1. Primary school Chinese courseware
Teaching objectives:
Knowledge:
1. Learn 8 new words in this lesson and recognize 7 Recognize and read the words.
2. Be able to read designated words and understand the meaning of new words or words in words or sentences.
Ability:
1. Able to read the pronunciation of Chinese characters, recognize the glyphs clearly, read children’s songs in pinyin, pause appropriately, and generally understand the meaning; be able to follow Tian Ge’s model characters Write.
2. Able to say sentences using favorite words and write correctly and evenly.
Emotion: Feel the physical beauty of Chinese characters and the fun of learning Chinese characters.
Teaching focus:
Literacy and writing, guidance on writing the words "sea" and "ocean"
Teaching difficulties:
Combination Children's songs provide a specific language environment and allow students to understand the meaning of "three o'clock of water" based on actual life conditions.
Search information:
Collect Chinese characters with "氵".
Preparation of teaching and learning tools:
Vocabulary cards and courseware for this lesson
Teaching design:
The content of this lesson is separate from The children's living environment is far away. In order to let the children have a deeper sensory understanding of rivers, rivers, seas, ponds, etc., and realize that these things are closely related to water, I collected a large amount of information, such as pictures and videos. The courseware is carefully produced and equipped with music for students to appreciate and deepen their understanding of words.
1. Set up situations skillfully to stimulate students’ interest in literacy.
When teaching, we can grasp the characteristic that students are interested in specific and vivid things, and let children understand these things through pictures and videos of rivers, rivers, lakes, seas, ponds, waves, etc. They are all related to water and stimulate interest in literacy.
2. Train students’ oral expression skills
During teaching, students can be guided to conduct oral training, and they can appreciate the wonders of the underwater world by appreciating pictures of creatures in the underwater world! And use the sentence structure of "there... there is... and..." to complete what you see, think, and say. "The underwater world is so wonderful! There is... there is... and..."
3. Use the text as a fulcrum to expand students' knowledge.
For example, it is elicited by students looking at pictures and videos. "Understand the positions of the Yangtze River and the Yellow River on the map of my country", and that the Yangtze River is our country's river, and the Yellow River is our mother river and the second largest river. Get to know the Chaobai River and Miyun Reservoir (artificial lake) in your hometown to educate students emotionally. Another example is "Interested students after class can collect some words with three dots next to water and communicate with classmates. Expand knowledge and increase literacy.
4. Cultivate students' independent literacy and writing habits .
Students can use their independent learning in teaching and let them talk about how to memorize characters. For example: "Chi" is a character with a left and right structure. Water, the one on the right, together means pool. In the teaching of writing, I gave detailed instructions for "sea" and showed the model characters in the field for students to observe. Sense the "sea" structure as a whole, and then observe what should be paid attention to when writing and what the order of strokes is. During this process, students are allowed to act as little teachers to complete the above learning, which not only improves students' interest in learning, but also allows students to concentrate. After the teacher writes, the students practice writing in the Tianzi grid.
Teaching process:
1. Introduction:
Students, Today the teacher brought you a children's song. Please read the title of the children's song yourself and observe the words on the title. What did you find? (Three Points of Water)
2. Teacher: You are really good at it. Observe, the words "river, lake, sea, wave" all have the same radical "three dots water" (show the red radical)
3. "Three dots water" is the radical, its ability is great, it can communicate with many The words are put together to form new words. They are hidden in this children's song. Please read the text with the help of pinyin.
2. First reading
1. Read the text yourself and pay attention. The pinyin is accurate.
2. Read by name
3. Read the text again and circle the words with three dots of water while reading.
4. Look at the projection to see if you have circled it correctly.
3. Sandianshui has made friends with everyone. It is very happy and wants to take everyone to its hometown. Do you want to go? ? Let’s sit down and set off with it!
2. New Professor: Insights from the Pictures
(1) Understanding “River”
1. (Show the courseware) Understand the two characters "jiang" and "he"
Look, this is a big river, and the water is so clear. The word "江" is pronounced as "江", remember the glyph.
This is a large and wide river, and the water flows meanderingly into the distance. This character is "river", which is the shape of the Chinese character.
Teacher: Who knows which river and which river “jianghe” referred to in ancient times?
Born: Yangtze River and Yellow River
2. Introduction to the Yangtze River and Yellow River
In ancient times, "river" and "river" referred to the Yangtze River and the Yellow River respectively. The Yangtze River is our country's river, and the Yellow River is our mother river and a symbol of China. Let's take a look at the positions of the Yangtze River and the Yellow River on the map of our country. The winding one is the Yangtze River, and the one above that looks like a "ji" is the Yellow River. (Show the courseware)
Teacher: Does anyone know which river our motherland has?
The teacher showed pictures to introduce the Chaohe and White Rivers flowing through our Miyun County.
Teacher: Each of these rivers has its own characteristics. Interested students can look up the information and exchange information after class.
3. Sandianshui also invites everyone to appreciate the beautiful rivers of the motherland (watch the video).
4. Teacher: Can you choose one word from the two words "江" and "河" to form a word?
Show: Yangtze River, river, river surface, creek, river water, riverside, river surface...
Can you say a sentence using the combined words? (River) A winding river flows in front of the door.
5. Guidance in writing
Observe the position of the river in the field grid and talk about the key strokes.
The students describe it themselves and the teacher inspects it.
(2) Sea
1. Guide: Do you know where the river will eventually flow into? (Read the words by name: The glyph of ocean) Do you want to see the ocean? (Courseware) Come and see what’s in the sea? (Read word: whale) Whale is a mammal. Where is the home of the whale? Read this sentence quickly!
Whales love the ocean the most. (Show the courseware)
2. Teacher: Look, these layers of snow-white are - waves (name the words: remember the glyphs of waves) Look, the waves are coming singing this song. The waves come and go, like groups of naughty dolls.
3. We have seen the sea surface, and Sandianshui wants to take us to the mysterious underwater world.
(1) What did you see? (Starfish, squid, seaweed, seahorse, octopus)
(2) Teacher: The underwater world is so wonderful! Then can you describe what you just saw and mentioned in the sentence structure of have...have...and...? The tablemates said to each other (showing the courseware): There are… there are… and there are… in the sea.
4. Compose words, show: ocean, sea, sea surface, waves, waves, waves
5. Guide to writing
Look at the grid to observe the ocean Features
Teacher: The teacher thinks that the word "sea" is the most difficult to write. Can you help the teacher how to write this word beautifully? (Good) Observe the position of "海" in the Tian grid.
Student: "海" is a word with a left-right structure. (Where does the stroke fall on the field grid?)
(Narrow on the left and wide on the right. The three water points on the left are not in a straight line, forming an arc. The strokes start from the vertical center line and are slightly shorter horizontally. For vertical folds, start from the vertical center line, and press the middle horizontal line on the horizontal center line)
Teacher: Then let’s write it!
Sheng: Draw red first.
Teacher: Fan writes. Students independently write the word "海". (Show)
(3) Lake
The sea surface is often turbulent, but the lake surface is much calmer than it! (Show the picture) Teacher: What do you think the calmness of the lake looks like? (The lake is as calm as a mirror.) Look, this is the Miyun Reservoir in our hometown, an artificial lake in Beijing.
(4) Pond
1. Compared with the lake, the pond is much smaller. (Pronunciation: pond) Who do you see living in the pond? (Read the word: tadpole) There is () in the pond.
2. How do you remember the word "Chi"?
3. Read words: pond, small pond, pool
(5) Read children’s songs and remember the glyphs
1. Summary: Just now we were with Sandianshui After visiting its hometown, we saw Sandianshui’s hometown in rivers, oceans, lakes, and ponds. Everywhere is so beautiful! Let’s read this children’s song!
2. Consolidate the pronunciation and memorize the glyphs
River, river, ocean, sea, wave, wave, pool
3. Summary of the lesson
2. Primary school Chinese courseware
Teaching objectives:
1. Perceive and appreciate the image and profound connotation of the work on the basis of reading aloud.
2. Experience, figure out and learn lyrical language and various techniques.
3. Experience and cultivate optimism.
Teaching focus:
1. Appreciate the image of Haiyan and understand the symbolic connotation of the work.
2. During repeated reading, try to figure out the language and techniques of the work.
Class schedule: two classes
Preparation before class:
1. Preview the text, clarify the meaning of the text, and get a preliminary understanding of the text through reading.
2. Collect relevant information about Gorky.
3. Teachers prepare tapes, recorders, projectors or multimedia courseware.
First lesson
Teaching content:
Overall perception and appreciation of the image of Haiyan.
Teaching steps:
1. Import beautiful texts.
Introduce the far-reaching influence of "Petrel" and stimulate students' desire for knowledge:
It is a prose poem written by Gorky, the Russian proletarian revolutionary literature mentor. It is the pioneer work of proletarian literature, like the melody of spring, the prelude of the times, and the manifesto of revolution. Since its publication, it has won the favor of many readers with its profound thoughts, sharp edge and passionate poetry. Its readers transcend national boundaries, eras, age, gender, and race. It belongs to the past, to the future, and to the whole world. It is a paragon of beauty.
2. Overall perception.
1. The teacher reads the text to music or plays the recording of the text.
Requirements: Students should not read when listening and reading, but listen carefully.
2. Students share their feelings after listening and talk about what they felt and thought while listening and reading.
3. Students will further read the text freely, and think and discuss: This is a lyrical prose poem with bright colors, and it is also a painting rich in musical rhythm and flow. In chronological order, how many scenes does the article focus on? What kind of performance does Haiyan perform in different scenes?
The discussion is clear: (The slides or multimedia courseware show three scenes and related texts)
The text takes the storm approaching as a clue, and can be divided into three parts according to the development and changes of the sea surface. A big scene picture: the storm is "coming" - "approaching" - "imminent".
The storm is coming, and the petrel "flys proudly", eager for the coming of the storm.
When the storm approaches, Haiyan fights against the wind and waves to welcome the storm.
When the storm is approaching, Haiyan calls for the coming of the storm as a victorious prophet.
3. Taste exploration and appreciate the image of Haiyan.
1. Have independent taste and carry out personalized interpretation.
The teacher guides students to explore: After reading this article, what is the image of Haiyan in your mind? Where did you see it? (Let students have in-depth contact with the text and have a dialogue with the text)
2. Connect with the background of the times, understand the author’s creative intention, and initially grasp the specific connotation of the image of Haiyan. Teachers and students made it clear that petrels often fly on the sea before a storm comes. This is a natural phenomenon. Therefore, the word "Petrel" in Russian means "prophet of storms". On the eve of the Russian Revolution in 1905, Gorky created the artistic image of Haiyan, a "proud, black storm spirit", aiming to call out the coming revolutionary storm and sing praises for the pioneers of the proletarian revolution.
3. Primary school Chinese courseware
Teaching requirements:
1. Able to describe findings from daily observations;
2. Able to listen carefully to what others say, grasp the main content, and relay it more completely;
3. Speak clearly and express your feelings and thoughts.
Teaching focus:
Cultivate students’ good observation habits.
Teaching difficulties:
Be able to express your feelings and thoughts truly and clearly.
Preparation before class:
Multimedia courseware.
Teaching time:
1 class hour
Teaching process:
1. Exchange observations and findings in life.
(1) The courseware plays the "three pictures" in the book
1. What did the students find in these three pictures? Say it simply in one sentence. (The student said that the teacher gave timely guidance)
2. We have observed a lot of things around us during this period, and you must have made new discoveries. Then each of us will talk about our findings in the group. There is a requirement. When others are talking, you must listen attentively. You must remember what the classmates in your group have discovered. (Student group communication.)
(2) OK, the teacher especially wants to know what the members of your group have discovered? Use the sentence pattern of "The members of our group..." and see who remembers more. (Each group recommends representatives to speak.)
1. The students said a lot, and they said it very clearly. The teacher has a suggestion for you. When you want to talk about the discoveries of many classmates, you don’t need to mention everyone’s name. You can use “In our group, some students discovered something.” ...Some students found out...Other students found out..." Sentence pattern. (Referring to several students.)
2. After listening to the students' findings, the teacher became interested in one of the findings. Which discovery are you most interested in? (Students speak.)
3. If you are interested in someone's discovery, ask him (the discoverer) what's going on? (Students ask questions, students explain.
)
4． After we communicate, we will understand more and more, so the teacher suggested that each of our groups select one person's findings, and then use his topic to communicate. You can ask questions, you can add, and you can say whatever you want. (Group communication.)
(3) The teacher found that some groups communicated particularly well, and some students also discovered some particularly interesting plants.
1. Name students to tell their findings, then other students ask questions and the discoverer explains.
2. The teacher introduces his findings in a timely manner.
3. Do you know any other interesting plants? (Students answer.)
Summary: Students, the world is full of wonders. How great it would be if we had the opportunity to observe and discover these interesting plants in person!
2. Summarize the get out of class.
My classmates, from the sky to the earth, from the earth to the sky, everything in the world is very magical. As long as you are a child who is good at observing, you will definitely discover more mysteries. That’s it for this class, get out of class is over.
Teaching reflection:
Students reported their observations, focusing on the word discovery. Everyone was very active, as if competing to see who had the most and most surprising discoveries. However, "during observation" is ignored, and most students do not mention how they observed and what they did during the observation. Guide students to tell how they observed and whether they were serious during the observation, etc. This provides authentic testimony for the content of the observation.
4. Primary school Chinese courseware
Teaching objectives
Recognize the 9 new words in this lesson and be able to write 7 new words. Get to know the word "boat" next to it.
Imagine the picture based on the scenery described by the words.
Recite ancient poems with emotion. Understand emotions while reading, and develop feelings while reading.
Feel the charm of ancient poetry and develop a love for ancient poetry.
Teaching Difficulties
Recognize the 9 new characters in this lesson, be able to write 7 new characters, and recognize the word "boat".
Recite ancient poems with emotion. Understand emotions while reading, and develop feelings while reading.
Teaching preparation
Small blackboard, word cards, and ancient poems praising spring.
Teaching process
1. Create artistic conception and reveal the title of the poem
1. Play the spring scene picture and recite ancient poems praising spring. "Ode to the Willow" by He Zhizhang of the Tang Dynasty: "The jasper is as high as a tree, with thousands of green silk threads hanging down. I don't know who cut it out. The spring breeze in February is like scissors."
Spring is a beautiful season, and the warmth of spring Flowers bloom and spring is endless. Since ancient times, many literati have written poems praising spring. How many can you memorize? (Check students’ accumulation of ancient poems and pave the way for students to understand the artistic conception of poems).
Today we will learn the third one. The camera writes ancient poems on the blackboard, and the teachers read them.
2. Read ancient poems for the first time and learn new words
1. Stimulate the interest in reading aloud: Do you want to read aloud? Then open the book quickly. Do you want to learn by yourself without the help of a teacher? What about reading? What should I do if I encounter difficulties?
2. Read by name, random correct pronunciation: Okay, after reading this, I found that the students read very carefully, and they will definitely be able to read well. Well, who can bravely stand up and read it? (Show the words on the small blackboard)
3. There are a few words that quietly jumped out of the poem. I want to test everyone, whether they can be accepted by them. Stumped? Show the word cards "oriole, kingfisher, green, tweet, captain, seasonal, eternal song" and so on.
4. Now please take out the word cards and work together in groups to learn and exchange literacy methods. Then give each other a test.
5. Use the expressive function of radicals to memorize. Such as "Oriole", "Ming", "Heron"
Compare and remember. For example, "Han", "Ling", and "Ling" contain "Jin" and "Ling" respectively, which can guide students to conduct comparative observation and memory during the teaching process. Recognize new characters by combining them with old ones. For example: Se-Jue, Tian-Wu use Chinese characters to remember "Jue", "Ming" and "Ling".
6. Consolidate the new words: Have you learned them all this time? Do you dare to drive a train and read? Listen to the requirements: The students who stand up read the new words once and form a word. The other students act as train inspectors and watch. How is the little train going? (charades, apple picking, etc.)
3. Guidance on writing
1. Observe the new words in this lesson and talk about the words with left and right structures. How many are there?
2. Write "boat" in normal school: Compare the side of the word "boat" with the word "boat", and let students discover: the horizontal side becomes a lift, and the right side does not come out. The part on the right is a cross bend instead of a cross bend hook.
3. The writing is empty and painted in red.
4. Observe the three words "Ling, Han and Ling" and talk about what should be paid attention to.
5. When writing "Han, Ling" in normal school, the calligraphy is empty and painted in red.
5. Primary school Chinese courseware
Teaching objectives:
Knowledge and ability: learn 10 new words and recognize 8 words. Understand the content of the text and know what attracts tourists to the Dead Sea. Read the text emotionally.
Emotions and attitudes: Understand and explore the relationship between the sea and people, feel the magic of the sea, and stimulate students' love for nature and interest in exploring nature.
Process and method: Guide students to self-study the text around the main line, and through group cooperation, independent exploration and understanding of the text content. Stimulate students' independent learning and cultivate students' sense of cooperation, thereby improving reading ability
Teaching focus:
Read the text aloud, understand the text, and know the characteristics of the four seas and the benefits they bring to tourists joy.
Teaching difficulties:
Guide students to collect information about the Dead Sea, combine language, text and illustrations to experience the author's feelings and the magic of the Dead Sea.
Teaching preparation:
Vocabulary cards, teaching illustrations, information about the Dead Sea
Teaching time:
Two class hours
The first lesson
1. Introducing excitement and reading the text for the first time
1. Look at the scene of people lying on the waves reading a book and drinking coffee.
How can people lie on the waves, read a book and drink coffee? What is this place? Do you want to know the secret?
The teacher writes the topic on the blackboard and reads the topic together.
2. Students read the text for the first time.
Read the pronunciation of the characters correctly and look up words in the dictionary that they don’t understand.
Thinking: What is the main content of this text? Say it in your own words
2. Check the preview situation
1. Name the students to read the new words and pronounce them correctly
"Zhi" is a flat tongue sound.
Pay attention to the font shape of "Huan", don't lose a little bit on the left side, and don't add a horizontal line on the right side.
Don’t add an extra kick to the word "Yang".
2. Read the text in sections by name. Other students listened carefully. Did they read the pronunciation of the characters accurately? Think about what is mainly written in this text?
3. Student answers (what the author saw and felt when he visited the Dead Sea)
3. Study the text
1. Read the text by yourself. Think about what attracts tourists to the Dead Sea?
2. Student group communication, teacher guidance
Second lesson
1. Review introduction
The author visited the Dead Sea and was deeply impressed. What parts of the Dead Sea attract tourists?
2. Study the text
What attracts tourists to the Dead Sea can be from the following three aspects
1. The scenery is beautiful and strange
Guide students to read the text and experience the colorful halo, like a rainbow, changing colors.
2. Strange name
Guide students to read the second half of the third natural paragraph of the text and understand the origin of the name "Dead Sea"
3. High buoyancy
Guide students to read paragraphs 6-9 to understand the author’s curiosity and excitement and feel the magic of the Dead Sea
Supplement information about the Dead Sea to stimulate students’ interest.
3. Read the text again and read the content you are interested in several times.
IV. Assignment design
1. Sketch characters.
2. Xiao Lianbi: Introduce to everyone the most interesting scenic spot you have visited.