First grade primary school literacy courseware

Introduction: Students usually love to memorize ancient poems. Now please show the ancient poems you love to memorize to the students and see which student remembers the most. Below is the literacy courseware for the first grade of primary school that I brought to you. I hope it will be helpful to you.

1. Teaching objectives:

1. Recognize and read words with wooden characters next to them, and guide students to discover that many words have the same radicals and can be linked and memorized.

2. Guide students to read words in daily life, stimulate students to pay attention to the things around them and take the initiative to learn words.

3. Learn to compare words with similar shapes and be able to write carefully.

4. By reading sentences and reciting ancient poems, the purpose of consolidating and accumulating language can be achieved.

2. Important and difficult points in teaching: Cultivate students’ habit of active literacy. Utilize the ideographic characteristics of Chinese character radicals to increase interest in literacy.

3. Teaching preparation: courseware, pictures.

4. Teaching time: 2 lessons

First lesson

1. Introduction of new lessons:

Today, the teacher will talk to the children Let's play a fun spinners game. (Show wood) Do the children know this word?

2. I can recognize the sign turntable

Transition: After hearing the students’ answers, Muzi’s friend also came, you see. (Click on the carousel)

A. Do you know each other? (Guide students to read freely)

B. Ask 34 students to read aloud. (Pay attention to the correct pronunciation of the words)

C. The study group drives the train and reads.

D. There is a secret hidden in these 8 words, and smart children will know it at a glance. (Guide students to observe the relationship between the eight characters on the turntable and wood)

E. Why do these characters have the character wood in them? Invite students from each group to discuss. Ruji, originally meant loom, was later used as machine. Hugh can be understood as a person leaning against a tree to rest.

F. Play games such as turning the wheel and guessing word puzzles.

G. Extracurricular extension: In addition to these words brought by the teacher, what other words can you think of next to the word "wood"? (Think about it, look for it, and remember it.)

3. I can read

1. Introduction of excitement; the teacher should take the students to an interesting place, In this place, there are many common words for children. (Click I can read)

A. What is the little boy reading? (show cinema) Can you read? How did you learn to read? (Guide students to say)

B. Guide students to observe: Most of the signs are hung beside or on the gate. Have you noticed it? Combined with the pictures, show the 6 signs in the book and let the students read them freely.

C. Show 6 pictures, students discuss with each other, choose the appropriate label and paste it on the picture.

2. Literacy competition.

There are many signs on the display stand. Please ask students in each group to find a word they can recognize, then gently take it off and introduce it to everyone later. If you encounter a word you don't know, you can also ask your classmates or teacher first and then write it down. In the end, see which group has the most correct words.

A. Divide into groups, discuss, read words, and pick cards.

B. Activities and exchanges

C. Teachers’ random checks and rewards

3. Guide students to discover literacy methods.

A. Children know so many words. Can you tell the teacher where you have seen these words?

B. Simulated situational performance: Now we are on the street, and this classmate encounters a word he doesn’t recognize. What should he do?

4. Consolidate the exercises and play games to climb the Hero’s Slope

A. Each group is given a blank hillside map, and each student in the group puts up several signs prepared by themselves. Read a card to the next level and see whoever climbs to the top of the mountain first will get the hero flag at the top of the mountain

B. Each group plays a game while the teacher inspects and inspects.

4. Extended exercises:

Find Chinese characters from packaging bags, waste newspapers or cartons at home, and cut and paste them into your own literacy book.

The second lesson

Teaching objectives:

Learn to distinguish characters with similar shapes, and strive to write beautifully and neatly. Read and recite ancient poems correctly, fluently and emotionally.

Teaching process:

1. Compare and write

1. Show the new words.

A. Ask the children to carefully compare the differences between these words that are arranged together, and choose a group by yourself.

B. Students speak freely in the group, and teachers inspect and participate. You can guide students to say it in the form of word guessing puzzles. For example: add one more stroke: add a horizontal stroke under the cross

; add one more horizontal stroke in the Japanese character and use small characters to hook more and one stroke less

change one stroke: the stroke of the sky becomes a curved hook The handless vertical hook changes into a curved hook, and the hairy field moves its head up and down to write with electricity.

A. Emphasis on key gestures.

B. Pay attention to the writing posture and the teacher will inspect.

C. Ask students to place the works they are most satisfied with under the physical projection for the whole class to appreciate and evaluate.

2. I can read

1. Show three sentences.

A. Let’s see who reads the most carefully and can find the similarities in these three sentences.

B. Students read freely, and then read to each other at the same table.

2. Teachers conduct spot checks.

A. Name students to read.

B. We seem to have seen sentences like this somewhere. Who has a better memory? (The older the pumpkin, the yellower the skin)

C. Extension

Add a few computer animations, such as: windy scenes, the wind is getting stronger and stronger, and the children are getting taller and taller. high. Summer is here and it’s getting hotter and hotter.

3. Read and memorize ancient poems

1. Stimulate enthusiasm for memorizing ancient poems.

Transition: Students usually love to memorize ancient poems. Now please show the ancient poems you love to memorize to the students and see which student remembers the most.

A. Students participate voluntarily.

B. After memorizing, select the young masters who memorize ancient poems.

2. Today I will introduce a new ancient poem "Hoeing". Some students must have heard of this ancient poem. Those who know it can read it together with the teacher.

A. Show the flipchart, music, and model reading.

B. Attract students and stimulate their interest in reading, and guide students to follow along spontaneously.

C. Students are free to choose a method to read ancient poems correctly. (Read by yourself, read with classmates, and read together in a group of 4)

D. Spot check by the teacher.

E. Students comment and correct individual mispronunciation of characters.

3. Feel the poetry.

A. After students read aloud repeatedly, students are encouraged to use their imagination and make actions based on their personal insights.

B. When students wipe their sweat, you can take the opportunity to guide them to appreciate the poetry. (Heavenly Man, Live Heavy)

C. Know how to recite, pay attention to the rhythm of reading poems, and avoid reading in a drawl.

IV. After-school extension

Look for other poems or children’s songs written about peasant uncles, read them, memorize them, and see who remembers more