#courseware# The application of introductory Chinese teaching courseware is the same as the application of other subject teaching courseware, which can enrich teachers’ teaching methods and make teaching time-oriented. Excellent Chinese teaching courseware can also fully improve students' enthusiasm for learning, enrich Chinese teaching content, and deepen the connotation of Chinese teaching. Below are primary school Chinese courseware and universal templates compiled and shared by Kao.com. I hope it will be helpful to you!
"Secret Reading"
Teaching objectives:
Knowledge and ability objectives:
1. Recognize and master the new words in this article, and understand the new words in the article. 2． Read the text emotionally.
Process and methods:
1. Experience the taste of eavesdropping through reading, circling and discussion.
2. Learn the author’s method of expressing emotions through meticulous action descriptions and psychological descriptions, and experience the accuracy and vividness of the author’s words.
Emotional attitudes and values:
Grasp the main content, experience the complex taste of eavesdropping, feel the author's love for reading, and his desire for knowledge, and be infected.
Teaching focus:
Grasp the main content, experience the author's emotions, and understand the author's expression methods. Teaching difficulties:
Understand how the author expresses thoughts and feelings through actions and psychological descriptions, and understand the meaning of reading. Evaluation design:
During the teaching process, focus on understanding the author's feelings and expression methods. You can find out the author's voice through student and student evaluations, and find the direction of progress through the evaluations of teachers and students.
Teaching process:
Introduction
1. Understand the meaning of the text from "plagiarism" (5 minutes)
1. my country's The writer Bing Xin once said: "Read well, read good books, read well." British writer Shakespeare said: "Books are the nutrition of the world. Life without books is like no sunshine; wisdom without books is like birds "My children have no wings." "Students, do you like reading? (The courseware shows famous quotes)
2. What books have you read? Let me tell you what I feel most deeply. (Classmate exchange)
3. In reading, we can not only acquire knowledge and learn to think, but also get emotional cultivation and spiritual enjoyment. In this lesson, we will take a look at the work "The Stolen Reading" written by Taiwanese female writer Lin Haiyin, who recalls her unique reading experience as a teenager. Observe the word "plagiarism" carefully. Is there any way to remember it? (Student exchange) When we see the word "steal", we immediately think of "stealing". What does the word "stealing" mean in the topic "Studying Stealingly"? The teacher checked the dictionary before class. There are three meanings of "stealing": ① steal; ② secretly; ③ modestly referring to oneself. Which explanation do you think should be chosen? (Second type) (Production of courseware) Then this text tells the story of the author secretly reading when he was a child.
5. Books are nutrition for the whole world. Reading is a glorious thing, but why do authors want to "stealthly read"? What else do you want to know after seeing this topic? (Why steal? How to steal? What influence or change does it have on the author?) Now let's go into "Stealing". I believe that after reading the text, you will have a deeper understanding.
New teaching
2. Experience the joy of reading from the first reading (five minutes)
1. Ask students to read the text freely, and ignore the difficult to read text Read the place several times. Think about it, how did I "sneak reading"?
2. Students communicate after reading.
3. Taste the love of books from "stealing" (25 minutes)
3. Students, there are various flavors of reading, please browse the text and take a look Which sentence directly describes the feeling of "stealing"? Please use "~~~" to mark it out.
("I am very happy, but also very afraid - this feeling of eavesdropping.")
"Sneaking" is accompanied by a complex feeling. Can you read the bitterness and sweetness of the author's reading in the text? Work in groups to find relevant sentences from the text, underline them, read them, and then communicate with everyone. (Students are free to read and mark.)
Communication: (courseware) Who will be the first to share the experience of eavesdropping?
Student: Teacher, I want to share the hardships of secretly reading.
(1) Bitterness:
1. "I stepped into the store, secretly glad that no one noticed. I stood on tiptoes and got under the adults' armpits. Oh, put on your short hair It’s a mess, it doesn’t matter, I finally squeezed in.”
a. Please quickly find the word that expresses the action.
b. From this series of actions, we can try to figure out what Xiao Haiyin is thinking? After analyzing the movements and figuring out the psychology, what kind of Haiyin did we seem to see? At this time you are Lin Haiyin, read out your feelings. (2 classmates)
2. Sometimes, you have to go to several bookstores to read a book. Teacher: Students, what do you feel from the words "one" and "several"? Read out your feelings.
3. Quotation: (Courseware is shown one by one) Teacher: Let us feel the author’s hard work together.
Teacher: After school, I hurried from school to a bookstore - "I stepped into the store..." Teacher: Among the rows of colorful books, my eyes were eagerly searching for them. , but couldn’t find the book. Teacher: I hurried to another bookstore again - "I stepped into the store..."
Teacher: Among the rows of colorful books, my eyes searched eagerly, but couldn't find them. Not that book. But at this time, it's time for me to go home.
Teacher: After school the next day, I hurried from school to a bookstore - "I stepped into the store..."
Teacher: In the rows of flowers In the green book, my eyes searched eagerly, but could not find the book. Start from the beginning and look for it again - "Ah! It's here, it's not where it was yesterday...reading greedily." Teacher: This is the feeling of "stealing".
4. From which sentences do you feel the pain of eavesdropping?
Sentence: "My legs are so sore that I have to alternately support myself with one leg, and sometimes lean against the bookcase for temporary rest."
1. This The first reading takes more than two hours, more than 120 minutes, and more than 7,200 seconds! It’s equivalent to us taking 3 classes. We don’t eat, drink, or rest, and we are afraid of others finding out. Who can tell us your experience? Read your feelings.
2. In order to read more, the author endured sore legs, numb feet, and hunger while reading, but the author still said: I am very happy. Do you think those sentences convey the sweetness of the author's secret reading? (Written on the blackboard)
1. "Hurrying to open the book, one page, two pages, I read greedily like a hungry wolf."
(1) This is a metaphor Sentence, what are you comparing to what?
(2) "Hungry wolf" leaves us with a not so good image, but "I" compare myself to "hungry wolf", so " "Reading greedily", is it good to write like this?
(3) This kind of reading means reading eagerly. Let us read like this! Have you had such an experience in your life? Where else have you read the author’s sweetness in eavesdropping?
Sentence: "Sometimes I still pretend to frown, and look at the middle of the street from time to time, as if to say: "This rain makes it impossible for me to go back." In fact, I am shouting happily in my heart :? Bigger! Bigger!?" (The discoloration of "pretend" in the courseware)
1. The word "pretend" is well said! Let’s take a look at how “I” “pretend” to deceive others? Girls, let’s read together how the author disguises himself? (First sentence)
Boys, but in Lin Haiyin's heart, she hoped that the rain would fall harder - harder, harder!
2. What the author does on the surface is different from what he thinks in his heart! If I could use one word to describe it, this would be—so to put it this way, this is a bad student who doesn’t mean what he means, what he means, and what he means. Why does the author do one thing and think another just for the sake of it?
Teacher: Just to read more, the author loves reading to the point of becoming obsessed. Are there any sentences that make you feel that the author was happy while reading?
3. I closed the book and swallowed, as if I had swallowed all the wisdom, and then reluctantly put the book back on the shelf. (Find and read together)
(1) Close your eyes and imagine the author’s feeling. Teacher's Guide. What did you learn from it? (Love for books)
Teacher: Yes, she must have gained a lot of knowledge and wisdom from the books. Although her feet were a little numb when she stood, she felt relaxed all over.
Teacher: She remembered the words of the Chinese teacher
(Show the sentence) "You grew up eating, and you also grew up studying." Talk about your understanding of this sentence . (Emotionally read aloud)
"Eating can make the body grow, and reading can gain spiritual nutrients, making oneself mature and open-minded."
Consolidation Summary
Four , Understanding human dignity from "stealing" (five minutes)
1. After learning here, we know that the author is so good at reading, and he has tasted the bitterness and sweetness in reading. I have a question, why doesn't the author buy the book and read it at home?
2. Poverty is not a shame, but giving up dignity is a shame. The little girl had no money and could only satisfy her thirst for books by "stealing". The author overcame one difficulty after another.
3. If you were the boss, what would you do if you faced a little girl who loves reading but can’t afford books? Expand your imagination and fill in the blanks:
(1). A book touched my arm and was gently brought to me: "Please take a look, I kept it for one more day without selling it." The clerk said to the little girl silently in his heart: "".
（2）． I took the book and was so shy that I didn't know how to express my gratitude to him, but he walked away as if nothing had happened. I want to say to him: "".
〔Design Intention〕This kind of language practice is an exploration of the blank space in the article, which is desirable. But we should focus on other aspects, such as the complex, delicate, and embarrassing psychological imagination and speculation behind the author's previous eavesdropping behavior. Rather than focusing on the peripheral "alienated" evaluation
The purpose of this link is to appreciate human dignity and true feelings in the world from language and writing.
Regarding the evaluation of the bookstore owner, students should be allowed to speak freely. Some students may think it is not good, and some children may think it is understandable. Doing business is nothing more than making money. If they are all like little girls and just don’t buy, the bookstore will collapse, etc. . Teachers should not simply make good or bad evaluations, but should respect students' unique experiences and their value orientation. The fill-in-the-blank questions are designed to allow children to use their imagination and enter the emotional world of the characters. It is also a small exercise to describe the psychological activities of the characters.
5. Summary: Today, we got to know a "different" person. In order to study, he could skip delicious food. In order to study, he could run to several stores before finishing a book. He can be like a "hungry wolf" in order to study. At this point, we must understand that "we grew up eating, and we also grew up studying!"
Blackboard writing design
Stealing reading Remember
Happy and sweet
Eating and reading
Fear of suffering
"Young Runtu"
Teaching objectives:
1. Master new words, read the text emotionally, understand the order of writing in the text, and learn and understand the key words and sentences in the text.
2. Through the explanation of this article, we can improve the thoughts and feelings of the people who love working people.
3. Through emotional reading of texts and role-playing, students can understand the characters’ personality traits and grasp the meaning of the article.
1. Introduction
Teacher: Students, do you have a very good friend? Can you summarize him in a few sentences?
Student 1: Very thin and very tall.
Student 2: I am very good at playing games.
Student 3: We can talk about a lot of things.
Teacher: Very good, everyone has mentioned the little friends in your mind, and the little friends mean different things to everyone. So today let's take a look at what Mr. Lu Xun's friends were like when he was a child? Please open the text "Young Runtu".
(Teacher writing on blackboard topic)
2. Overall perception
Teacher: Please browse the text quickly and outline the words you don’t know.
Teacher: Well, I saw everyone raised their heads. It seems that the word problem has been almost solved. Ask the students to look at the phonetic explanations of the words on the big screen, annotate them themselves, and read them again.
Teacher: Please read the article silently again, and then find the sentences that describe the image of Runtu.
Student: Purple round face, wearing a hat~~
Teacher: Everyone looked carefully. Everyone has found out how the author describes the image of Runtu, so in what order does the author describe it?
Health: memories, first acquaintance, getting along, parting
Teacher: Everyone did a great job finding it.
3. Entering the text
Teacher: After summarizing the description sequence, let’s look at the penultimate paragraph of the article. In this paragraph, the author writes that "there are many strange things in Runtu's heart." Which stage in the order of the author's description do these things belong to?
Student: The third stage is getting along.
Teacher: So what are these strange things? Give everyone 2 minutes to quickly browse the article, and then discuss as a group, what are these strange things? Let’s give each group a Division of work, the first group looks for the first thing, the second group looks for the second thing, and so on. We compete to see which group can find it the fastest and which group can summarize it best.
Students: (catching birds in the snow, catching guava, picking up shells on the beach, and watching fish on the beach)
Teacher: Well, the second group found it quickly and summarized it, everyone. They applauded.
Teacher: After looking for four strange things, let’s think about it, why are these things called strange?
Student: Because the author has never seen them, so they are called strange. Have you encountered any strange things in your life? Ask a few classmates to share!
Teacher: Next, let’s do a role play. Let’s ask our tablemates to play Lu Xun. Sir, one plays Runtu, let’s act out the dialogue between the two of them. Everyone must pay attention to tone, rhythm and expression when performing. Give everyone 5 minutes, and then we will ask a few students to perform.
IV. Consolidation and Improvement
Teacher: Today we have studied Mr. Lu Xun’s description of Runtu. Next, please think about it and use your own words to describe yourself. A little friend.
5. Summary of homework
After finishing today’s course, what kind of person do you think Runtu is? (A brave, witty, smart, capable, and well-informed farmer. Teenagers) Do you like him? What emotions did Mr. Lu Xun use to describe him? Please read the text emotionally again after class and collect relevant information about this article.
"General Template for Primary School Chinese"
1. Steps and Contents of Primary School Chinese Lesson Plan Design
Topic: ______
Class Hours: ______
Course type: ______ (new teaching/review class/inspection class)
(1) Teaching objectives
1. Knowledge and skill objectives
(1) Meeting Can read and write ______ and other ______ new words, can read and recognize ______ and other ______ new words, and master the usage of ______ and other words.
(2) Learn the knowledge points of ______ in the article and understand the meaning of the main theme/key sentence ______ in the article.
(3) Be able to read texts correctly, fluently and emotionally, retell the main idea of ??the work, and communicate reading feelings with others.
(4) Accumulate beautiful words and wonderful sentences in the text.
2. Process and method objectives
(1) Proficient in using dictionary/lexicon methods to independently understand ______ and other new words in the text.
(2) Skillfully use listening and reading, following reading, silent reading, free reading, skimming/connecting with context, real life/using pictures and tables in reading materials to understand the content of the article and understand the author’s thoughts and feelings .
(3) Be able to initially obtain ______ related information through information channels such as libraries and the Internet.
3. Emotional attitude and value goals
(1) Appreciate the praise of ______ (scenery/characters/imagery) in the text, and develop feelings for ______ (nature/beautiful quality) The love that inspires ______ emotions.
(2) Initially form the concept of ____, develop the habit of ____, and acquire the quality of ___.
(2) Important and difficult points in teaching
1. Key points in teaching
(1) Understand the knowledge of ______ and understand the outline of the event (narrative)/general Grasp the main idea of ??the poem (poetry)/actively develop imagination (expository essay).
(2) Understand the description sequence, narrative clues, and explanation methods of ______.
2. Teaching difficulties
(1) Feel the feelings of ______ produced by ______, and pay attention to the content and emotion of the work through the tone and rhythm of the text.
(2) In the process of understanding the text, experience the different uses of punctuation marks/rhetorical techniques such as ______.
(3) Teaching process
1. Create situations and introduce new lessons
(1) Create situations through questions or activities to arouse students’ interest and participate in the class share.
(2) Show pictures and PPT videos to introduce the topic of this article, and ask students to talk about their feelings after watching the pictures and videos.
(3) Give encouraging comments to student representatives’ answers and introduce them into new lessons.
2. First reading of the text, overall perception
(1) Use your favorite reading method to read the text. Requirements: read the pronunciation of the characters accurately and read the text in order; mark the characters, words, sentences, etc. that are difficult to understand with a pen; solve the new words by looking up the dictionary and connecting them with real life situations.
(2) Check the self-reading situation. Read the text by name; students make comments and point out the good points and shortcomings in the reading.
(3) Understand the author’s introduction and historical background, and pave the way for the study of the text.
3. Read the text carefully and explore cooperatively
(1) Read the first section freely and think about the question: ______;
Through independent learning, individuals can Speak freely;
The teacher will give positive comments and guide you to the correct answer.
(2) Quickly read the second section silently, and outline the ______ questions through circles;
Communicate through a group of four people, with the group representative speaking;
The teacher gives positive comments and guides the correct answers.
(3) The teacher demonstrates reading the third section and asks students to pay attention to the stress and pauses. For example: ______;
Talk about understanding by looking for the (verb) stress of the paragraph;
Read or perform in different roles.
4. Read the text intensively and expand it
(1) Freely choose the reading method, focus on reading ______ sentences and paragraphs, and talk about your feelings.
(2) Guide students to grasp the context and content of the article and appreciate the feelings through ______ key words.
(3) Copy ______ words/sentences, make sentences/write, and promote knowledge transfer.
(4) Open the classroom to promote expansion.
5. Summarize and assign homework
(1) Copy new words, recite favorite paragraphs, and tell stories to parents.
(2) Collect ______ relevant information to deepen your understanding of the text.
(3) Reading ______ extracurricular knowledge.
(4) Blackboard writing design
Blackboard writing can be in the form of context, outline, diagram, key points, comparison, etc.
Take outline writing on the blackboard as an example:
Topic: ______
First paragraph outline: ______
First level small outline: ______
< p> Small outline of the second level: ______……
Main outline of the second paragraph: ______
…… < /p>