Three Coursewares of "Snail Moving in China" in the second volume of Grade Two in Primary School

# Courseware # Introduction Courseware should aim at students, so that students can accept and understand knowledge points as efficiently as possible, and the teaching process can be carried out in an orderly manner. Courseware is the introduction of new lessons and the prelude of new text teaching. The following is the second volume of the second grade Chinese "Snail Moving" courseware, which has not been sorted out and shared. Welcome to read and learn from it.

The second volume of Chinese for the second grade of primary school, snail moving, courseware 1

Teaching objectives:

Understand the content of the text, understand the reason, process and result of snail movement. Teach students not to be afraid of difficulties. Cultivate students' positive values.

Read the text correctly, fluently and emotionally. Can read the text in different roles.

Cultivate students' ability to find and solve problems in reading aloud.

Teaching emphases and difficulties:

Understand why snails don't move into a house?

Teaching process:

First, talk about the introduction, the first natural paragraph.

(Show courseware 1) Do the children know? (Blackboard: Snail) Can you introduce snails to everyone?

Conclusion: What the students said was really good. Snails are afraid of the wind and the sun. Only when it rains on cloudy days will they stick their heads out of their shells and stretch their curled bodies.

Second, learn new knowledge.

Learn the second paragraph

One day, the snail's good friends dragonfly and mantis came to see the snail and told them their current address. Are we going to that place too? Please follow me. (Show Courseware 2) What do you see?

Students speak freely.

The scenery here is really beautiful. Which passage in the text naturally describes the beautiful scenery here? Read the second paragraph together!

Who wants to read aloud again and share the beautiful scenery you saw with everyone? (Show Courseware 3) (Read sentences by name)

What do you seem to see after listening to her reading aloud?

Besides dense jungle, sweet wild fruits and clear rivers, what else can you possibly see?

I seem to have seen birds in singing in the trees.

I seem to see fish swimming in the river.

I seem to see a rabbit. )

With the beautiful scenery you imagined, please ask the female students to read this sentence beautifully. (Girls read the sentences together)

There are six points behind "Qinghe" in the text. Do you know what punctuation they are? What does this mean? There are many beautiful scenery.

Who can say? What else could there be?

Students speak freely.

6. This hill is so beautiful. In the words of Mantis, living there-not to mention how happy it is.

Can you change the word "don't mention it"?

Children, you are this mantis. Read your happiness by reading aloud! (Boys read sentences aloud)

Learn the third paragraph.

1. Will snails be indifferent when they hear these words from dragonflies and mantises?

What's its mood like? (Very excited. )

Tell everyone that your face is very excited, okay? (Students make expressions together)

The snail is very excited to hear that there is such a beautiful place. What did the snail think at first? Determined to move to the mountains, too. (blackboard writing: moving)

3. Where does it live? (In the gap by the pool) (Show courseware 4)

What's the difference between a hill and a crevice? The rocks are bare and the mountains there are beautiful. )

The stone is bare around it. Are there any trees? Is there any grass? Are there any flowers? Nothing, this is "bare".

If you were a snail, what would you think? Do you want to move to the mountain?

Snails feel the same way. He is determined to move to the mountain. Please look at the third paragraph of the text, (Show Courseware 5)

In what tone should I read this paragraph? (Happy, yearning for beautiful hills) Read together.

What does "make up your mind" mean? (That's settled. Determined to move. )

Learn the seventh paragraph.

1. Has the snail's home moved? What did the text say? Which sentence tells us that the snail didn't move at last?

Blackboard: It hasn't been moved.

Is the word "always" understandable? We know that "beginning" means beginning, and what does "end" mean? (finally, the end).

This sentence adds up to-I never moved into a family from beginning to end. I didn't move until the end. (Show Courseware 6)

Look, everyone, the snail who hasn't moved into a house looks at the beautiful hill and sighs. What will it say?

I only blame the bad weather, otherwise I would have moved into my new home. )

2. What do you think of its mood at that time? (unhappy. Unhappy. )

Snails sigh because they are unhappy. This is a sigh. (Show Courseware 7)

Now we are snails sighing at the mountains. Let's read this sentence.

Learn paragraphs 4, 5 and 6.

1. What kind of weather prevented it from moving? Please read paragraphs 4, 5 and 6 in the way you like, and look for the answers in the book.

Students can read the text freely.

Have you finished reading it? Did you find the answer?

You really found it? Did you find it? Have you made up your mind like a snail?

What prevents snails from entering a family? How many times has it hesitated?

The first time it was too hot, I was afraid of being burned by strong sunlight; The second time was because of the sandstorm all over the sky, fearing that I couldn't help it. Last time it rained, I was afraid I couldn't climb the hillside. )

Children really know how to read. They immediately found three words that the snail said. The teacher wrote them together. Let's read it. (Show Courseware 8):

It's too hot today. I'm slow. The strong sunshine will burn me out!

My skin is tender, but I can't help the wind and sand blowing.

It's rainy and slippery, and that hillside, I can't climb it anyway.

Teacher: At first, I decided to move to the mountain. Now friends have come to help him move several times in a row, and the snail has hesitated. Who can tell me what "hesitation" means?

Teacher: What do you mean by "make up your mind" and "hesitate"? (On the contrary)

Teacher: So, "hesitation" means-make up your mind. Make up your mind.

2. Practice reading repeatedly and understand the content.

Teacher: Let me see which children in our class can read aloud. Which students like the natural section where magpies help snails move? (blackboard writing: magpie comes to help)

(Show Courseware 9) Please read.

Reading guide: We know what snails are afraid of in sunny days. (sun exposure)

Grasp the words "hesitation", "too hot", "too slow", "strong" and "sunburn" and read out the feelings at that time. (afraid)

Why didn't the snail move this time? (blackboard writing: afraid of the sun)

Who likes the natural part where swallows help snails move? (Blackboard: Swallow)

(Show courseware 10) Dare to challenge the classmates just now? Study hard!

This time, what is the reason why the snail's home didn't move? (writing on the blackboard: afraid of wind and sand blowing)

What do you mean "no way"? (unbearable, unbearable, unbearable meaning)

Who are the students who like the natural part of toad helping snails move? (writing on the blackboard: toad)

(Show courseware 1 1) Seeing that you read so well, the teacher wants to read with you. Are you popular?

This time, why? (blackboard writing: I'm afraid of slipping in the rain)

What do you mean by "whatever"? Can you change it into another word?

I can't climb up at all. It is impossible to climb up. I can't climb up anyway. I can't climb it with all my strength. I can't climb up anyway. )

Teacher: Do you think what the snail said makes sense?

Students speak freely.

(it doesn't make sense. It seems that nothing can move. It should take a risk. You should give it a try. )

Teacher: Yes, very good. Will the sun really burn it? Can't it resist the wind and sand? Is it really impossible to climb the slope of this mountain? How do you know if you don't try and work hard?

Teacher: Did the snail come up with this by himself? What does it say? I only blame the bad weather, otherwise I would have moved into my new home. )

(Show courseware 12) Please read the last paragraph together.

Read aloud repeatedly.

Teacher: Which sentence in the text shows that snails actually want to move?

Teacher: From the words "always", "look around", "sigh" and "only complain about others", we can feel the place that snails still yearn for. But does it understand the real reason why it can't move into a new home?

Teacher: Is it the bad weather? Who is to blame? (Blame the snail himself. )

Teacher: At this moment, do you want to say something to the snail?

Students speak freely.

I want to say to the snail: if you make up your mind, don't hesitate, just move. Snails can't just blame the weather. Snail, snail, you can't just blame the weather. You have to try it yourself and make sure you can climb the mountain! )

Teacher: (The teacher points to the distance) The hill is there. Who will interpret the snail's "look around" and "sigh" with action? Student performance.

Teacher: It seems that this snail is still eager to move to a hill.

Third, expand and extend, compare "snail" with "spider" and get inspiration from "snail movement".

Teacher: Now let's look at this spider in front of you. What do you think of this snail who only sighs but doesn't know how to act?

(Show courseware 13) Read by roll call.

Teacher: Faced with difficulties again and again, did the spider give up? Are you scared? Compare snails with spiders. what do you think? Students speak freely.

(can't give up. Go ahead bravely. Do as you say. )

Summary: With a good goal, we must act in time, not afraid of difficulties, and work hard to reach the other side of the ideal.

Teacher: If you were this little snail and listened to the sincere words of your classmates, what would you say to the magpies, swallows and toads who tried to help you?

Health: I want to say, I'm sorry, Magpie, I shouldn't be afraid of difficulties.

Teacher: Well, the little snail regretted it.

Health: I want to say to the swallow that it's time for me to move because you are so kind to help me.

Health: I want to tell the three of them that I still want to move. Will you help me again?

Teacher: Great! Snails want to change themselves! Do such snail children like it?

Teacher: Finally, the teacher has a message for snails and everyone. Let's read together.

Show courseware 14:

Try to do it well today, and maybe you can do it better tomorrow-Newton. Students read together.

Fourth, homework

1. According to the text, rehearse the story of snail movement with the children.

2. What good words and sentences have you accumulated in this class? Copy them in the exercise book.

3. Tell mom and dad the story of snail moving.

4. Read other fairy tales after class.

Blackboard design:

Magpies come to help, afraid of the sun.

Snails move swallows-afraid of being blown away by sand-never move.

Toad slipped for fear of rain.

The second volume of the second grade Chinese "Snail Moving" courseware

Teaching objectives:

I can read with the text, know 1 1 and write a word.

Guide emotional reading.

Teaching emphases and difficulties:

To read, read aloud.

Teaching process:

First, introduce the test.

Do students like guessing games? (Showing the courseware) Guess who it is? (Show the courseware: Snails also post a picture with the words snail)

2. Remember the "snail"

(1) Read it. (Read by name, read in chorus) Read pronunciation correctly.

(2) say it. Why is the word "worm" next to it? Who can introduce snails to everyone? (Introduction by classmates)

3, the title, the book is "moving".

Guess what? The little snail had an unusual experience. -It's moving. (Courseware "Touched")

(1) main reading.

(2) When the teacher writes, the book is empty. What is the structure of this word? What do we use to move things? So the radical of "moving" is hand, how can we write beautifully? Move this word to Tian Zige with the teacher. (The teacher writes, the book is empty)

4. Question:

Read the topic three times. What do you want to know after reading the topic? Transition: If you want to know the snail's experience and the answer to the question, just walk into the text!

Second, check the preview.

The teacher asked: Yesterday, the teacher left a reading preview homework. Do the students read the text well?

1, say the method.

Can you tell the teacher how you usually read a text well? What should I do if I meet words I don't know? What should I do if I can't read sentences sometimes?

2. Read freely.

Transition: in order to show your reading effect, read a natural paragraph you have read to your classmates!

3. Read by name.

The students read well, not only loudly but also accurately. The teacher applauds you!

Transition: When reading the text just now, many small animals appeared in the text. Who are they?

Third, literacy.

1, name answer, teacher paste words.

Dragonfly, mantis, toad, swallow and magpie.

2. Read freely.

Read the names of these animals by yourself!

3. Literacy.

That name is strange to you. How do you want to remember these words? (Answer by name).

4. remember.

Then remember them in the way you like!

5. Read together.

Fourth, learn the text and know that you have feelings to read it.

1, cooperative reading and performance.

What did these little animals do for snails? What did they say? Please claim one or two small animals at the same table to read the performance.

2. Report.

What kind of small animal do you claim to be? Get on the stage, introduce yourself, and say hello to the students under the stage.

(1) such as "dragonfly" and "mantis"

(1) Reading and acting.

Literacy "don't", in other words, say a word with "don't".

3 literacy "hill", what is the hill like? This is a painting. Fill in a word!

(2)……

Verb (abbreviation of verb) summary.

So many friends helped the snail move, did the snail's home move? The teacher is looking forward to the next class, and the students can have emotional reading and wonderful performances to explain.

Chinese in the second grade of primary school, Volume II, Snail Moving, Courseware III

Teaching objectives:

Know 12 and write 8 words. Refer to "My Lexicon" to accumulate words independently.

Read the text correctly, fluently and emotionally.

Knowing that you have a good goal, you must act in time, not afraid of difficulties, and work hard to reach the other side of the ideal.

Be able to express your views clearly and clearly.

Teaching focus:

Can recognize 12 new words and write 8 words.

Read the text correctly, fluently and emotionally.

Teaching difficulties:

Emotional text content, understand the truth contained in the text. And can express their opinions clearly and clearly.

Teaching process:

First, the situation is interesting and quality is introduced.

1. Play the children's song "Little Swallow" with multimedia during the break, and the teacher will guide the students to dance the rhythm of "Little Swallow".

2. Dialogue introduction: Why do swallows move here every spring? Are there any students who live in a new house now or will move to a new house soon? How is your new home? (Teacher-student communication and feedback)

The text we are going to learn today is also related to moving. Who moved? Let's have a look.

4. The teacher writes on the blackboard and the students write blank books.

5. Look at the topic. Teacher: Do you want to ask any questions when you see the topic? Send out the first gold star to encourage students who love to ask questions.

Problems in the presentation of multimedia courseware.

Design intention: Pre-class dialogue revolves around the topic of moving, taking this as the starting point to narrow the distance between students and the text, mobilize students' thinking, and let the classroom surge with fresh water with the help of teacher-student interaction, thus paving the way for later learning.

Second, read the text for the first time and review the old knowledge.

Teacher: If you want to know the experience of snails, please read the text quickly with these questions.

(1) Students can read the text freely by showing the requirements of self-reading.

Think about it:

1, please read the text freely, draw unfamiliar words with circles, read it several times with the help of pinyin, and read the pronunciation correctly.

2. Why do snails move?

3. Has the snail's home moved?

(2) Word of mouth: climb the peak and pick the stars.

Teacher: I know all the students are brave and not afraid of difficulties. Today, the teacher will take you to the top to pick up the stars, ok? These words are our obstacles. Let's work together in Qi Xin to get rid of them in Qixin and climb the peak bravely.

(Projection shows new words)

A. Read the words by name and correct each other.

Read and listen at the same table.

C, read new words together.

(3) check the reading situation.

Give the second gold star to the students who can read the correct pronunciation and sentences. )

Design intention: Self-reading text puts forward clear requirements for students, so that students can read it step by step and purposefully. When checking pronunciation, first catch the words that are easy to mispronounce, and then read the new words in sentences, which not only consolidates the new words, but also paves the way for reading the text correctly and fluently. While cultivating students' autonomous learning and habits, it is far from enough to only hope for students' consciousness. Proper quantification helps students to constantly sum up their reading methods and improve their learning quality.

Third, read the text carefully and feel the full text.

(1) Learn the first and second paragraphs of the text and compare the differences between rocks and hills.

Tell me why snails move.

1. Let the boys read the first paragraph and compare the nudity around the gap.

2. Read the second paragraph by name and experience the beauty of the hill.

Teacher: What do you seem to see after listening to her reading aloud? (Students speak)

Teacher: Besides dense jungle, sweet wild fruits and clear rivers, what else can you possibly see? (Students speak)

Teacher: With the beautiful scenery you imagine, please ask the female students to read this sentence beautifully. (Girls read the sentences together)

(2) Imagination and emotional comprehension.

Teacher: this mountain is so beautiful, no wonder mantis says it is happy to live there! Let's imagine:

Teacher: (showing multimedia) Dragonflies and Mantis live on hills, in dense jungles, under trees covered with sweet wild fruits, by clear rivers, and in. (Instruct students to speak)

Teacher: There are not only dragonflies and mantises, but also many animals. Look, so many small animals are coming! Show pictures and enjoy the beautiful hills. )

Teacher: I heard that there is such a beautiful place. If you were a snail, what would you think? Do you want to move?

Health: (Qi A) Yes!

Teacher: Snails feel the same way. He is determined to move to the mountain. Has the snail's home moved? What sentences do you know from the text? (Students speak)

(3) Learn the seventh paragraph of the text.

Understand the word "total" and guide emotional reading.

Design intention: The process of students learning the text is actually a process of finding problems by themselves and then solving them with existing learning methods, and learning methods are infiltrated in this process. It not only cultivates students' reading ability, but also makes them feel the fun of cooperative learning and gain a successful experience. Students' rich imagination will make the text more vivid, thus improving their interest in learning.

Fourth, grasp the main line to read the text intensively and feel the meaning.

(1) Teacher: What stopped it from moving? Please read paragraphs 4, 5 and 6 silently and look for the answers in the book.

Student feedback, teacher camera blackboard writing.

(2) Focus on guiding the study of the fourth paragraph.

1, show your requirements and read the fourth paragraph by yourself.

The magpie came to help the snail move. What did the snail say and do?

Draw what the snail said with a horizontal line, read it several times and think about what tone to read it in.

2. After reading the article, students give feedback and understand "hesitation".

Teacher: (writing on the blackboard "hesitates") I made up my mind at first, but now I hesitate. Can you tell me what "hesitation" means?

Say this sentence with "hesitation"

3. Teachers and students cooperate to perform the scene. (Instruct to read the fourth paragraph with emotion. Focus on guiding snails to read three sentences in a hesitant tone and experience snails' hesitation and fear. )

Introduction: Brother Snail, I heard that you are moving to Qianshan. It's sunny today, which is just right for moving. Let me help you move! ……

② Guide students to read aloud with expressions and perform situational performances.

Teacher: What does the magpie say after listening to the snail?

Health 1: The weather is so good today that you don't even move?

Health 2: It's a pity that we haven't moved in such fine weather.

Teacher: Did the snail listen to the magpie?

Hallows: I didn't listen to the magpie.

Teacher: Snails don't listen to magpies, magpies-they have to go. The snail's home has not moved.

(3) Performing the scene where swallows and toads at the same table help snails move with different roles.

Teacher: Not only enthusiastic magpies come to help, but also swallows and toads. Please study the fifth and sixth paragraphs in groups and read the story of the swallow helping the snail or the toad helping the snail. Remember the steps just taught by the teacher. First read the whole thing, then draw what the snail said, then read it in different roles, and finally act it out and start the performance!

1, students learn the text by themselves in groups, and teachers patrol and guide them.

2. Ask each group to perform a scene performance in front of the group.

Design intention: Reading is a process of understanding, experiencing and feeling. Let the students read the text by themselves, feel it in reading, encourage them to contact themselves to feel it, let the students get a unique emotional experience, tell their true feelings, and then communicate in groups. In communication, students can inspire each other. Teachers should not rush to give answers, depriving students of the right to think. Instead, it should point to students' needs, contradictions and puzzles, so that students can truly obtain effective reading methods and improve their ability to explore and solve problems independently. And on the basis of students' unique emotional experience and works, there is also emotional reading, so that students can read their true feelings.

Fifth, create a situation to reveal the meaning.

The teacher asked: Is the main reason why snails don't move into a house because of the bad weather? What is the reason? Now, how would you suggest snails? (Students speak)

1, tell me your advice on snails. Independent thinking-group communication-class feedback. Teacher's timely guidance: pay attention to talking to snails.

Teacher: Yes, when we have a goal, we should act in time, not afraid of difficulties and work hard, so as to succeed.

2. Continue the story and send Venus. After listening to the children's suggestions, did the snail's home move in later? Please expand your imagination and say it.

3. The courseware shows the famous words about exhortation. Read and understand them.

Design intention: Encouraging students to connect with their own understanding and experience the truth contained in the text, and then guiding students to continue telling stories is a reproduction and extension of the text, which is conducive to training students' listening, speaking, reading and writing abilities.

Six, outward bound training (after-school exercises)

1. Tell this story to others or read other fairy tales.

2. Collect sentences about exhortation.