Junior two children are in the stage of self-awareness development and initial establishment of social awareness, which has good plasticity. So how to write the second volume of the Chinese handout for senior two? The following is the draft of the second volume of the second grade Chinese handout I have compiled for you. I hope you like it!
Second grade Chinese handout manuscript Volume II 1 1. Oral teaching materials.
"I really want to become a big lotus leaf" is the second volume of primary school Chinese textbook published by Jiangsu Education Publishing House. This is a children's poem, which shows the beautiful reverie of children in summer and is full of innocence. The whole poem ***5 bars. The first part is about summer. This lady asked me what I want to change in summer. The second, third and fourth sections write why I really want to become a big lotus leaf. Poetry is rich in connotation, concise in language and full of childlike interest. Chinese Curriculum Standard clearly points out that curriculum objectives should be designed according to three dimensions: knowledge and ability, process and method, emotion, attitude and values. The three aspects are mutually infiltrated and integrated, and pay attention to the overall improvement of Chinese literacy. Based on the analysis and understanding of the teaching materials, I have established the following teaching objectives for this course.
1. Be able to read and recite the text correctly, fluently and emotionally.
2. Learn 9 new words in this lesson. Two new words with two green lines only know that they can't write. Understand the words made up of new words.
3. By reading the text aloud, stimulate students' yearning for beautiful nature and experience the fun of being close to nature.
Second, preach the law.
I mainly use the following methods to teach this course:
1, introductory method, creating situations through multimedia and teachers' language in teaching. So as to mobilize students' original experience and stimulate their interest in learning.
2. Reading comprehension. Reading aloud is an important means of Chinese teaching. He can help students understand the content of the text, comprehend the emotion of the text, accumulate language and cultivate sentiment. Therefore, in the teaching of this course, I make full use of reading comprehension method to let students experience, think and feel in reading, so as to promote learning by reading and thinking by reading.
3. Group cooperation method. Combine personal thinking with group discussion and communication. It is helpful to cultivate students' good study habits and break through the teaching difficulties of this course.
Third, talk about the teaching process.
First, review old knowledge and introduce new lessons.
1. We read this text for the first time last class. The teacher wants to test you. Can you read these new words?
Show a group of new words and say their names.
2. Reveal the topic. Show: "I really want to become a big lotus leaf", the teacher asked everyone to listen to a voice, please close your eyes and listen carefully. Play the music of nature in summer: Students, open your eyes and tell me what you hear.
Second, guide reading and experience.
1. Teacher's statement: Summer is coming. Summer is a little sister. How did she ask me? What did Miss Sister say enthusiastically? (Blackboard: What do you want to change? ) Who will read Miss Sister's writing enthusiastically? (What a passionate little sister) Who can read this paragraph and read the enthusiasm of my little sister?
2. How can I answer my little sister's enthusiasm? Please open your textbook and read 2-4 passages quietly. 3. What do I want to become first when I see my little sister is so enthusiastic?
(1) I want to be a raindrop. What kind of raindrops do you want to become? Display (transparent) name reading
How lovely the raindrops are. Show me the photos. Can you tell me what they look like?
(2) Teacher: How lovely raindrops are, with green leaves as the cradle, and then what do I want to become?
(3) Transition: Small fish swim freely in the Qingling River, which is really desirable! Suddenly, I want to change again. What do I want to be?
(4) I like beautiful butterflies very much, and I also like singing-Guoguo, listen, Guoguo is singing about our happy life. Who will read it? (Show me) Guoguo's singing is really beautiful!
(5) How free these elves live! You see, it's getting dark, and the moon is coming out, curved and bright; The stars are also out, blinking their clever little eyes and looking at us! At this time, I want to change-twinkling stars, want to become a crescent moon.
(6) I want to be a transparent raindrop, a small fish, a butterfly swimming among flowers, a singing slug, a twinkling star and a crescent moon. How wonderful these wishes are! Now the teacher will test you and fill in the blanks according to the text. Please fill it out by yourself first, otherwise you can read a book. The teacher will let you talk about it later.
(7) Imagine the dialogue: What else do you want to change when summer comes? Please discuss with each other at the same table. )
(8) Students' imagination is really rich. Finally, I saw this small lotus pond, with dense lotus leaves, like big green disks. The breeze blows gently, and the lotus leaf shakes his green skirt and dances! At this time, I really want to become a big lotus leaf.
Third, imagine speaking and stimulate emotions.
Teacher: When I see a small lotus pond, why do I really want to become a big lotus leaf? Please read the last paragraph freely and think about what you don't understand.
2. Students ask questions by default.
(1) Why is there a big umbrella in Lotus Leaf Township?
(2) What does "frolicking" mean?
(3) How can raindrops sing?
(4) What song are they singing? What game do you play?
Students are really good at asking questions. We still have three unsolved problems. The answers to these questions are all in the book. The teacher believes that as long as you study hard, you will find the answer. Now please read the last part of the text carefully.
Please share what you are reading now!
Students are really amazing. They can read what they don't understand by reading.
Many friends have been here and brought them happiness, so there is an ellipsis at the end of the sentence. So which friends have brought happiness? Please talk about it yourself. Say and say:
Program: () will be broadcast soon, and the time is ().
6. summary.
Second grade Chinese handout manuscript Volume II teaching material analysis:
Yong Liu is a famous poem by the poet He in Tang Dynasty. The poet described the willow tree in spring with unique brushwork, praising and praising the creativity of spring. According to the actual situation of students and the characteristics of teaching materials, this course is determined from three dimensions: knowledge and ability, emotion and attitude process and method.
Teaching objectives:
1. Know six new words in this lesson, and five of them will write this lesson.
2. By understanding the content of poetry, students can be inspired to love nature, feel beauty and stimulate their interest in learning ancient poetry.
3. Read and recite poems with emotion.
Key points and difficulties:
Understand the meaning of poetry, taste the artistic conception of poetry, and experience the thoughts and feelings of poetry.
Teaching method construction
Chinese teaching is first and foremost humanistic education. Ancient poetry is a treasure of ancient culture in China. How to adapt to the new curriculum concept, so that students can learn the content of poetry happily and easily, experience the emotion of poetry and understand the author's aesthetic taste? In the teaching process of this poem, I will take reading as the theme, promote reading and thinking, realize emotion through reading, and let students easily appreciate the charm of the poem in reading, reciting, singing, acting and painting.
1. First reading, choose your words carefully. That is, after seeing a poem, students are required to read aloud first, pronounce it correctly, clear the obstacles of new words and read the poem fluently, which not only arouses students' interest, but also lays the foundation for further understanding.
2. Read and understand poetry. That is, on the basis of reading order, students are required to read poems by themselves with the help of illustrations. For junior two students, they may not fully understand the meaning of every word and sentence in the poem, but they can communicate the meaning of the poem through groups or the whole class. Of course, when you are most confused, you need the teacher's careful teaching.
3. Read it and feel it. As the old saying goes, "a husband writes poetry with emotion, and a reader approves it with emotion". After understanding the main idea of the poem, you can appreciate the emotion in the poem after repeated reading. Here, we can use multimedia to bring students into the artistic conception of spring, strengthen their perception and form appearances. In addition, I will use recording mode to read, so that students can feel better when listening, and get improvement from imitation and practice reading since enlightenment.
4. Read, read and recite. Familiar with reading on the basis of understanding feelings and guide emotional reading to achieve the purpose of ode.
5. Read, sing, draw and perform. Let the students reproduce this poem in their favorite way, let the rich connotation of the poem reappear, and let the students get a real understanding.
Teaching process:
(1) Get down to business.
1. Before class, I started with a song "Where is Spring" and played a few pictures of spring scenery to create a pleasant learning situation and stimulate students' interest in learning. Then I got to the point: classmates, when spring comes, what will happen to the scenery in nature? (Students talk about the scenery in spring) Spring is warm, full of vitality and beautiful. Since ancient times, there have been many poems praising and praising spring. Today, the poem "Chanting Willow" we are studying is a poem by He, a great poet in the Tang Dynasty. He praised spring by describing willow trees.
2. Problem solving: "chant", praise, praise. Chant willow, praise willow. So, how does the poet praise the willow in his poems?
(2) When reading the whole poem, you should get the general idea first-appreciate the beauty.
After reading the text for the first time, I will ask the students: What have you read? Please speak freely. Some people will say that willow trees are beautiful. I will ask while the iron is hot: what do you think is the most virtue?
Some people will say that the tree is tall, while others will say that the leaves are green. I will guide the willows to become truly beautiful and lovely. What tone should I read? Students will definitely say praise. At this time, I will let the students read the ancient poem together and further appreciate its beauty.
(3) Questioning and asking difficult questions, imagining artistic conception and reading it as a ode-aesthetics.
At this point, the students' emotions have been mobilized, and I will guide them in time: now you are facing a beautiful spring scene. Would you like to be a poet and sing this poem? Then, I will put on music to let the students boldly express the rich connotation of the poem and read it aloud.
(D) Independent operation, migration ability-an extension of beauty
When students are in high spirits, I will encourage them to reproduce poetry in their favorite way, turn the rich connotation in poetry into simple images, reproduce the artistic conception in poetry and get a real understanding.
In short, in this class, I take reading as the basis, reading as the teaching method, independent inquiry and cooperative communication as the learning methods, cultivate sentiment in rich emotional experience, give full play to students' enthusiasm and creativity, and let students really feel the interest in reading from reading texts.
If you get lost in the wild, the third part of the second grade Chinese handout is the text of Unit 5, Book 4, Primary School Chinese published by People's Education Press. The theme of this unit is to go into nature and love nature. * * * There are four texts. Lesson 17, two ancient poems and 18 thunderstorm, praise nature and describe natural things. The biggest books, Book and If You Get Lost in the Wild, are two texts that introduce knowledge of nature and broaden students' horizons. "If you get lost in the wild" is to let students pay attention to the things around them and master some ways to identify the direction. In the first volume of China Language Garden III published by People's Education Publishing House, there is a children's song called East, West, North and South: Get up in the morning and face the sun. The front is east and the back is west. On the left is the north, and on the right is the south. The students have a basic understanding of the direction of the southeast and northwest. The study of the lesson "Where are we" in primary school science allows students to know that they can tell the direction according to the sun. The first unit "position and direction" 1 lesson of the third grade of primary school mathematics published by People's Education Press is "know the southeast and know the northwest".
According to the curriculum standards and the relationship between textbooks and other disciplines, I set the teaching objectives of this lesson as follows.
(1) Knowledge goal: Know new words, learn the text, know what the natural compass in the text refers to, and master some methods to identify the direction;
(2) Ability goal: to cultivate students' ability to observe life and distinguish direction, and to cultivate students' oral communication ability.
(3) Emotional goal: By reading the text sensibly, feel the magic of nature and love nature.
The second-grade children in our school have been able to read independently. Based on the principle of "learning before speaking, teaching with learning", we can achieve "three lectures and two lectures", what students can learn and what teachers can learn through group communication. Combined with the goals during the study period, students can supplement and explain the missing points, error-prone points and difficult points, such as the word "loyalty" in the text, and students can supplement and guess. In teaching, I ask students to say that if it is the morning sun, can you tell the direction? What about the sunset? Guide students to realize that because the sun always rises in the east, sets in the west and runs in the south at noon, it is trustworthy and reliable, so it is a loyal guide. Then fill in the blanks.
Be faithful to the morning (), noon () and night ()
In this process, students not only understand the meaning of loyalty, but also combine it with the identification of southeast, northwest and northwest to be studied in grade three, which permeates the sense of direction.
This is a scientific article, and some ways to tell the direction may not be well understood by students, such as: Section 5 "The side where the snow melts quickly in the ditch is the north" because according to common sense, it should be that there is more sunshine in the south and the snow melts quickly. I can draw stick figures to break through the difficulties in the text. I can simply draw a ditch on the blackboard. The sun shines from the south. Because it is blocked by the ditch wall, the sun shines on the snow in the north of the ditch first, so the snow in the north melts first, and the snow in the south melts slowly. After reading the intuitive stick figure, the students understood it at once.
Of course, there are many ways to tell the direction in our life, so that students can imitate the poems in the text and write them. According to the present situation that we are children in the city, let the students say again what to do if we get lost in the city. Closely combine Chinese knowledge with scientific knowledge and life knowledge, and encourage students to read more books, ask more questions, observe more and think more in daily life, so as to be a conscientious person in life. Unify the instrumentality and humanity of Chinese subject.
Second grade Chinese handout manuscript Volume II 4 I. Oral teaching materials
1, the position and characteristics of teaching materials
"Wind Doll" is a picture reading article in the first volume of the second grade of primary school Chinese. This article has three pictures and eight paragraphs. The text appears in the form of stories loved by primary school students, which is vivid, interesting and clear. Through the wind doll, both cute and naive, the advantages and disadvantages brought by the wind are vividly introduced to students. At the end of the article, there is a question for children to understand through discussion and thinking: it is not enough to do things with good wishes, but also to see if they are really useful to others. This paper focuses on the topic of "how to look at and think about problems" in this group, so that students can understand the philosophy of life in reading.
2. Teaching emphases and difficulties
Key points: Through the understanding of words and phrases, guide students to understand the kindness and stupidity of the wind doll.
Difficulty: I know that "it is not enough to have a good wish to do something, but also to see if it is really useful to others."
3. Learning objectives:
(1), know the new word 12. Can write eight words.
(2) Read the text correctly, fluently and emotionally, and experience the kindness and stupidity of Wind Doll.
(3) Understand the truth that "it is not enough to have a good wish to do something, but also to see whether it is really useful to others".
4. Preparation of teaching AIDS
(1), new word card
(2) Pictures
5. Class arrangement
The whole course is planned to be completed in 2 class hours. 1 At the beginning of class, read the text, know the new words and learn the natural paragraphs of the text 1. In the second class, read 2 to 8 paragraphs and guide reading, summarize the full text, and stimulate students' interest in reading extracurricular books.
Second, students.
Most students in my class are lively, bold and independent. They are particularly interested in fairy tales, and the classroom atmosphere is active ... but because of their limited extracurricular knowledge in rural areas, they are good at thinking and thinking. After two months of training and exercise, they have mastered some literacy methods. Most students read faster and like reading aloud, but emotional reading needs to be improved.
Third, teaching methods and learning methods:
For the second-grade text, students have known many new words, can read simple fairy tales, fables and stories, and can read the text correctly and fluently. In this class, I used the methods of situation introduction, group discussion and reading and thinking to teach. Students' learning methods are self-study of since the enlightenment and cooperative inquiry.
Fourth, talk about teaching procedures:
(A wonderful introduction, revealing the theme
Interested teachers, children are young and love riddles, so I take riddles as the starting point, which naturally leads to topics and introduces new lessons.
(2) First reading perception, detecting new words and phrases.
1, put forward the requirement of self-reading: you can read the text in your favorite way, read the correct pronunciation, read the sentences and mark the natural paragraphs. Words you don't know, turn to Xiaoye with Pinyin or self-taught dictionary. It is necessary for junior students to make clear the reading requirements so that they can have something to do. This can improve reading efficiency and help to develop good reading habits.
2. Recognize the new words 12 in the text, first check and correct them by reading them with the whole class by name, and then let the students talk about how they know and remember these new words. On this basis, I adopted the game of "finding partners for children with new words" in time, so that students can take the initiative to participate and commend them in the form of competitions, and teachers will reward students who read correctly. Then the teacher also participated in it, which greatly improved the students' learning enthusiasm and cultivated their sense of unity and cooperation and competition.
(3) Cooperation and exploration and in-depth understanding.
The new curriculum standard points out that we should actively advocate independent, cooperative and inquiry learning methods. The teacher puts forward several questions, and through students' cooperative exploration, they can deeply understand the text and break through the difficulties.
1, in order to let students establish a "frame structure" understanding of the text content and cultivate students' overall thinking ability. To understand the whole picture from the overall situation and grasp the context of the article, I first put forward two main questions: ① What did the wind doll do for people? (2), these things, which are the good things he did and which are the bad things he did? Here I use the method of group cooperation and inquiry, so that students can learn, discuss and summarize themselves, so that the context of the article will be sorted out quickly.
2. I teach the text from three parts:
Section 1: Read paragraphs 2 to 8 of the text: Find out how much the Wind Doll has done for people. Are these all good things? Divide the class into three groups to study and discuss together and send a representative to speak. )
Section 2: Learn the section of "Doing Good". In this section, I use the method of "guiding learning". Why should wind dolls help people do good deeds? How did you do it? What was the result? Read and think about key sentences. )
Ask a question: What does the wind doll think after doing two good things? Read this sentence. What did you learn from his idea? How do you feel? Pay attention to students' emotional experience and their own feelings. )
Section 3: Learn the section "Doing Bad Things". In this section, I adopted the method of "since the enlightenment reading by himself". First, let the students look at the illustrations in the text and create a situation: let a student talk about what bad phenomena he has seen and ask: When you meet a wind doll, how do you blame it? What would you say to it?
What did the wind doll think after hearing the blame from others? Read this sentence. Guide the students to help the wind doll find the answer through this sentence. The students naturally summed up the truth that they want to explain in the article: it is not enough to have a good wish to help others do good things, but also to see whether what you do is useful to others. Make the best use of the situation and let the students talk about their views from the story of the wind doll.
(4) Summarize the full text and start thinking.
(1), pointing to two happy and sad wind dolls, asked: Which wind doll do you like, and gave the reasons. Some said: I like Happy Wind Doll because it is cute and helpful. Others said: I like Sad Wind Doll because it is a good child, and if it is wrong, I will change it.
(2) Let students talk about the advantages and disadvantages of the wind. This design is to promote students' learning to extend beyond the classroom, activate students' rich imagination, and cultivate students' thinking ability and language expression ability.
(5) Homework after class
1. Practice making sentences with words after class.
Tell this story to your parents in your own words.
(6) Blackboard design
This course combines blackboard writing with graphics, which is intuitive and vivid, highlights key points and difficulties, and is highly concentrated teaching content, which is conducive to students' understanding and memory of the text.
Second grade Chinese handout manuscript Volume 2 5 I. teaching material analysis:
1, the position and function of teaching materials:
This volume of Chinese books is divided into eight groups. The special topic of the fourth group is to cultivate students' meticulous thinking and courage to create. "Painting Style" is the third text in Group 4. This lesson is an imaginative article, which tells the story of Chen Dan, Zhao Xiaoyi and Song Tao describing their styles with different scenery. This is a good textbook for innovative education. It has played a role in stimulating students to observe life, use their brains and cooperate and innovate.
To this end, according to the content of the textbook and the age characteristics of the students in Grade Two, I have determined the following teaching objectives:
2. Teaching objectives:
(1), can recognize 7 new words and write 4 new words.
(2) Read the text correctly, fluently and emotionally, and understand the creativity of the children in the text.
(3) Understand that things are related and be good at thinking when things happen.
Emphasis and difficulty: I can recognize 7 new words, write 4 new words, and read the text with emotion.
Second, student analysis
After two years of study, sophomores have formed a certain level of cognition, and will initially form problems, which will be solved by consulting dictionaries and communicating and discussing. But some objective things are invisible and intangible, and they do exist-they cannot understand and accept this abstract concept clearly and rationally. Therefore, I make full use of students' existing perceptual experience in teaching, and let them perceive the characteristics of the wind through reading many times, so as to understand the wind and express it in various ways.
Third, the teaching philosophy
1, teaching methods
China's curriculum standards clearly point out that students are the main body of learning and development, and teachers are the organizers of student activities. Therefore, in accordance with the classroom teaching mode of "subject participation and active knowledge seeking", I adopt teaching methods such as situational teaching method, speaking and reading method, self-study counseling method and exchange discussion method to guide students to explore independently and communicate interactively. Cultivate students' awareness and ability of autonomous learning, stimulate students' creative thinking, and make the whole class present a democratic and harmonious atmosphere.
2. Teaching methods:
I use multimedia, new word cards and pictures.
Fourth, the teaching process:
Let me talk about the specific teaching process from the following four aspects.
1, stimulate interest and inspire thinking to introduce new courses
Grade two students can't clearly and rationally understand and accept the abstract concept of wind. Therefore, at the beginning of class, I was led by a riddle: invisible, intangible; The tree sees it bend, and the flower sees it nod. Random blackboard puzzle: wind. In order to make students feel the close connection between Chinese and real life, I ask students to say what kind of wind you know, and then make full use of their existing knowledge and experience to let them sing songs about the wind, recite poems about the wind and listen to the wind (courseware) to feel the characteristics of the wind. At this time, I will sum up: Wind energy can sing, recite, listen and speak, and can wind energy draw? Random calligraphy and painting, which leads to a new lesson: painting style. This can not only arouse students' life experience, stimulate their interest in learning, but also understand the abstract thing of wind well.
2. Learn new words by reading the text for the first time
After introducing the new class, in order to further arouse students' enthusiasm, I use courseware to show the illustrations of three children in the original text, so that students can name them and make friends with them. By looking at pinyin and removing pinyin, we can know six new words, among which "Song, Zhao and Chen" can be combined with students' name memory to continue to encourage students to read in life. Other new words encourage students to memorize in their favorite way, and pay attention to learning polyphonic "poles". Literacy consolidation is a difficult point in literacy teaching. To this end, I have created various methods to strengthen the reproduction and consolidation of recognized Chinese characters, such as reproduction in words and reproduction in words. The "art" in this lesson is a word that needs to be recognized and written. Following the literacy teaching, the courseware presents the word "Yisi" in the upper and lower structure, so that students can observe and analyze the similarities and differences between the two words and the problems that should be paid attention to when writing. I pay attention to the instruction of writing teaching. When writing "Art and Silk" on the blackboard, I focus on the writing methods of "transverse bending structure" and "left-to-left bending", and then let students learn the other two "obvious and sudden" of the upper and lower structures in this lesson independently. Students should pay attention to the cultivation of writing habits when practicing writing. For second-year students, it is not advisable to write too much in one class. Pay attention to summing up the writing rules, and write correctly and beautifully. So this class only arranges students to practice writing words with upper and lower structures.
3. Read the article and explore deep feelings
Curriculum standards clearly point out that "reading is students' personalized behavior, and teachers' analysis should not replace students' reading practice." Therefore, after learning the new words, I will focus on the link of "reading" and promote it in different forms of six readings, so that students can gradually understand the creativity of children's painting style in the text.
(1) Read the text for the first time and read the pronunciation correctly;
(2) read freely and read the text smoothly;
(3) Read the text by name and feel the full text;
(4) Read the text silently with the question "How do they draw style" and experience the creativity of the three children in the text;
(5) Combining pictures and texts, enjoying reading three children's style paragraphs in the text;
(6) Show reading in different roles. In this session, first practice reading in the group, show reading, and finally show reading in the whole class. When practicing reading aloud in different roles, we should guide students to explore how to read the "intelligence" of children's painting style in the text independently, and guide students to cultivate cooperative learning when trying to figure out each other in groups. At this time, I also noticed the inspiring demonstration reading. Let students fully read, feel the whole in reading, feel things in reading, cultivate a sense of language in reading and cultivate emotions in reading.
4. Expand the application design work.
On the basis of fully understanding the text, I put forward, "Do you like the three children in the text? Why? " Integrate the text and deepen the theme. After getting a positive answer from the students, I will ask, "Do you have any other better ways to draw style?" Communicate and discuss from group to class.
At this time, I will play beautiful background music to create a relaxed and associative learning space for students. When assigning homework, I designed "express the wind in your favorite way." You can draw a picture, write a story and perform a program. "I didn't set a unified expression to meet the needs of students at different levels for Chinese learning, and returned the initiative to students, fully embodying the concept of taking students as the main body in classroom teaching.