# Courseware # Introduction Chinese teaching can connect with real life, create situations with teaching AIDS, let students create situations by themselves, or create situations through comparison. A good beginning is half the battle. Courseware is to stimulate students' interest and set the tone for a class. It should be just right, vivid, attractive, touching and unforgettable for the audience. The following is a first-grade Chinese courseware compiled and shared by KaoNet: Frogs write poems. Welcome to read and learn from it.
Rule number one?
design concept
Good text content can make students never tire of reading it and be elated, and at the same time, it can also open up teachers' teaching wisdom. According to the teaching materials and students' learning characteristics, I take vivid pictures and poems as literacy carriers, and integrate reading with literacy teaching, so that reading can promote reading and students can read in reading. Based on students' rich life, we should guide students to master the rules of Chinese character configuration, use various methods to read, and strive to build a situational, life-oriented, open and vital classroom. In teaching, it is necessary to fully optimize teaching resources, establish the concept of big language, expand and extend appropriately, enrich teaching content, stimulate students' individual expression, tap students' potential, and highlight the characteristics of school-based curriculum research. When designing and teaching, I try my best to embody "three innovations", namely, new ideas, new designs and new methods; Highlight the "triple", that is, attach importance to literacy, reading aloud and creation.
Teaching objectives
1. Be able to read the text correctly, fluently and emotionally.
2. Understand the content of the text, expand students' thinking, develop language and cultivate students' imagination and creativity.
3. Have a preliminary understanding of three punctuation marks.
4. Review new words, learn to write four, give various literacy methods and cultivate literacy ability.
teaching resource
Make full use of teaching resources such as courseware, recording, wall charts, objects and new word cards.
teaching process
1. Create situations and review new words.
1. Show the little frog (picture), communicate with the little frog and say hello.
2. Create a situation and review the new words by looking at the pictures. (Courseware demonstration)
3. Instruct students to read and consolidate new words in Pinyin.
4. Get rid of Pinyin and drive a train to read new word cards.
2. Read the text aloud and clear your mind.
1. Five students read the text: Who helped the frog when he wrote a poem?
(blackboard writing: tadpoles soak a string of water drops)
2. Read the second, third and fourth sections and think about it: What did they do for frogs?
(blackboard writing: comma period ellipsis)
3. Read the text and learn new words
Learn "number"
1. How many punctuation marks do we know today?
2. Look for commas, periods and ellipsis in the books at the same table and read each other.
3. What other punctuation marks do you know in the punctuation family?
4. Think about it. Besides punctuation, what word can "good" be combined with?
5. What should I pay attention to when writing?
Cause "bubble" and "string"
1. The teacher blew bubbles and asked the students to observe carefully.
2. What kind of bubbles did the teacher blow out? (colorful bubbles, a string of big bubbles)
3. Show the new words "bubble" and "string".
Please circle these two words in the text.
Learn to "bubble"
1. How to remember the word "bubble"?
2. Review the new words you have learned and lead to "a string of words". (All guns and robes)
3. Reading ballads and remembering "a string of words" are different. What will you find? (left and right structural pictophonetic characters)
Learn "Strings"
1. What can you think of when you see the word "string"? (Show the real thing: a necklace, a string of peppers, a string of lanterns)
2. Teachers use language to describe, students guess, and use the word "string" when guessing.
Yellow, curved, soft and sweet (a bunch of bananas)
Sweet, round, purple and green (a bunch of grapes)
Wearing a stick, red, with sugar hanging outside, tastes sweet and sour (a string of candied haws)
Wear it with a stick and barbecue it with fire. It tastes delicious (mutton kebabs)
3. Read the second, third and fourth sections in different roles.
(Intermittent rest: Let's sing and follow the frog home to read his poems, shall we? Sing "Little Frog Looking for Home")
Fourth, understand poetry and learn "hexagrams"
1. Look and listen to the poem written by the little frog. (courseware demonstration).
Everybody listen carefully. Guess who gave the voice to the little frog?
Let her read it to everyone again, will you?
4. If you observe this poem carefully, what will you find? (There is only one word "gung")
5. If you show "melon", what will you find? (pictophonetic characters)
6. Instruct writing (writing rules are from left to right, narrow left and wide right)
7. Students write the word "gung".
Please take a closer look at this poem. What else will you find? (the rhythm is the same; There are commas, periods, exclamation points)
9. What should I pay attention to when rereading this poem? (The period is longer, the comma is shorter, and the ellipsis should be read as if the words were not finished. )
10. Who will read it again? (Guide reading different feelings)
1 1. Guide students to do small translation. What does it mean to imagine a poem written by a frog? Discuss in groups.
12. How would you feel if you were the little frog squatting on the lotus leaf and seeing the rain? If you were a little frog and made a wonderful poem, how would you feel? How would you feel if you got help from others?
13. Everyone should be a little frog and read his own poems. (with joy, pride and gratitude)
Fifth, expand and imitate poetry.
1. Frog wrote this wonderful poem, which is well known by small animals. They are here today. Let's see who is here. Let's meet and listen.
2. Homework: Please help them think: What kind of poems can each animal make? Who will help them? Imitate the text and say
Rule number two?
Teaching objectives:
1, know 14 new words, and can write 2 new words. Teach students a variety of literacy methods and cultivate their literacy ability.
2. Be able to read the text correctly, fluently and emotionally.
3. Preliminary knowledge and understanding of three punctuation marks.
4. Understand the content of the text, expand the language and cultivate imagination and creativity.
Teaching process:
Create a situation
Can students recite poems? Who can recite this poem? There is a little frog who also wants to be a poet. The teacher invited him to class today. Let's say hello to the frog! Today we are going to learn the article "Frogs Write Poems".
First, teachers read the text mode
Students pay attention to the pronunciation of each word and the pause of the sentence.
Second, reading the text for the first time
Free reading. When you meet new words, you can draw them with your favorite symbols and read them several times with the help of pinyin.
Third, read the text again and learn the section.
Show the word "poem" and compose music. Ancient poems, poets, writing poems ...
1. The text we are studying today is poetry. The courseware shows the content of the text and explains the chapters.
2. Please mark the article according to the 1 and 2 parts just marked by the teacher.
3. Read the text in sections.