#courseware# The production of introductory courseware itself is a reflection of the author's comprehensive quality. It shows the producer's grasp of the direction of education, teaching, and teaching material reform, his understanding of classroom teaching, and his understanding of modern educational technology. comprehend. Therefore, when designing courseware, teachers must thoroughly understand the teaching content and design a plan that is suitable for teaching and use it in the courseware. The following is the Chinese courseware for the second grade of primary school compiled and shared by Kao.com. You are welcome to read and learn from it. I hope it will be helpful to you!
1. Chinese courseware for the second grade of primary school
Teaching objectives:
1. Learn 10 new words in this lesson and new words composed of new words, and recognize 5 New words.
2. Look at the pictures to understand the text, and understand that you should treat yourself and others comprehensively.
3. Read the text correctly and fluently. Read the text aloud by role.
Teaching focus:
1. Learn the new words in this lesson.
2. Understand the text and know how to treat yourself and others correctly.
The first lesson
Teaching process:
1. Introduction and revealing the topic:
Students, have you ever seen a camel? Show a picture of a camel. What are the characteristics of camels? (Gao Da) Have you ever seen a sheep? What are the characteristics of sheep? (dwarf) What happens between a tall camel and a short sheep?
2. New teaching:
(1) Compare pictures and texts to get a preliminary understanding of the text content.
1. Students read the text to themselves and underline the new words they do not understand.
2. The teacher reads the text (or records it) and asks the students to read the pronunciation correctly.
3. Students read the text again and underline natural paragraphs. Take a look at how many natural paragraphs and pictures there are in a sentence, and which paragraph of text each picture corresponds to.
4. Check and read the new words and new words: camel, they both have lush walls, shake their heads, are very narrow, and make comments.
5. Read the text in sections.
(2) Use illustrations to understand the key points of the text and understand the principles involved.
1. Show a few illustrations, point to the pictures, and ask: What happened between the camel and the sheep? Why were they arguing?
2. Discussion: Is it better to be tall or short?
3. Read the text aloud in sections and roles.
(3) Read the second and third natural passages.
1. Look at the picture and read and think: Where did the camels and sheep come to? What are they doing?
2. Read the second paragraph and think: How does the camel prove that it is good? Please find the words that describe the movement of the camel. Show illustrations to help students understand.
3. Has the sheep given up? How do sheep prove that their opinions are correct?
4. Look at the pictures to understand: words such as "narrow, short, and big" and words describing the movements of camels.
5. Read the text together and think: Who is right, the camel or the sheep? What are the advantages of each? Do they surrender to each other? What should I do if I don’t admit defeat?
3. Homework:
Read the text and the new words in this lesson thoroughly. Read two or three paragraphs by role.
Second lesson
Teaching process:
1. Review introduction:
Both camels and sheep can be proved by one thing Their views are right, but they refuse to admit defeat to each other. What solution do they come up with in the end?
2. New teaching:
(1) Study the fourth paragraph
1. Read the fourth paragraph together and think: The camel and the sheep went to the old cow for comment , what did Lao Niu say? Is what Lao Niu said right?
2. What does “strength” mean? What does "shortcoming" mean? What's wrong with camels and sheep?
3. What will the camels and sheep think after hearing what the old cow said? What will they do?
(2) Learning new characters and new words
1. Show the new characters and students use their own methods to memorize the glyphs.
2. Students exchange methods of memorizing glyphs with each other.
3. Provide focused guidance on words that students find difficult. For example:
Mao: Be careful not to add too much below.
Legs: Write the two sides first, then the middle.
4. Read new words and new words.
5. Writing guidance.
3. Practice:
Questions 2 and 3 after class.
2. Chinese courseware for the second grade of primary school
Teaching objectives
1. Recognize 13 new words and be able to write 8.
2. Read the text correctly, fluently and emotionally.
3. Standardize the format of writing a diary.
Process and methods
Divide into groups to read and question, explore, discuss and communicate during reading. Combined with the reality of life, improve students' perceptual understanding.
Emotions, attitudes and values ??
Know how to care for people in difficulty; continue to cultivate interest in writing diaries.
Teaching preparation
1. Before class, arrange students to find the location of Guizhou on the map and learn about some conditions there.
2. Prepare vocabulary cards and some corresponding courseware.
Teaching time
This course requires 2 hours of teaching.
Teaching process
First lesson
1. Introduction of exciting interest
2. First reading of the text, overall perception.
3. Read the text again and learn the new words.
(Conventional reading and literacy method)
4. Read the text fluently and be familiar with new words.
5. Read the text silently and understand the main idea of ??the text.
6. Consolidate new words and provide writing guidance.
1. Consolidate 13 new words.
2. Guide to writing 8 words.
Second Lesson
1. Review introduction.
2. Read and realize by yourself, explore and discover, and read aloud to realize deeply.
1. Read and realize yourself, and what you have discovered.
2. Communicate your findings and insights with classmates in the group.
3. Group reports, on-demand guidance, and insightful readings.
3. Extension and expansion
1. Provide diary format and standardize diary writing.
2. Instruct students to write diaries in the correct format.
3. Organize students to prepare to display their diaries.
3. Chinese courseware for the second grade of primary school
Teaching time:
Teaching objectives:
1. Can recognize 9 new words and write 9 new words.
2. Read and recite the text correctly, fluently and emotionally.
3. Experience the beauty of spring.
Teaching focus:
Be able to recognize and write new characters, and recite with emotion.
Teaching difficulties:
Experience the beauty of spring.
Teaching type:
Intensive reading class.
Teaching preparation:
Wall chart, recording.
Class schedule:
2 class periods
Teaching process:
First class period
1. Creating situations , to stimulate emotions.
1. Children, winter has passed, and Miss Spring is coming to us quietly again, look! (Show the flipchart)
Student: Look carefully
2. What did you see?
Answer (omitted)
3. Miss Spring brought us beautiful flowers and green grass. Great changes have taken place in nature, and let us go there together Go to "Looking for Spring" in the text.
4. Writing on the blackboard topic: Looking for Spring
2. First reading the text, cooperative literacy
1. Read the text freely, read through the sentences, and read the correct pronunciation of the characters. Draw the unknown words with your favorite symbols.
Student: Read the bullet points aloud.
2. Show the new words and ask the children to think of ways to remember the new words and make friends with them.
Students: group discussions, deskmates teach each other.
3. The children learned so well just now. Now let’s look at the new words. Which word do you know best? How to remember it?
Student: I know that the combination of "hiding", "body" and "duo" is "hiding", and students pronounce "hiding" together.
4. The teacher demonstrates "hiding" by hiding a small flower behind his back and letting the students guess.
Student: Make movements to demonstrate "shame", "cover", "cover", "explore" and "touch".
5. Awesome, you have so many ways! Now let me ask a little teacher to teach you how to recognize these new words.
6. The teacher will read by name.
3. Read the text carefully and perceive and discover.
1. Where is spring? You listen (normal reading or recorded model reading).
2. How beautiful the spring is when the children find it! Please read it again and talk about what the children found in the text after reading it.
3. Read the text together and the teacher will evaluate it.
Students: Communication and Cooperation Questioning (omitted)
Second Lesson
1. Read the text carefully and understand the text while reading.
1. (Transition: Students, through our careful observation, we found that spring is here, and there are great changes in nature. Which sentence in the text do you think lets you know that spring is really here) ?
Health: For example, "One or two early blooming wild flowers are the eyes of spring, right?"
"The trees are sprouting little buds. Is that the note of spring?"...
2. What does "peeping out" look like? Make some moves, what does the grass look like when it pokes its head out?
3. What a lovely grass! Who will read it again? (Read by name)
4. Read out the tone of the question.
5. Are there any sentences like this in the text? Please find it and read it.
6. Who will perform? (Show 4-7 natural paragraphs)
Student: Raise your hands to perform
7. It’s awesome, let’s praise him.
Read as a class: We see her, we smell her;...
2. Strengthen feelings and sublimate emotions.
1. Yes, beautiful spring is here, with flowers in full bloom, birds chirping, springs tinkling, flowers fragrant, willow branches soft, and streams cool. Spring is really everywhere!
2. Ask the children to introduce the spring you found to everyone.
3. Ask a child to tell you what spring he found looks like.
4. Children, the spring you have found is so beautiful!
4. Chinese courseware for the second grade of primary school
Teaching objectives:
1. Know 10 new words and be able to write 8 new words .
2. Read the text for the first time and understand the content.
3. Learn from the little mouse who is not afraid of difficulties and moves forward courageously.
Teaching focus:
Understand the new words in this lesson
Teaching difficulties:
Master literacy methods
Teaching Key:
Read the text based on word recognition
Teaching process:
1. Create situations to stimulate interest
1. Students, Do you like to travel? Where have you never been?
2. In this class, the teacher invited a child to take a closer look - (shows a little mouse headdress) Today this little mouse is going to travel. Let’s take a look at what he saw during his trip? What did he encounter? Okay?
2. Overall perception of the first reading of the text
1. Listen to the recording, Initial understanding of the story.
2. Students read the text in their own preferred reading style, which requires accurate pronunciation of characters and smooth sentences.
3. Discuss what is the main thing about this text?
3. Multiple methods to focus on literacy
1. Students, the little mouse is here He encountered difficulties and dangers during the trip, but he didn't flinch at all. He was so brave.
2. Play the bridge game and learn the new words in the text.
3. Distribute the word cards to each study group.
4. Help the mice in groups.
4. Group cooperation and independent learning to learn to write new characters
Use groups as a unit to study characters and exchange good ways to remember these new characters.
5. Summary
What did you gain from studying this lesson?
5. Chinese courseware for the second grade of primary school
p>Teaching objectives:
1. Recognize 13 new characters such as "kuo" and "chu". Can write: Shen Pi and other 10 new words.
2. Read correctly and fluently, recite your favorite parts, and feel the beauty and great changes of Beijing.
3. Cultivate students’ love for the capital of the motherland.
Key points and difficulties:
Recognize new words and read the text emotionally.
Teaching process:
First lesson
1. Conversation introduction
1. Show the courseware, an administrative map of China, who Can you find out where Beijing is?
2. After a classmate pointed it out, the teacher introduced the general situation of Beijing.
2. Read the text and perceive the content of the text
1. Students, let’s experience the beauty and great changes of Beijing together.
2. Multimedia playback and recording. Students appreciate it.
3. Free text, talk about your feelings and express your suggestions freely.
3. Read the text again and learn the new characters
1. Students read the text again, draw the new characters and pronounce them correctly.
2. The teacher presents the courseware (the words in this lesson are read freely first, and then read by name)
4. Guide reading aloud and feel the beauty of the scenery
1. Broadcast pictures of Beijing and the teacher reads the text.
2. Discussion: What did you see?
Which place in Beijing do you most want to visit?
3. Read the place you want to visit most and ask the teacher for guidance.
4. After reading the text freely, read it aloud by name, and the teachers and students will comment.
After class, present and comment on the information you collected in the comparison column. Revision comments
Second Lesson
1. Review
1. Apple picking game: students read the new words on the apples. Who wants to be a teacher and lead students to read? You are really good as a primary school teacher, who wants to be one?
2. Let’s start the literacy train and say hello to these word friends.
3. The little train gets up, and the locomotive is you...
4. This little train has successfully reached the end point, let's start another small train, the locomotive It’s you..., the train has arrived safely
5. It has arrived at the terminal. Word friends and classmates had a lot of fun, but the vocabulary babies were not happy anymore, so let’s invite them out quickly
6. Show the after-school exercises and read the notes.
7. Read the text in sections and see who reads it best.
2. Guide observation and write new words
1. Observe the new words in this lesson, which of them can be friends (the same as the radical)
2 . Observe the position of the characters in the field grid, first draw red, then imitate, and see who writes better.
3. Students write in their exercise books, and the teacher guides them around.
4. Show students’ calligraphy books and judge “little calligraphers”
3. Read the text aloud and guide recitation
1. Read yourself Favorite part.
2. Grasp the key words and recite the parts you like.
IV. Extension activities
Write the names of the scenic spots on the collected pictures of Beijing’s scenic spots and historic sites.