriculum standard that "literacy and writing are the basis of reading and writing and the teaching focus of the first learning period". In terms of teaching time and energy, we should highlight the teaching focus of "reading and writing".

3. Starting from this lesson, the learning of writing will enter the learning stage of writing compound words. Remembering the font, especially the details of the font, is the key to ensure the mastery of writing. Therefore, starting from this lesson, in the writing instruction, we should design the steps of learning glyphs, guide students to use literacy methods, guide them to compare similar words, and remember the words that can be written by combining sound, form and meaning.

Analysis of learning situation:

1. Students have spent their first winter vacation after entering school, and long-term relaxation may cause some knowledge and ability to be forgotten. Therefore, before entering a new study, it is necessary to conduct a diagnostic test (review) on the original basis of new knowledge learning to understand the students' situation and make adjustments.

2. Although after a semester's study, classroom routine and classroom discipline have been initially formed, it is difficult to maintain long-term attention and study due to the characteristics of first-year students and long holidays, so it is necessary to integrate the learning process into certain activities that stimulate and stimulate interest, such as "Who has more red flowers" (a small red flower is awarded after completing a learning task, and after the classroom teaching, There will be statistics and rewards) to "break through obstacles" and "climb the peak" (after completing a learning task, you will break through an obstacle or climb a slope, and after completing all your studies, you will successfully break through obstacles or climb the peak), so as to attract your attention and maintain your interest in learning. (Note: This kind of stimulating and interest-stimulating activities should be set according to teachers' different teaching styles and habits, and become the norm, so it is not necessary to present the design of such activities in teaching design. )

Teaching objectives:

1. With the help of Chinese Pinyin, you can read the text correctly and recite the text (words and word strings).

2. Combine pictures with real life, understand the meaning of words and word strings, and feel the meteorological characteristics of spring seasons and some objects.

3. Know the radical rain prefix and ears, and correctly read eight new words such as "frost".

4. Be able to read and write seven new words such as "Spring" correctly, pay attention to Tian Zige's position and stroke position, and try to do it according to the writing requirements and correct writing posture.

Teaching focus:

1. Can read the text (words and word strings) correctly.

2. Be able to correctly read eight new words such as "frost" and seven new words such as "spring".

Teaching difficulties:

Combine pictures and texts with real life, understand the meaning of words and word strings, feel and understand the meteorological characteristics of the four seasons and some objects in spring.

Teaching preparation:

Teacher: 8 cards can be read and 7 cards can be written, such as "double"; Word cards of words and word strings of text; Text and picture PPT.

Student: Each person has a set of eight cards (no phonetic notation). They can read words, such as "frost".

Teaching time:

Two classes.

Teaching process:

First, review, the introduction of stimulating interest, clear the main learning objectives

(1) Review the spelling of three pinyin.

PPT shows the following words with syllables:

A shuānɡ holding jiānɡ Nanzu.

Individuals are free to spell.

2. Feedback guidance: Spelling by name, camera guidance. Fight together

Summary: Summarize the spelling methods of the three pinyin.

(2) Review the words that can be read in writing.

PPT display related text:

Spring, summer, autumn, winter, lotus, birds and wind.

2. Feedback guidance: Read by name and correct the sound of the camera. Read it together.

3. Summary: After learning the text, ask these words in red font to be written correctly.

(C) stimulate interest in the introduction, clear the main learning objectives

1. Teacher's blackboard title: ① Spring, summer, autumn and winter

2. Look at the topic together.

3. Explain the topic and define the main learning objectives.

Transition: Students, after reading the topic, we know that this literacy text is about the four seasons. Last semester, we also learned a text "Four Seasons". Let's read aloud together. Let us recall, what does this text tell us about the four seasons?

(PPT shows the text, reads aloud, recalls and answers) Students have a good memory. The four seasons tell us some things and phenomena in each season. So, what will the book "Spring, Summer, Autumn and Winter" we are studying today tell us about the four seasons? We have learned the new words and phrases in this lesson, and we can know them after reading the text accurately and fluently.

Look at the pictures and speak. Learn to read the text aloud.

(1) Look at the model painting and learn to read the first half.

1.PPT show four fan-shaped paintings. (numbered in order of spring, summer, autumn and winter)

Presentation task: Please observe these four pictures carefully and think: Which season are these four pictures drawn respectively? What kind of meteorological phenomenon does this season show? Where did you see it in the photo?

Personal observation and thinking, deskmate communication, and then class communication report.

2. Feedback guidance: (According to the students' communication report, the camera posted this season's fan map and the corresponding word phonetic notation on the blackboard >; Card)

Default: Figure 1, spring breeze, willow fluttering in the picture; Fig. 2, summer rain, rain dripping in the picture; Fig. 3, autumn frost, white frost on the edge of red leaves in the picture; Figure 4. Snow in winter. Snowflakes falling and white ground in the picture.

3. Read these four meteorological words freely and read them together after feedback and guidance.

4. How did these four meteorological phenomena come to our lovely land? You will know after reading the word strings related to the text.

Presentation task: Please read the word string on the second page of the text softly. When you meet a word you don't know, spell out the syllables on the word and see if you can string the words down and read them.

5. Feedback guidance.

(1) roll call for pronunciation, read aloud freely, and read the words and word strings on page 2 together.

(2) Tell us how those meteorological phenomena came to our lovely land.

Default: spring breeze blowing; It rains in summer; First frost in autumn; Winter snow-gone with the wind (the camera posted the words of this word string)

6. Summary: We read the first half of the text by looking at the pictures and learned about the meteorological phenomena of the four seasons and how they came to our lovely land. Next, let's continue to learn the second half of the text. (PPT is the picture on page 3 of the text)

Look at the pictures on page three and learn to read the second half of the text.

1. Presentation task: Please observe this painting carefully and think: When was this painting painted? What did you draw this season? What happened to them?

Personal observation and thinking, deskmate communication, and then class communication report.

2. Feedback guidance: (According to the students' communication report, the camera posts words and word strings on the blackboard > cards)

3. Read the words and word strings freely, and read them together after feedback and guidance.

4. Combine pictures and texts to understand the meaning of word strings.

(1) Presentation task: Read the word strings on page 3, read one, and point out the corresponding places of the word strings on the illustrations.

After the individual completes, the deskmate exchanges and corrects each other.

(2) Feedback guidance. Name the corresponding position on the chart shown in PPT. Students read the words in the word string one by one, and point to one. Camera navigation.

Third, read the full text of the text and learn the words that can be read and the new radicals.

(1) Read the full text.

1. Presentation task: High-five yourself and read the text rhythmically.

2. After giving feedback and guidance, practice at the same table; After the feedback guidance is named, the whole class reads it together.

(2) Learn words that can be read.

Display task: circle the words that can be read in the text, and then read them accurately with the help of Chinese Pinyin.

2. Feedback guidance.

(1) Modified the circle chart of recognized words.

(2) Show the recognized word cards (phonetic notation) and spell them by name (2-3 students with moderate learning speed) for video guidance (including pronunciation guidance for difficult words).

(3) The whole class must spell it out.

3. The recognizable words are orally combined.

Presentation task: Please think about it. Which words will these words form with in life, baby? Talk at the same table. Try to guide the formation of disyllabic words expressing meaning according to the meaning of monosyllabic words in this lesson, such as "Ru"-"Ru". )

4. Feedback guidance.

(1) feedback one by one. If students group words correctly, they will write words on the blackboard with the word card as the center; If students combine words with homophones, write this word on the blackboard to show the difference and correction.

(2) If the words in the student group are commonly used in daily life, the camera can let the students say a sentence orally with words. (Be careful to control the number of words, don't pretend to be the host)

(3) Read the words in the student group once or twice.

(4) Summary: Students are really diligent and can know so many words in life. In fact, life is a big classroom, through which we can know many words and characters.

5. Display recognizable words in the text. After reading freely, the whole class reads together. (Read the words directly, such as "first frost first frost first frost Cream")

(3) Preliminary evaluation of literacy.

1. Disrupt the order of word cards at the same table and check and correct each other.

2. The game can be read. (Note: The text introduced is syllabic)

(4) recite the text.

Presentation task: Continue to clap and read the text rhythmically, and try to recite the text.

Practice alone and correct each other at the same table.

2. Feedback guidance. (PPT shows illustrations of the text, and students recite them with the help of illustrations)

After reciting the instructions by roll call, the whole class applauded and recited them together.

(5) learn new radicals.

2. Feedback guidance:

Frost ("rain" and "phase") rain prefix

Next to the ear ("Lu" and "Lu").

3. Summary and explanation: The students have found the right one! It is the rain prefix of the word "frost" and the spike of the word "drop". The word "rain prefix" is mostly related to rain or weather. Such as the word "snow"; The "two ears" of the word "drip" are like two hillsides; The word "ears" on the left is mostly related to the names of hillsides and terraces; The original meaning of the word "fall" refers to going down from a hillside or a high place, and now it generally refers to falling.

4.PPT show it and watch it together.

The word "frost"-"rain" is the prefix of rain.

The word "drop"-"Lu", near the ears.

5. Summary: Today, we made two new friends: Yuzitou and Ear. These friends are very useful. They express a certain range of meanings, which can help us to know more about the word baby and remember the word baby.

(6) Literacy assessment.

1. Disrupt the order of word cards at the same table and check and correct each other.

2. The game can be read. (Note: The presented words are syllabic, and students who are slow to learn are concerned. )

Fourth, writing guidance.

(A) font teaching

1.PPT shows the words that can be written. Read it again.

2. Tell each other at the same table how they remember these words, and then communicate with each other in class. (When students talk about similar words and sounds in oral English and memory, the word combination blackboard is located on the auxiliary blackboard, which helps to distinguish font details and remember fonts. )

(2) Guiding writing

1. Classify these writable words according to their structures. Monograph: flying into the air; Upper and lower structure: spring, winter, snow, flowers; Semi-closed structure: wind.

2. Guide the writing of "entering" and "flying". (Before students begin to write, they are prompted to write and hold the pen. The following is the same, so I won't repeat it. )

(1) Say the stroke order, and everyone will say the stroke order after modification.

(2) Observe and talk about the starting and ending positions of each stroke of "Ru" and "Fei".

(3) Fan writes "in" and "in", indicating the beginning and end of each stroke respectively.

(4) Students write one in the textbook, correct the mistakes after feedback, and then write another.

3. Instruct the writing of Spring, Winter, Snow and Flowers.

(1) Observe a group of "spring" and "winter" and a group of "snow" and "flower" respectively, and talk about the occupations of each part of the word and the strokes that should be paid attention to when writing.

(2) Write "spring", "winter", "snow" and "flowers" respectively, implying that "spring" and "winter" are put down, the upper part is stretched and opened, and the lower part is left and right; The word "snow" occupies roughly the same space up and down, and the word "rain" is slightly wider than the word "bi". The grass prefix above the word "Hua" should be flat, and the word "Hua" below should be slightly wider than the grass prefix.

(3) Students write one in the textbook in groups, correct the mistakes after feedback, and then write another one.

4. Guide the writing of Wind.

(1) Observe and talk about the occupations of various parts of Feng and the strokes and order of strokes that should be paid attention to when writing.

(2) Writing the word "wind" implies that the oblique hook of the word "wind" is lower on the left and slightly higher on the right, and the oblique hook should not be written as a hook; "?" The second one is longer, and the whole one should be hidden inside.

(3) Students write one in the textbook, correct the mistakes after feedback, and then write another.

Five, can write and write exercises.

Six, summary (learning status and knowledge and ability)

Work design:

Read and recite the text.