Three Coursewares of Primary Chinese "Little Squirrel Looking for Peanuts"

# Courseware # Introduction Courseware is an important basis for teachers in the classroom teaching process and an important guarantee for the normal development of teaching activities. Courseware, also known as teaching plan, is a specific teaching plan designed by teachers during class time after preparing lessons. Due to the differences in the nature of subjects and textbooks, teaching purposes and class types, courseware does not need to have a fixed form. The following is the courseware of primary school Chinese "Little Squirrel Looking for Peanuts", which is arranged and shared. Welcome to read and learn from it. I hope it helps you!

Primary school Chinese courseware "Little Squirrel Looking for Peanuts"

Teaching objectives:

1. Read and recite the text correctly, fluently and emotionally.

2. Know 16 new words, write' 9 new words and know 2 radicals.

3. Know that peanuts bear fruit underground and stimulate students' interest in observing plants.

Emphasis and difficulty in teaching: read and write, read and recite the text, and understand the characteristics of peanut fruit.

Teaching time: two hours.

first kind

Teaching process:

First, the introduction of new courses.

1, understand peanuts.

2. Do students like peanuts? Small squirrels like to eat, too. He is going to spend the winter with peanuts! But he didn't find peanuts in the peanut field. Why? Today we will learn lesson 25. Know the new word: mouse

Second, reading the text for the first time

1, please read the text aloud freely.

2. Circle the new words in the 16 text, read them out, and spell them out.

3. Know the words made up of new words.

Guide the society to use ABB

4. Students can read freely.

Third, guide writing.

1, review and consolidate new words

2. Demonstration and guidance.

3. Paint red and write temporarily.

Communication and feedback.

Postscript: It is easy for students to miss that there are three horizontal lines in the straight line.

Second lesson

First, review the introduction of new words in the text.

Second, learn the first to fifth paragraphs.

1, consolidate words.

2. Graphic comparison.

3. Show the courseware: fill in the blanks.

4. Read the text freely.

5. Guide reading.

6. Try to recite the text.

Do you know which plants grow where?

Four. abstract

Postscript: Students can learn more about the places where creatures grow.

The second volume of primary school Chinese courseware "Little squirrel looking for peanuts"

Teaching objectives

1, know twelve new words, write the words "sound, reason and country", and know a new radical.

2. Read the text correctly and fluently.

3. Know that peanuts bear fruit underground and stimulate students' interest in observing plants.

Teaching focus

Know the new words, read the text and read the sentences of squirrel's emotional changes.

Teaching difficulties

Know the new words, read the text and read the sentences of squirrel's emotional changes.

Information material

1. Arrange students to know the flowering and fruiting of plants before class.

2. Teaching wall charts and new word cards.

I. Introduction:

Children, before class, the teacher let you know about the flowering and fruiting of plants. Now, the teacher will test you. Teacher Ren gave several examples: Where do you think their fruits grow?

According to the pre-class survey, teachers explore students' accumulation and experience through tests, and stimulate students' interest in observation and discovery. )

Second, first reading

1, read the full text carefully, circle the new words while reading and read the correct pronunciation.

2. Take a new word card to read.

3. Choose a little teacher in the group to lead the group members to read. Remove pinyin, and team members check each other's reading.

4, exchange report recitation method, first group communication, then the whole class report, teacher and student evaluation.

5. What did you read? What else don't you understand?

Third, read aloud.

1, look at it yourself and think: which natural paragraph in the two illustrations was written?

2. Learn the first and second paragraphs.

(1) Read the first paragraph by name. Recognition: Fang, Zhong, Xu, Ge, Yan.

(2) Read the second sentence of the first paragraph by roll call. Look at the illustrations to understand: bright oral fill in the blanks: bright () combines sentences to understand the meaning of "bright". Finally, guide reading aloud.

(3) Read the second paragraph from each other at the same table and practice reading the dialogue with pictures. The teacher emphasizes the tone of reading the questions.

3. Choose your favorite way to read the third to fifth paragraphs, and find out the words that represent squirrel movement.

4, the practice of sharing small squirrels at the same table.

5. Read the fourth paragraph. Look at the pictures and experience the disappointment of the little squirrel. Teachers and students practice reading and commenting.

6. Read the fifth paragraph by roll call; Put it another way: "strange"; Look at the picture and understand: "soliloquize". Try reading, experience reading: imagine yourself as a little squirrel and see who can read well. Teacher and student evaluation.

Fourth, talk about

1. Look at the picture and tell the story. A part of everyone at the same table, prompting each other and supplementing each other. )

2. Use "because ........................................................................................................................................................................

3. Continue the story with the title "Peanut Found". The teacher awarded the title of "king of stories" to the children who expressed clearly and had unique ideas.

Verb (abbreviation of verb) writing

1. Observe the words "sound, reason and country" and compare the strokes of "reason and country".

2. Show the word cards and read them with four labels to guide the practice of expanding words.

Practice of intransitive verbs

The third volume of primary school Chinese courseware "Little squirrel looking for peanuts"

Teaching objectives

1, know the new word 12, and can write "Sheng, Li and Guo".

2. Be able to read the text correctly, fluently and emotionally.

3, know that peanuts bear fruit underground, and stimulate the interest in observing plants.

first kind

First, dialogue import

Look, children, what is this? (Showing peanuts with shells) Because it smells delicious, we all like it. In fact, not only we like it, but also the little squirrel likes it. Once, the little squirrel found a lot of peanuts in a field and made up his mind to rely on peanuts for the winter this winter. But his wish did not come true. Why? This story is "Little Squirrel Looking for Peanuts". Read the questions together and pay attention to the pronunciation of "seeking" and "living".

Second, overall perception.

1. Play the text recording. Look at the words in the text.

2. Practice reading by yourself, mark natural paragraphs, and put out difficult calligraphy and painting.

3. Students ask: A. Which sounds are difficult to pronounce?

What don't you understand about this text? (sort out the difficult questions raised by students for discussion)

4. Show the word cards with syllables according to the difficult words put forward by the students and the new words in this lesson. Name three and read them separately. The teacher will pay attention to correcting them, and then one person will be a junior teacher to lead the reading. )

Third, read the text again (read through)

1, personal reading. Encourage students to read the text voluntarily in inspiring language.

2. Praise and help a group: guide students to say the advantages first, and then comment on the disadvantages. When commenting, focus on pronunciation, paying special attention to the accurate pronunciation of the tongue and words with vowels.

3. Students practice reading by themselves. Read it together.

4.Showstand: once again, let those students who have confidence in reading the text go on stage to read.

Fourth, remember new words.

1, recognize a single new word. Change the order and drive the train to read.

2. Memorizing new words: according to the actual situation of the class, show the words that are difficult to remember, students can read them by themselves, and talk about their own methods of memorizing new words. Teachers encourage students to comment on memory methods in time. Students say the word "every", and the camera leads to "lying next to people" to let students know.

Verb (abbreviation for verb) Learn the first and second paragraphs of the text.

1. Show the illustration 1 to guide students to observe and think about the following questions: a. Which is the squirrel and which is the mole in the picture?

B, where are the flowers of peanuts? how do you know

2. Communicate with the whole class.

3. Guide reading aloud. A, the first paragraph, pay attention to help students read the second sentence. Pay attention to the broken sentences of long sentences. Such as: golden flowers, especially bright in the sun; After reading the old normal school, let the students read this sentence alone and stop reading naturally. )

Understand words in reading. (1) Look at the picture and pay attention to the coloring of the flowers. (2) Collocation of words: (golden) floret, (bright) floret. (3) What do you mean by "exception"? Under what circumstances are the flowers of peanuts "extraordinarily bright"? Guide students to understand the meaning of "extra" in the context.

Read the name in the expression.

Read the second paragraph in different roles.

(1) Read the name aloud with expression.

⑵ Read aloud by name and role.

(3) praise and help.

"What kind of flower is this?" Pay attention to the tone of the question. "Ah" should be read softly) "Peanuts are delicious!" (Reading in a happy tone) If the squirrel thinks, read it lightly.

Read aloud in groups and the whole class.

C, test the reading effect. (Name three people respectively, and put on the corresponding headgear to perform and read aloud)

Distribution of intransitive verbs

Second lesson

First, check the import.

Students read the first and second paragraphs aloud and organize comments after reading them. The key points of review: a, whether you read a happy mood in the first paragraph; B. Whether the interrogative sentence reads the tone of the question; C. Does the squirrel read what he thinks very slowly?

Second, learn the third, fourth and fifth paragraphs.

1, review the new words in these three natural paragraphs: Every day, talk to yourself.

2. Students are free to read the third, fourth and fifth paragraphs and think: Why does the little squirrel feel strange? The students exchanged opinions in groups.

3. Discuss after-class questions: Are peanuts really picked?

Encourage students to express their opinions boldly. There may be three answers to this question: one is that peanuts have been picked; One is that peanuts do not bear fruit after flowering; One is that peanuts bear fruit and are buried in the soil without picking them.

Students should not only give answers, but also tell how they got them. The teacher encourages students to read more extracurricular books to increase their knowledge.

4. Guide reading aloud. Ask the students to read aloud by name, help each other at the same table and read aloud in a teacher-student competition. )

A, the little squirrel goes to the field every day to see if there are any peanuts.

(pay attention to the natural pause; The last sound of "Watch" is: show an urgent mood)

B, he waited and waited until all the flowers were gone and no peanuts were seen. (expressing desire)

C.who picked the peanuts? Pay attention to understanding the "monologue" when reading aloud.

Third, expand the practice.

You are a little squirrel. How can you find where the peanuts are?

Fourth, write new words.

1, students observe first, then talk about it. How to remember the words "Li and Guo"?

2. Learn to write "Li and Guo"

Observing Tian Zi Gerry's "Indoor and Fruit", the teacher emphasized the length of the horizontal pen; Skimming should be symmetrical; The left and right sides of the word should be symmetrical.

Teachers demonstrate writing and students practice.

3. Students practice writing the word "Sheng".