#courseware# The introductory courseware is the opening remarks of the text teaching. As soon as the teacher comes to the podium, he uses a piece of courseware to introduce the text teaching, just like the prologue of a wonderful play. The design of courseware is often flexibly used according to the requirements of the syllabus, genre type, writer's style, content of the work, specific writing methods, and specific teaching environment. The following is a compilation and sharing of excellent primary school Chinese courseware: "Cloud House". Welcome to read and learn from it.
Excellent Chinese Courseware for Primary Schools Part 1: "Cloud House"
Teaching objectives:
(1) Read the text correctly, fluently and emotionally, and grasp To understand and use key words, read and try to recite the second paragraph.
(2) Identify the new words in this lesson, understand the meaning of the new words, learn to write the new word "play", and be able to say complete sentences with "Some are like? Some are like?".
(3) Learn to read silently, focusing on the first and second natural paragraphs, understand the content of the text, and understand the various forms of cloud houses. Cultivate students' interest and cultivate students' love for nature. Develop good habits of loving observation and imagining.
Teaching preparation:
PPT word card bird headdress
Teaching process:
1. Introduction to guessing games
1． Children, the teacher has a riddle here, listen carefully: The body is so gentle, it travels freely in the sky. When the wind comes, it hides for a while, and when the rain comes, it takes the lead. The students answered in unison: Yun. (Write on the blackboard: Yun Fang Fang)
Design intention: This lesson is introduced with a riddle to stimulate students' love and interest in clouds, and indirectly feel the ever-changing and diverse shapes of clouds.
2. We have all seen clouds in the sky, which come in various shapes, but have your classmates heard of them? Clouds can also be used to build houses! (Write on the blackboard: house. House is a new word. The children stretch out their hands and write with the teacher. The flat prefix of household is followed by a square, and the horizontal side of the square character should be slightly longer)
3. Guided reading topic: Yun Fang Fang
2. Read the text for the first time and memorize new words.
1. Open the book to page 133, read the text freely, pay attention to the correct pronunciation of the characters, and read the sentences thoroughly. When you encounter unfamiliar words, read them several times with the help of pinyin, and read the long sentences that are difficult to read several times. all over.
After reading the text, please check each other’s pronunciation of the new words.
3. The same position inspection is very serious! Come, let's report on the recognition and reading of new words. Say hello to word friends!
4. Show the words and ask the students to read by themselves. The teacher will read it. The students will be asked to read it. The whole class will read by themselves, and the boys and girls will compete in reading.
5. Remove the pinyin reading:
Build some houses across the auditorium (with the help of pictures). Looking at the picture, how does the auditorium make you feel? What's left is suddenly too late (the order of strokes)
Cleaned by a gust of wind
There is another long sentence here. Who can read it correctly? (Show the long sentence "They flew out of this cloud house and flew towards that cloud house." Evaluation: You read all the new words in this sentence accurately, and the pauses in the sentence are also very appropriate. You It’s amazing!) The teacher added pause marks to the sentences. Who wants to read them again? Ask the children to open the text, read the text, find their favorite paragraph and read it to everyone. Read each paragraph of the text freely, and use the camera to correct the pronunciation
Design Intention: Difficult to read and recognize words and long sentences in the text They are obstacles for students to read aloud. Clear these obstacles before learning the text to help students read effectively, improve the efficiency of Chinese classroom teaching, and make Chinese teaching down to earth.
Three. Learn one or two natural paragraphs.
Appreciate the beauty and appreciate the various forms of cloud houses
1. After reading the text, can anyone tell the teacher who built the cloud house? (A flock of birds) Blackboard writing: The first natural paragraph of the little bird master’s oral narration, a flock of birds flew over, what did they say when they saw the clouds in the sky? (Wow, so many white clouds! Let’s build a cloud house. Read the word “build” along with the text and remind you of the stroke order. The upper right part says “bite off the cow’s tail in one bite”) The little bird wants to say something. Put on the headgear and read this sentence. . How should it be read? Read by name, read by Fan, then read this sentence by name.
Design Intention: In classroom teaching, teachers create vivid experience situations, show pictures of blue sky, white clouds, and the sun, and let students put on the bird headdress made by themselves and really get involved. It also makes the classroom lively and makes it easier for students to form a personalized understanding of the text.
2. After a while, the cloud house was built. What do these houses look like? Ask the children to read the second natural paragraph silently and draw sentences describing these houses while reading.
Please read to everyone which sentences you drew!
(Some are like? Some are like? Yes? Yes? There are also?)
3. There are so many cloud houses, which one do you like best?
“Some of them are lying sideways silly like big winter melons.” Come and look for them and place them.
(Understanding: horizontally)
"Some bloom beautifully like flowers." Can you read this sentence "beautifully"? "There are very tall buildings" "There are very wide auditoriums"
"There are also some small ones, so small that only a small sparrow can live in them"
Are there any? Who likes all these cloud houses? Could you please connect them and read them? Bring action.
The design intention is to allow students to carefully read the highlights of this lesson, take action, and use various forms of reading aloud to appreciate the beautiful language. When teaching, let students tell their favorite cloud houses and add actions to enhance emotional reading. This can not only maintain students' interest in reading, but also conform to the characteristics of language expression in this lesson and promote students' understanding and perception.
Create beauty, imagine and discuss your own cloud house
The birds have built so many cloud houses, children, do you want to build a cloud house? I would like to discuss in a group of four people, what kind of cloud house do you want to build? What does it look like? During the discussion, students are encouraged to express their cloud houses in various ways and use gestures.
Use this sentence pattern: The cloud house I built looks like ---------------
1. The cloud house we built is really like Many, can you use such a sentence pattern to say it? (Show: Our cloud houses are so beautiful! Some look like ----------, some look like ----------, and some look like ------ -----. Are they really?)
2. Summary: The students’ imaginations are so rich! There are so many shapes of cloud houses created! I can’t help but want to give the cloud house a word: Thousands of postures and various expressions (Written on the blackboard, read the word together: Thousands of postures!)
The design intention is to allow students to discuss in groups and imagine their own cloud house, and then express it in language to practice basic Chinese skills Training, teachers give diverse evaluations and encouragement when students answer, so as to cultivate students' oral expression ability.
7． Let's take a look at the text again. Students read the second natural paragraph together.
8． Try to memorize the second natural paragraph, and show the second natural paragraph (including the blank part) in ppt (exercise at the same table, memorize by name) Four, show the new words to read.
1. Learn the new word "ke, play" * We are still guests in the cloud house, playing. These two characters have an up-and-down structure. The hijab of "Ke" should be wide, and the character "女" below should be long and horizontal.
The word "play" is not easy to write well. Does anyone have a good way to remember it? The word "er" above the book is empty. *Carefully observe the position of the key strokes of "Ke, Shuo" in the Tian character grid and write one independently.
Design intention: Sufficient time should be reserved for writing teaching in the early grades. Teachers’ guidance and demonstration are also essential to help students write Chinese characters correctly and standardly.
(Second lesson)
Teaching objectives:
1. Read the text correctly, fluently and emotionally, and try to recite it.
2. Let students understand the changes in the sky after the early autumn rain and the activities of the birds, feel the beauty of the sky and the liveliness of the birds, and cultivate thoughts and feelings that love nature and love observation and imagination. Habit.
3. Cultivate students’ comprehensive language expression ability, independent creation ability and group cooperation ability.
Teaching preparation:
PPT, bird headdress, vocabulary cards.
Teaching design:
1. Introduction to review
Earlier, we read Lesson 22 for the first time. Today, let us continue to study Lesson 22——(Introduction to the topic )
1. Read words and play the game "catching clouds"
Children, do you like playing games? (Showing the game "Cloud Catching") Look, let's go "Cloud Catching" together, shall we? If the students read the words correctly, the students below will read along with them, and the clouds will be caught! (Evaluator) Teacher: You are so capable, you have caught so many clouds!
2. Looking back, what cloud houses have the birds built? Review and recite the second natural paragraph
The design intention is that Chinese teaching should be down-to-earth. Whether the teaching objectives of the previous lesson have been achieved is also a very important aspect for teachers to consider. Review and inspection make Chinese teaching no longer superficial, but more down to earth.
Second, feel the beauty and experience the joy of creation. Learn the third and fourth natural sections.
1. How do the little birds feel when they see these various, beautiful and lovely cloud houses (writing on the blackboard: various)? (——Shi Yin: The little birds are very happy , them?)
2. The cloud house is built and the birds all live in it. They fly around in the cloud house and have so much fun! (Multimedia presentation)
3. Who will read the third natural paragraph? (Read "very happy") (Praise: The teacher heard that you are really happy, with a happy smile on your face) Who can be a little bird again and add movements to read the happy feeling? Coming out? Let's read it together.
4. Children, stop talking and listen carefully! The birds are still talking! (Plays bird chirping) What are they talking about? Please read the fourth section. This little bird is so happy, reading so happily! Come and read it again.
Who will be a little translator and tell everyone what the birds are saying? (Multimedia presentation)
5. Children, would you like to be a happy bird and play as a guest? Now the teacher is looking for a boy to come to my house as a guest. (The teacher demonstrates the performance. Teacher: I am a magpie now. I have built a cloud house like a flower. Let me invite the little boy. Let's play together. (1) Hello, little oriole! The student said: (Hello, magpie) Teacher: I have just built a beautiful flower-like cloud house. Please come to my house as a guest. Student: (Okay), Teacher: Let’s go, I’ll show you the way.)
6. Who else do you want to invite as a guest, lovely little birds? When inviting others, you must tell them clearly what kind of cloud house you have built. In order to attract others, please act quickly! (Nominated student activity)
7. Are the birds happy? Then ask boys and girls to compete in reading these two paragraphs. Who can read happily? Boys read the third section and girls read the fourth section.
The design intention is to express oneself as a child’s nature. Dressing up as a bird and performing as a guest, you can deeply experience the joy of the bird. The characters in the teaching materials are vividly reproduced in front of the students. The children are also immersed in this situation. They interpret the language in the text through their own real experience. , feel the fun of Chinese learning.
3. Sublimate beauty and feel the freshness and purity of the sky. Study verses 5 and 6.
1. The birds are so happy that some of them don’t even want to go home. The teacher said, suddenly (there was a sound in the PPT, and the cloud house disappeared instantly) Huh? What happened to Cloud House?
a. Birds, what are you thinking about now? (Where did the cloud house go?) (Why did the cloud house disappear?)
b. What did you see? Can you add a narration to the scene just now? Smart children can also find the answers in the article.
c. What does the sky you see look like?
(The sky is blue, very clean and bright, which is called watery) Yesterday, some students did not understand the meaning of this word. Do you understand it now? Has anyone looked it up in a dictionary? (To describe a lot of water) What else can it be used to describe? (eyes)
2. Birds, are you still happy that the cloud house is gone?
3. Yes, the sky after the rain is so beautiful. The cheerful birds are playing and flying freely, so happy!
4. Let us make the last section beautiful together Good reading.
The design intention, whether it is a cloud house or a watery blue sky, is a kind of beauty. Teachers should guide children to learn to appreciate the different beauties in life. Similarly, the understanding of beautiful words is a way to appreciate beauty, allowing children to discover beauty, experience beauty, create beauty and sublimate beauty.
Fourth, learn new words. "Ran, array, wash, clean."
Part 2 of Excellent Primary School Chinese Courseware: "Cloud House"
Brief analysis of the teaching material:
"Cloud House" is a teaching material of Jiangsu Province A fairy tale from the eighth unit of the third volume of the Chinese version. The full text uses anthropomorphic techniques to describe the beautiful scenery of the sky after the rain: when there are clouds, the clouds are colorful and cute; when there is wind, the clouds disperse and the sky becomes cleaner and more beautiful. In addition, there are birds flying happily in the sky. The text uses the bird's activities as clues and uses the bird's eyes to observe the scenery in the sky, which is in line with children's mentality and reflects the characteristics of fairy tales. The text is rich in imagination and the language is full of childishness. It is a good text to guide reading and recitation, enrich language accumulation and inspire students' imagination.
Design concept:
In addition to allowing students to understand the text, reading classes should also learn and accumulate the expression methods and techniques of the text. A lot of practice shows that just because students understand it does not mean they can use it. In order to move from understanding to application, we need to grasp the expression characteristics of the text, teach students the methods and techniques of expression, and guide students to accumulate, transfer, and apply. Based on this concept, during teaching, I try every means to create an atmosphere of "I want to read" and "I want to speak", so that students can always maintain the enthusiasm for "reading" and the desire to "speak". On the basis of the textbook, students can "understand" and "speak", allowing students to "feel the charm of language", "enhance the pleasure of reading" and "improve the ability to use" through reading and oral expression practice.
Teaching objectives:
1. Be able to understand the key words and sentences in the article and understand the text content by connecting the context and real life, observing pictures, and explaining by the teacher.
2. Read the text correctly, fluently and emotionally, and be able to recite the second natural paragraph of the text.
3. Rely on the specific language materials in the text to fully feel the vividness, concreteness, and image of the metaphorical sentence "Some are like () like (), and some are like () like ()." Learn to use this sentence pattern to express what you imagine in your mind, thereby improving your language expression ability and independent creativity.
4. Feel the beauty of the sky and the liveliness of the birds, cultivate thoughts and feelings that love nature, and good Chinese literacy and habits that love observation and imagination.
Teaching key points and difficulties:
Key points: Through reading, you can feel the various shapes of clouds in the sky and appreciate the happy mood of the birds.
Difficulty: On the basis of understanding the text content, use your imagination to speak.
Design of pre-class preview tasks:
"Cloud House" secondary preview sheet for students
1. Observe the clouds in the sky and talk about what they look like.
2. Read paragraphs 2 and 3 of the text carefully, find out your favorite words and phrases and draw them, and think about why you like it?
Teaching process and design intention:
1. Create situations and introduce beauty
1. In today’s lesson, we will continue to appreciate the wonderful cloud house. (Blackboard writing topic)
2. It rained just now. Before the sun could take back all the clouds, some remained in the sky. (Multimedia courseware)
3. Seeing so many white clouds, the birds chirped. They were saying: "Wow, so many white clouds! Let's build a cloud house." (Show the sentences and guide. Emotional reading, through the exclamation marks in the sentences, you can experience the joy of the birds)
[Design intention: Use beautiful white cloud pictures and beautiful music to introduce new lessons, aiming to make students improve their visual and auditory skills. Feel the beauty of the sky in the stimulation, achieving the effect of "having feelings before the tune is formed", and the contagious reading pave the way for further exploration of the text. ]
2. Focus on the key points and feel the beauty
(Not long after showing it, the cloud house was built:). After clarifying the writing method of colon, point out that this punctuation mark is placed here to express emphasis. , leading to the following, prompting us to introduce the cloud houses built by the bird. (Show the remaining sentences of the second natural paragraph)
1. Which cloud house do you like best? Please read it carefully!
2. Communication:
Default (1): "Some are like big winter melons lying sideways stupidly"
①The teacher wants to interview you, Why do you like this cloud house? (Catch "silly" and "sideways"). ②Who can introduce this silly cloud house? (Read by name, comment)
③What an interesting cloud house! Let’s read it with action. Sticker book: Some are like (big winter melons) (silly sideways)
Default (2): "Some are blooming beautifully like flowers"
① Why do you like it? (Catch "Beautiful Land" and "Open". Make an action when it says "Open" and point out that beauty lies in its appearance.)
② Read by name and read as a group.
Summary: Careful children will surely find that this sentence is very similar to the sentence "big winter melon". You see, they all appear like () like (). Poster board: Some are like () like ()
The first brackets tell us what the cloud house looks like, and the last brackets tell us what the cloud house looks like. Such a sentence is so magical, it allows us to really see what the cloud house looks like. Look, (quote: Some are like big winter melons? Some are like?)
Default (3): "There are very tall buildings"
①Look at you I’m here to tell you about the cloud house. (Nominated reading, review)
②Both and female students compete in reading.
Default (4): "There is a very wide auditorium"
①Do you know what an auditorium is? (Shows the picture) Look, this is a big auditorium. It can bring many people together for a meeting or ceremony.
② Let’s start a competition to see who can make the auditorium wider and bigger. (Read by name) Default (5): "It is also a little small, so small that it can only live in a small sparrow."
① (The picture reproduces the pocket version of the Cloud House). Look, this is really small. Even a slightly fatter sparrow won't be able to live in it, so we can only wait until we lose weight.
②What an interesting cloud house! Come on, let’s introduce it together.
[Design intention: "Chinese Curriculum Standards" states: "Reading is a student's personalized behavior, and the teacher's analysis should not replace students' reading practice. Students should be allowed to actively think and feel During the activities, you can deepen your understanding and experience, gain insights and reflections, be emotionally influenced, and enjoy aesthetic pleasure. "The design of this link fully respects students' unique feelings, experiences, and understanding, and meets their individual needs as much as possible. Multiple ways of reading and diversified evaluation languages ??help students get into the text, appreciate the accuracy of the article's wording and the author's pleasure, and feel the beauty and interest of Cloud House. ]
3. Read repeatedly and accumulate beauty
1. These cloud houses are so cute, beautiful and interesting! Who can connect these cloud houses and introduce them to everyone? The teacher also gave you music! (Read by name)
2. Group reading with music.
3. Recitation guidance: (1) The children read so well that all five old friends were attracted! (Show 5 pictures) Please look at them and memorize them freely. (2) Look at the teacher, let’s recall it together. (The teacher uses vivid body movements to guide recitation.)
[Design intention: The process of reciting is also a process of overall appreciation and taste of the beauty of the text's phonology, image, and connotation. It is also a process of internalizing the language, The process of accumulating language.
In the step-by-step recitation, students can be infected again and realize the sublimation of their understanding. ]
IV. Inspire imagination and create beauty
1. Seeing the birds building so many interesting cloud houses, the teacher felt itchy and wanted to build a cloud house. Do you want to make one?
2. There are many white clouds in the sky! Let’s use our imagination to build a cloud house! What kind do you want to build?
(1) Write things on the blackboard that students communicate, such as grapes, and guide them through body language to say a complete sentence: Our cloud house is built: some are like () like ().
(2) Expansion: I just mentioned fruits, there are a lot of them! In addition to grapes, there are ().
(Name the cloud house that looks like a fruit.)
(3) Let’s not talk about fruit, let’s change it to something else! (During the communication, the teacher writes different types of things on the blackboard, such as tigers , cars, etc., pay attention to guide students to speak completely.)
[Design intention: Imagination is the wing of thinking, the main feature of image thinking, and the basis of human creativity. By studying the second natural paragraph of the text, students already know what the cloud house built by the bird looks like. At this time, what the students most want to do is to show off their skills and build cloud houses. I provide creative opportunities in a timely manner to cultivate their habits of observation, thinking, and fantasy, as well as their ability to create independently. ]
4. Do you still want to talk about the cloud house you built? Then feel free to talk about it with your deskmate! If you can talk about one thing, you are very powerful. If you can talk about two things, you are really a little writer! Show to fill in the blanks: Our cloud houses have been built: some are like () like (), and some are like () like ()?
5. Communicate by name and comment in time.
[Design intention: Sentence transfer helps students accumulate language materials. When standardized written language enters students’ spoken language, it will naturally assimilate and transform students’ language, and unconsciously help students refocus Structural language model promotes the "transition" of text language to students' individual language and promotes the organic integration of cognition and emotion.
Students introduced the beautiful and interesting cloud houses they built, feeling indescribable joy in their hearts. The classroom burst out with the light of personality and the spark of innovation. ]
5. Role transformation, beauty in play
Transition: Children are really infinitely smart and have designed various houses (written on the blackboard). I think the house you designed must be There are many birds vying to live in it.
1. How does the little bird feel when seeing these beautiful cloud houses of various styles? (Show: the third natural paragraph and the fourth natural paragraph)
2. Exploration.
(1) Explore the third natural paragraph.
①The birds are so happy, what will they do? (Fly out of this cloud house and fly to that cloud house)
②Who is willing to be a happy bird and read your feelings? (Read by name, read while doing actions.)
(2) Explore the fourth natural paragraph.
①You are flying around in the cloud house, saying "chirp, chirp, chirp, chirp, chirp" to each other. Which little bird tells me, what are you talking about happily? (You can talk about "being a guest" and "playing")
② Do other birds also want to invite good friends to your house to play? Fly over and invite.
[Design intention: Playful, active, and expressive are the characteristics of lower grade children. In class, in order to stimulate students’ interest in learning, I put students in specific situations and become happy The little bird communicates with its friends and visits friends' homes. The role transformation here gives full play to students' subjectivity, creativity, and imagination, and helps students truly feel the joy of the bird and the harmonious beauty of nature. ]
6. Appreciate the pictures and pursue beauty
1. These little birds are really happy. Just when they are having fun and talking happily, (show multimedia courseware: The wind blows The scene of the clouds dispersing and the fifth natural paragraph)
2. Read by name, write on the blackboard: smaller, disappeared (guide reading in a questioning and strange tone)
3. (Show Multimedia courseware: Smiling Sun, Watery Blue Sky and Sixth Natural Section) Understand "Smiling" by making expressions, and understand "Watery" by observing the courseware.
Seeing the smiling sun and the watery blue sky, what would the little bird say? (During the communication, I felt that the birds became very happy again)
4. Please read this paragraph, read out the changes in the birds’ mood from disappointment to happiness, name them, and read them together.
5. The sky with clouds is interesting and beautiful, and the sky that is clear after rain is also pure and beautiful. Let's enjoy the beauty of the sky (multimedia demonstration of the beauty of the sky in nature). The sky is beautiful, nature is beautiful, and these beautiful scenery need us to discover and maintain. Let us be a "defender of nature" from an early age.
[Design intention: This link uses multimedia demonstrations of "windy and cloud-dispersing scenes", "smiling sun", and "watery blue sky" to create concrete, tangible and vivid situations that are connected with the text. , allowing students to truly find the clean and beautiful sky after the rain in an immersive way.
Finally, students are reminded to establish the idea of ??protecting nature from an early age and let beauty stay in their hearts. ]
VII. Design assignments, expanding beauty
1. The beautiful cloud house was blown away by the wind, but it remains in our hearts forever. Children, do you have any good ways to keep the cloud house? (Students are free to speak and think of ways.)
2. Interesting homework: check the cloud house, draw the cloud house, make the cloud house, read the cloud house, act out the cloud house, etc. Ask the children to choose one or several items they like to complete!
[Design intention: The assignments are cleverly designed to not only stimulate students' interest, but also greatly broaden the teaching materials. This session started with a discussion on how to retain a beautiful cloud house, which naturally led to interesting assignments. Since students have the right to choose their own assignments, they are naturally willing to complete them. Through homework, the beauty of Cloud House will be more widely reflected, and students' abilities, intelligence, and creativity can be fully unleashed.
]
Blackboard writing:
22 cloud houses: some are like (big winter melon) (silly sideways)
Beautiful and interesting, some are like (flowers) (son) like (open beautifully)
Some are like () like ()