#courseware# In the introductory courseware, the teaching content of each topic or each class period, the arrangement of teaching steps, the selection of teaching methods, the design of blackboard writing, the application of teaching aids or modern teaching methods, and the teaching of each teaching step As for the time allocation of the sessions, etc., the following is the compiled courseware of the second volume of the first-grade Chinese language "Spring, Summer, Autumn, and Winter" edited by the Ministry of Education. Welcome to read and learn from it.
Chapter 1
Design description:
This text is the first literacy text in the second volume of first grade. This lesson is presented in the form of word string literacy. It revolves around the theme of "Four Seasons" and outlines the different four seasons of the year. The full text contains 8 words and 8 phrases, divided into four groups. The first group and the third group reveal the representative weather of the four seasons and the scenery of the four seasons. The second group and the fourth group tell us about these scenery. characteristics. The text is easy to understand and the illustrations are beautiful. It is based on children's lives, so it is not difficult for students to understand the content of this lesson. The "Chinese Curriculum Standards" require that students' desire to take the initiative in literacy should be stimulated in literacy teaching and students' ability to read independently should be cultivated. Therefore, this literacy class is based on "interesting", with the help of illustrations and various methods to guide students through the literacy process, gain literacy experience, and finally learn literacy accurately. At the same time, the word strings in this lesson have a certain sense of rhythm when read, so teachers should let students read more, repeatedly contact the language of the text, and feel the rhythmic beauty of the text. Preparation before class
1. Vocabulary cards, production of multimedia courseware. (Teacher)
2. Preview new words and make word cards. (Student)
Class schedule: 1 class hour.
Teaching process:
1. Make the conversation interesting and show the words
1. Teacher talk: Children, what are the seasons in a year? Which season is your favorite? Why?
2． Show pictures and play games. Guess which season the pictures shown are from. Design intention: Children in lower grades are lively and active. Sounds, pictures, colors, etc. will attract their attention and make them interested. In line with children's psychology, create novel and interesting situations at the beginning of class to stimulate students' interest in literacy and make them devote themselves to learning with interest.
2. A variety of methods to learn and memorize new characters
1. Show the four seasons diagram from the text. Get to know "spring breeze", "summer rain", "autumn frost" and "winter snow".
(1) Look at the illustrations carefully and talk about what you see. Talk to your deskmate first, and then tell the teacher.
(2) Present the words according to the communication:
Spring breeze, summer rain, autumn frost, winter snow
(3) Read the words freely with the help of pinyin.
(4) Read by name, be read by a primary school teacher, or read by train.
The key point is to guide the pronunciation of the back nasal sound: Feng Dong Qiao tongue sound: Shuang
2. Tell me which scenery you like the most and what the characteristics of these scenery are.
3． Show: Frost and Snow
(1) Communication: Have you ever seen the two natural phenomena of "frost and snow" in your life?
(2) The teacher explains some basic knowledge about frost. Most words starting with rain refer to a weather phenomenon. You see, with the help of the radicals of words, we can also recognize these words.
(3) Use the camera to memorize new words. Get to know the radical "rain".
(4) Observe carefully and talk about the changes in writing when "rain" is used as the radical.
(5) The teacher’s model sketches the Chinese character “雪”, the student’s handwriting is empty, and the stroke order is spoken orally.
4． Teaching phrases: spring breeze blows, summer rain falls, autumn frost falls, winter snow falls
(1) Show the phrases. Students read to themselves with the help of pinyin.
(2) Talk about the feeling of spring breeze blowing over.
(3) Compare the different feelings of being blown by the summer wind, autumn wind, and winter wind.
(4) Talk about the scene of raining in summer, read out the feeling of heavy rain, and pronounce "fall" well.
(5) Understand "Frost Descent". Recognize the radical next to the left ear. Exchange other words with this radical that you have accumulated.
(6) Name someone and talk about the scene when it snows and feel the lightness of the snowflakes.
(7) Read the second set of words together emotionally.
5． Teaching word string: Green grass, red flowers, swimming fish and flying birds
Pond grass, green mountains, flowers, red fish, water birds entering the forest
(1) Show the text illustrations and guide students to observe the drawings in the pictures in a certain order What scenery.
(2) Guide students to communicate in their own words.
(3) Show word strings three and four.
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(4) Work in groups, read word strings aloud with the help of pinyin and other methods, and correct each other's pronunciation.
(5) Name the person to read aloud, drive the train to read, and read together.
6． Observe carefully and learn to memorize new words independently.
(1) Carefully observe the new words in this lesson and talk about how you remember them.
(p> Memorize the evolution of the image, such as the word "fly", which can be imagined as the shape of a bird, etc.; add one addition, such as "Luo, Gone with the Wind", can be memorized by adding one part to another. )
( 2) A good way to communicate with each other in the group.
Design intention: to teach literacy methods and promote independent literacy. Put literacy in a certain language environment in a hierarchical and purposeful manner, combine it with understanding things, and guide students to choose their own favorite way to learn literacy independently. While literacy, they can develop language and improve their cognitive abilities. It can be said that the words learned in the language environment are alive, and the things remembered with emotions are firm, achieving twice the result with half the effort.
3. Demonstration and guidance, writing new words
1. Guide the writing of new characters "spring, winter, flower, enter, wind, snow, fly".
(1) Students read new words and review and consolidate the pronunciation of the new words.
(2) Analyze new words, memorize new words, and understand the structure.
(3) Demonstration and guidance, students should practice writing in the order of empty strokes in the book.
Focus on "spring and winter": the two characters should be relaxed. The two points of "winter" should be on the vertical center line. The second stroke of "in" should be long and forward.
The horizontal and oblique hooks of "wind" and "fly" should be written firmly.
Review writing posture: What are the "three ones" that should be done when writing? (The chest is one punch away from the table; the eyes are one foot away from the book; the hand is one inch away from the tip of the pen.)
2. The students act as primary school teachers and tell the teacher where each stroke should occupy the Tian character grid. When students are unsure about something, the teacher will focus on explaining it.
3． Students complete the writing exercises in the book. They first write down the stroke order, then observe the position of each stroke in the grid, focus on the writing of difficult strokes, then trace red, and finally practice writing. (Remind students to pay attention to writing posture. Part 2
Teaching objectives
1. Be able to read new characters and words correctly, be able to write 7 new characters, and recognize 3 radicals.
2. Be able to understand the different scenery and characteristics of the four seasons with the help of pictures and real life
3. Be able to use words to say sentences and learn to use periods
Teaching focus.
1. Correctly read new words and words, be able to write 7 new words, and recognize 3 radicals.
2. Understand the different scenery and scenery of the four seasons with the help of pictures and real life. Features.
Teaching difficulty: being able to use words to say sentences and learning to use periods.
Teaching new vocabulary cards and courseware.
First lesson
1. Introducing the conversation and introducing new lessons
1. The courseware shows four pictures of trees in different seasons to guide students to communicate about the characteristics of the four seasons.
2. Write the topic on the blackboard and let the students gather together. Reading topic, focus on guiding the reading of the new word "spring"
2. First reading the text, perceiving the content
1. Teachers read the text, requiring students to listen carefully to the teacher reading the text and pay attention to the new word. Pronunciation.
2. Guide students to read the text
(1) Read the text in parts, and the teacher will read it correctly.
(2) Let the students choose the text. Focus on the changes in the scenery in spring, and the teacher will teach you.
3. Read the text carefully and learn the words in the first part of the text.
p>
(1) Show the picture of "Spring Breeze" and say: What is painted on the picture? Talk about the scenery in the picture and practice speaking with sentence patterns:
I know what is painted on the picture. The one is () season, because I saw () in the picture.
(2) Read the word "spring breeze"
(3) Guide the imaginative expression, spring breeze. What changes will it bring to us?
(4) Instruct students to memorize the words "spring" and "wind" and compete in word formation in the textbook. P2 Practice writing the words "spring" and "wind", display in groups, and communicate with the whole class. Key instructions: "Spring" is wider at the top and narrower at the bottom in the field grid, and the "horizontal bending hook" of "wind" is different from what was learned before. The "nine" and "hook" parts should be written slightly slanted.
2. Guide and summarize the learning method of the word "spring breeze"
3. Group cooperative learning. Words such as "summer rain, autumn frost, winter snow".
(1) Students in the group will learn the above three new words by themselves by looking at the pictures. Compare the similarities and differences between the two words and form words.
(2) Whole class communication: What are the characteristics of summer? What about autumn and winter? The teacher explains the difference between "frost" and "snow".
(3) Students read three words.
(4) Guide the writing of the new words "winter" and "snow", and demonstrate communication.
4. Recite the four words as a whole.
5. Show: scenes of wind, rain, frost, and snow.
(1) Learn new words in the form of connected questions:
Spring breeze Falling
Summer rain blows
Autumn frost falls
Winter snow falls
(2) Read together, read by name, and read in groups.
(3) Recognize and read the new words: blow, fall, drop, float.
(4) Expansion: What other things can use "blowing, falling, descending, floating"?
6. Summarize the characteristics of the four seasons again.
4. Classify observations and guide writing.
1. Instruct students to observe the glyphs and positions of new characters in the Tian character grid. Observe carefully, focusing on the writing characteristics of the prefix rain.
2. Focus on guiding the writing of the new characters "花", "飞" and "入".
(1) Comparative guidance between "fly" and "wind", and comparative guidance between "enter" and "human".
(2) For "fly", please note that in the field grid, you should start writing at a slightly lower position in the middle of the upper left grid. The writing method of "horizontal bending hook" is the same as that of "wind".
3. Write carefully in the field grid, trace one and write one.
Second Lesson
1. Review and introduce new lessons
1. Show word cards and guide students to read new words and words.
2. Write the topic on the blackboard and introduce a new lesson. Students use "spring" to form words and speak. .
3. Read the words: The spring breeze blows, the summer rain falls, the autumn frost falls, and the winter snow falls. Again, guide students to review the text. Q: Which season do you like? Why?
2. Observe carefully and learn words by looking at pictures
1. In the last class, we got to know the four seasons. The most beautiful of the four seasons is spring, so
Well, who can tell me what beautiful scenery you have seen in spring?
Show the text pictures and ask: What are the methods and order of looking at the pictures?
2. Guide students to talk while looking at pictures and practice sentence patterns:
I see on the picture that there are () in the distance, () near, and () on the left.
(), there is () on the right.
3. Show new words and guide correct reading.
4. Use new words to say a complete sentence.
5. The teacher reads the phrases, imagines the picture, and asks: What did you see?
6. Name the words, and the teacher writes on the blackboard: green grass, red flowers, swimming fish, flying birds
7. Read the above new words aloud in various forms.
8. Recognize the new words "花", "游" and "飞", read the new words "花", "游" and "飞" together, and form words.
9. Where can these scenery be seen? Guide students to look at the illustrations in textbook P2 and talk:
(1) Where is the green grass?
(2) Where are the red flowers?
(3) Where are the fish that jumped out of the water?
(4) What is in the dense woods?
10. Show:
The pond grass is green
The mountain flowers are red
The fish comes out of the water
The bird enters the forest< /p>
The third lesson
Teaching objectives:
1. Knowledge objectives: Understand the meaning of sentences and understand the characteristics of the four seasons by observing pictures.
2. Ability goal: Cultivate students’ observation ability, language ability and logical thinking
ability.
3. Emotional goals: Cultivate students’ thoughts and feelings to love nature and protect the environment.
Teaching focus: understand the meaning of the sentence and understand the characteristics of the four seasons. Recite the text
Teaching difficulty: understand the meaning of the sentence.
Key to teaching: Use courseware to assist teaching and help students understand the meaning of sentences.
Teaching methods: visual demonstration, explanation method, conversation method, etc.
Learning methods: observation method, discussion method
Teaching aids: multimedia courseware
< p> 1. Review and introduce new lessons1. Show word cards and guide students to read new words and words.
2. Read the text by name.
2. Master the methods and accumulate recitation
1. Guide students to read the text in the way they like.
2. Guide the review of the content of each part of the word, choose a word that you are proficient in reading to say
, and the teacher will write it on the blackboard in a timely manner.
3. Show the corresponding pictures of each part, guide students to observe carefully and try to recite.
4. Organize students to recite the text in other ways.
(1) Deskmates carry each other on their backs, and boys and girls compete on their backs.
(2) Group role performance and recitation.
(3) The whole class memorizes the text when prompted by the content on the screen.
5. Organize presentation and recitation.
3. Practice and consolidate, expand and extend
1. Provide thinking training and guide students to imagine: each season has its own unique beauty
And spring It is more beautiful in the eyes of our children. In addition to the words about spring written in the text, what other words about spring do you know? Tell everyone.
2. Instruct students to make up words based on the text.
3. Show the words and guide students to copy the words.
4. Use methods such as driving trains and guessing word puzzles to guide students to consolidate new words.
5. Summarize the full text and assign homework
1. Instruct students to talk about the feelings that spring brings to people.
2. Assign homework: Collect and read some words describing the four seasons.
Blackboard writing design
1. Spring, summer, autumn and winter
The spring breeze blows the pond and the grass is green
The summer rain falls and the flowers are red
Autumn Frost and Fishes Out of the Water
Winter Snow and Birds Entering the Forest Chapter 3
Textbook Analysis:
1. The text expresses the four seasons of spring, summer, autumn and winter through four paintings. A fan painting of a certain meteorological feature elicited meteorological words and word strings of the four seasons; and then through a picture of the spring land, words for things in the picture were elicited, as well as word strings of objects and images that express the prosperity of spring, providing students with It creates an interesting, vivid and emotional literacy environment, which is conducive to students' learning and mastering.
2. The text is a literacy text, so it is necessary to highlight the curriculum standard requirement that "literacy and writing are the basis of reading and writing and are the focus of teaching in the first period of school." In terms of teaching time, energy, etc. In terms of distribution, the teaching focus of "literacy and writing" should be highlighted.
3. Starting from this lesson, the learning of writing will enter the learning stage focusing on writing combined characters. Memorizing and recognizing the glyphs, especially the details of the glyphs, is the key to ensuring mastery of writing. Therefore, , starting from this lesson, in the writing instruction link, we need to design the steps for learning glyphs, guide students to use literacy methods, guide students to compare shapes with similar characters, combine sounds, shapes and meanings, and recognize and memorize the characters they can write.
Academic situation analysis:
1. Students have spent the first winter vacation after entering school. A long period of relaxation may cause the forgetting of some knowledge and abilities. Therefore, before entering new learning, it is necessary to conduct diagnostic tests (review) on the original basis of new knowledge learning, understand the student's situation, and make adjustments.
2. Although after a semester of study, classroom routines and classroom disciplines have been initially formed, due to the characteristics of first-year students and the long vacation, it is necessary to maintain long-term attention and study. Difficult, so it is necessary to integrate the learning process into certain incentives and exciting activities, such as "Competing to see who has more red flowers" (complete a learning task, reward a small red flower, count and reward after the classroom teaching) "Breaking through the levels" and "climbing the peak" (completing a learning task means passing a level or climbing a slope; completing all learning means successfully breaking through a level or climbing to a peak) incorporates learning into play to arouse attention and maintain interest in learning. (Note: This type of motivational and exciting activities should be selected and set up according to the different teaching styles and habits of teachers, and become the norm, so the teaching design does not need to present the design of such activities.)
Teaching objectives:
1. With the help of Chinese Pinyin, you can read the text correctly and recite the text (words, word strings).
2. Combining pictures and texts with the reality of life, understand the meaning of words and word strings, feel and understand the meteorological characteristics of the four seasons and some objects in spring.
3. Recognize the prefix of the radicals rain and binaurbia, and be able to correctly read 8 new words including "shuang".
4. Be able to correctly read and write 7 new characters such as "春", pay attention to the position of parts and strokes in the grid, and strive to follow the writing requirements and the correct posture of holding the pen and writing posture.
Teaching focus:
1. Ability to read texts (words, word strings) correctly.
2. Able to correctly read and read 8 new words including "frost", and correctly read and write 7 new words including "spring".
Teaching difficulties:
Combining pictures and texts with the reality of life, understanding the meaning of words and word strings, feeling and understanding the meteorological characteristics of the four seasons and certain objects in spring.
Teaching preparation:
Teacher: "Frost" and other 8 word cards that can be read, and "Spring" and other 7 word cards that can be written; the words in the text and word string word cards; text picture PPT.
Students: Each person has a set of 8 word cards that can recognize and read "frost" and other words (without phonetic notation).
Teaching hours:
Two class hours.
Teaching process:
1. Review, introduce excitement, and clarify the main learning objectives
(1) Review the three pinyin spellings
PPT shows the following words containing syllables:
一shuānɡ手jiānɡ南zuò下
Individual free spelling.
2. Feedback guidance: named spelling, camera guidance. Read together.
Summary: Summarize the method of spelling three pinyin.
(2) Review the words that you have learned to read in writing
PPT shows relevant words:
Spring, summer, autumn, winter, lotus, bird wind
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2. Feedback guidance: read by name and use the camera to pronounce the correct pronunciation. Read together.
3. Summary: After we study the text, we need to be able to write these words in red font correctly.
(3) Stimulate the introduction and clarify the main learning objectives
1. The teacher writes the topic on the blackboard: ① Spring, Summer, Autumn and Winter
2. Read the topic together.
3. Explain the question and clarify the main learning objectives.
Transitional language: Students, after reading the topic, we know from the topic that this literacy text is about the four seasons. We also learned a text "Four Seasons" last semester. Let's read it aloud together and recall. What does the text "Four Seasons" tell us about the phenomena of the four seasons?
(PPT shows the text and reads it aloud. (Recall and answer) The students have really good memories. "Four Seasons" tells us some things and phenomena that exist in each of the four seasons. So, what will the "Spring, Summer, Autumn and Winter" we study today tell us about the four seasons? We will know it after we have learned the new words in this lesson and read the text accurately and fluently.
2. Look at the pictures and learn to read the text aloud
(1) Look at the fan paintings and learn to read the first half of the text.
1. PPT presents four fan paintings. (Number them in the order of spring, summer, autumn and winter)
Present the task: Ask students to carefully observe these four pictures and think: Which season are these four pictures respectively? What meteorological phenomena are represented in this season? Where did you see it from the picture?
Observe and think individually, communicate with classmates, and then report to the class.
2. Feedback guidance: (Based on students’ communication reports, the camera will post fan pictures of the season and phonetic phonetic cards of corresponding words on the blackboard)
Default: Picture 1, Spring Breeze, The fluttering wicker in the picture; Picture 2, summer rain, the falling raindrops in the picture; Picture 3, autumn frost, the white frost on the edges of the red leaves in the picture; Picture 4, winter snow, the falling white snow in the picture and the white ground on the ground .
3. Read these four weather words freely, and then read them together after giving feedback and guidance.
4. How did these four meteorological phenomena come to our lovely land? We will know after reading the relevant word strings in the text.
Present the task: Ask the students to read the word string on page 2 of the text quietly. When they encounter a word that they cannot read, spell out the syllables on the word and see if they can read the word string.
5. Feedback guidance.
(1) Report the correct pronunciation by name, read aloud freely, and read the words and word strings on page 2 together.
(2) Name and tell how those meteorological phenomena came to our lovely land.
Default: spring breeze - blow; summer rain - fall; autumn frost - fall; winter snow - drift (the camera posts the words of this string)
6. Summary: We talked by looking at pictures, reading the first half of the text aloud, and learned about the meteorological phenomena of the four seasons and how they came to our lovely land. Next we continue to study the second half of the text. (PPT shows the picture on page 3 of the text)
(2) Look at the picture on page 3 and learn to read the second half of the text.
1. Present the task: Ask students to carefully observe this picture and think: Which season is this picture painted? What things in this season are painted? How are they doing?
Individual observation and thinking, communication with classmates, and then class communication and reporting.
2. Feedback and guidance: (Based on students’ communication reports, the camera will post phonetic notes of words and word strings on the blackboard)
3. Freely read words and word strings, feedback and guidance Read together later.
4. Combine pictures and texts to understand the meaning of word strings.
(1) Presentation task: Read aloud the word string on page 3, read one word string, and point out on the illustration the place corresponding to the meaning of the word string.
After the individual is completed, the tablemates communicate and correct each other.
(2) Feedback guidance. Name and point out the corresponding position on the diagram shown in the PPT. Students read the words in the string one by one, read one, and point to one. Camera guidance.
3. Read the full text aloud and learn to read the words and new radicals
(1) Read the full text aloud.
1. Present the task: high-five yourself and read the text aloud in a rhythmic manner.
2. After naming the students for feedback and guidance, practice at the same table; after naming the students for feedback and guidance, the whole class reads together.
(2) Learn to read and recognize words.
Provide the task: circle the words in the text that you can read, and then read them accurately with the help of Chinese Pinyin.
2. Feedback guidance.
(1) Correct the circles of the characters that will be recognized.
(2) Show the recognized character cards (phonetic notation), name the students (2-3 students with medium learning speed) and provide camera guidance (pronunciation guidance for difficult words with phonetic pronunciation).
(3) The whole class reads together.
3. Be able to form words orally with recognized words.
Provide the task: Ask the students to think about these words in life, which word will they form words with? Let’s talk about it with your deskmate. (Try to guide students to form bi-syllable words that represent the meaning of the word based on the meaning of the monosyllabic words in this lesson, such as "enter" - "enter".)
4. Feedback guidance.
(1) Feedback one by one. If the student composes the word correctly, write the word on the blackboard with the word card as the center; if the student uses homophones to compose the word, write the word on the blackboard in the sub-blackboard position to show that Distinguish and correct.
(2) If the words in the student group are commonly used words in daily life, the camera can be used to ask students to say a sentence orally using the words. (Pay attention to the control of the number of words, and do not overwhelm the guest)
(3) Read the words of the student group once or twice.
(4) Summary: The students are really attentive and can know so many words in life. In fact, life is a big classroom. We can know many words and know many words through life.
5. Show words with recognizable words in the text. After individuals read them freely, the whole class will read them together. (Reading words directly, such as: "frost, frost, frost, frost of autumn frost")
(3) Preliminary evaluation of word recognition for words that can be read.
1. The same tablemates mess up the order of word cards and check and correct each other.
2. Game to recognize words. (Note: The words shown are out of syllables)
(4) Recite the text.
Present the task: Continue to read the text aloud rhythmically with high-fives, and try to memorize the text.
Practice individually, with deskmates memorizing and correcting each other.
2. Feedback guidance. (The PPT shows illustrations of the text, and students use the illustrations to recite)
After naming the students for recitation guidance, the whole class claps and recites together.
(5) Learn new radicals.
2. Feedback guidance:
Frost ("rain", "phase") rain prefix
Jiang ("阝", "夅") next to both ears
3. Summary explanation: The students found it really accurately! It is the rain prefix of the word "frost" and the double ears of the word "fall". (Explanation while demonstrating through PPT) Most words starting with "rain" are related to rain or weather. For example, the word "雪"; the character "双 Erpai" in the character "江" looks like two hillsides; the characters with "both ears beside" on the left side are mostly related to hillside and ladder place names; the original meaning of the word "Jiang" means to go from a hillside or a high place. Going down now generally means falling.
4. Show the PPT and read it together.
The word "frost"--"rain", the prefix of rain
The word "fall"--"阝", next to both ears
5. Summary : Today we made two new radical friends: Yuzitou and Binerpang. These radical friends are very useful. They represent a certain range of meanings and can help us understand more characters and remember them.
(6) Evaluation of the ability to recognize and read words.
1. The same tablemates mess up the order of word cards and check and correct each other.
2. Games for word recognition. (Note: The words shown are out of syllables, focusing on students who are slow learners)
IV. Writing guidance
(1) Font teaching
1. PPT display If you can write, read it again.
2. The classmates talk to each other about how they remember these words, and then the class communicates. (Students mentioned characters with similar shapes and similar sounds in the notation method. The word combinations are written on the blackboard in the position of the secondary blackboard to help distinguish the details of the glyphs and know the glyphs.)
(2) Guide to writing< /p>
1. Classify these words that can be written according to their structure. Single character: enter, fly; upper and lower structure: spring, winter, snow, flower; semi-enclosed structure: wind.
2. Guide the writing of "enter" and "fly". (Before students pick up the pen to write, remind them about the writing posture and pen holding posture. The following is the same and will not be repeated.)
(1) Name the students and talk about the stroke order. After correction, everyone will talk about the stroke order in the empty book together.
(2) Observe and talk about the starting and ending positions of each stroke of "enter" and "fly".
(3) The model writes "enter" and "fly" to indicate the start and end of each stroke.
(4) Students describe one in the textbook, correct the mistakes after giving feedback, and write another.
3. Guide the writing of "spring", "winter", "snow" and "flower".
(1) Divide the "spring" and "winter" groups into the "snow" and "flower" groups and observe them respectively, and talk about the placement of each component of the characters and the strokes that should be paid attention to when writing.
(2) Write "spring", "winter" and "snow" and "flower" respectively. Tips: "Spring" and "winter" should be put down and closed. The upper parts should be stretched and open, and the lower parts should be stretched and open. About half of the parts are stored in the lining; the upper and lower parts of the character "雪" occupy roughly the same space, and the "prefix" of the character "rain" is slightly wider than the character "彐". The prefix "草" above the character "花" should be flat, and the "hua" below it should be slightly wider than the prefix "草".
(3) Students are divided into groups and write one description in the textbook. After feedback and correction, they correct their mistakes and write another one.
4. Guide the writing of "wind".
(1) Observe and talk about the placement of each component of "wind" and the strokes and order that you should pay attention to when writing.
(2) When writing "wind", please note: the horizontal left side of the horizontal fold of the word "wind" should be lower and the right side should be slightly upward. Do not write the horizontal hook as a curved hook; the second stroke of "?" It is longer and the whole thing should be hidden inside.
(3) Students write one description in the textbook, give feedback and correct the mistakes, and then write another one.
5. Writing exercises
6. Summary (learning status and knowledge and ability points)
Assignment design:
Reading aloud and Recite the text.