1. The original Chinese for my sister in the second grade of primary school.
Jenny's sister Mary is ill and needs a blood transfusion. Because Jenny and her sister's blood belong to the same special blood type, Jenny has become the most ideal candidate for blood donation. "Would you like to donate blood for Mary?" The doctor asked. Jenny hesitated, her lips began to tremble, then gradually calmed down and said, "For my sister, I do."
Soon, the brother and sister were pushed into the ward. Mary is thin and pale, while Jenny is strong and healthy. Neither of them spoke, but when their eyes met, Jenny smiled.
The nurse inserted the needle into Jenny's arm, and his smile faded away, staring at the blood flowing through the tube.
After the blood transfusion, Jenny's trembling voice broke the silence: "Doctor, when will I die?" The doctor knew that Jenny's initial hesitation and trembling lips were because he thought she would die after donating blood. She smiled and said, "Son, blood donation won't kill anyone. You are so healthy and lively, you may live to be 100 years old! "
2. The second grade Chinese teaching plan "For Sister"
Teaching goal: Knowledge goal: Know the new words 14, and write the new words 12, such as "disease, medicine and acupuncture". Master the two radicals of "solution" and "achievement".
Ability goal: through the demonstration and guidance of teachers, enhance students' ability of observation, analysis and comparison and learn aesthetics.
Emotional goal: ignite students' interest in writing.
Teaching emphasis: through the teaching of this course, consolidate the correct "double posture" and arouse the enthusiasm of students in writing.
Teaching difficulties: correct and skilled application in real life.
Teaching process:
First, communicate before class, enjoy and attract interest.
Lead-in: Appreciate hard-pen calligraphy works, so that students can cultivate their sentiments in appreciating beautiful words, get a preliminary understanding of the concept of "calligraphy" and stimulate their interest in writing.
Second, review the double postures and get ready.
1. Review sitting posture: straighten your body, level your shoulders, open your arms and put your feet together.
2, review posture: one foot, one punch and one inch (three ones).
3. Sing "Writing Songs" together.
Third, guide literacy and writing, and accumulate words.
1. Group training, check the literacy situation and implement literacy.
2. Guide writing.
(1) Learn the radicals "Qi" and "Cheng".
(2) Guide students to observe the position of "disease", "medicine", "needle" and "bundle" in Tian Zige, and guide students to read and write. Teachers and students comment together.
(3) Students practice writing other new words in their own books, and each word can be written three times. Write more if you can't write well.
(4) Choose your favorite word and fill in the model essay "Choose your own word".
Fourth, creative practice, consolidate interest.
1. Students complete bookmarks.
(1) The teacher shows the students his bookmarks and expresses his appreciation.
(2) Students complete bookmarks by themselves.
Requirements: Pay attention to sitting posture and writing posture. When writing, you should do it in one go. You can't write one at a time. After writing, write your name on the bookmark.
2. Teachers patrol and guide.
3. Appreciate and communicate.
Learn from each other and appreciate each other.
4. Give away works: give them to people you like or teachers.
Verb (abbreviation of verb) course summary
3. The second grade Chinese teaching plan "For Sister"
Teaching process: 1. Connect with life and introduce stories.
1. The teacher tells stories, plays courseware and creates situations.
The story happened to a brother and sister. They lost their parents when they were very young. Only the two of them live alone. My brother takes care of my sister, who leads a hard life. However, misfortune befell them again. Unfortunately, my sister is very ill. Lying in the hospital bed, she said to her brother with tears, "Brother, will I die?" Brother, I'm afraid. Brother, help me, help me ... The doctor told the boy that only his blood could save his sister's life.
2. Lead out the topic and read the topic together.
So, is the boy willing to risk his life to save his sister? Let's learn Lesson 7 "For Sister".
Comments: Using story introduction and setting suspense can arouse students' enthusiasm for learning, stimulate students' thirst for knowledge and enter the teaching situation at the same time.
Second, around life, the overall perception.
1. Students can read the text freely, pay attention to accurate pronunciation, and use reference books or consult other students to remove obstacles in the text.
2. Read the text at the same table, read it in the order of natural paragraphs, and then mark the natural paragraphs.
3. Let each of the seven students read a natural passage. Other students thought: Did Jenny save her sister?
(The teacher listens to the report, and it says on the blackboard: Jenny, blood transfusion, sister. )
Comments: Different requirements and various forms of reading can not only make students interested in reading, but also exercise their reading ability and make students' reading activities enjoyable and effective. At the same time, it is necessary to ensure that every student has enough time to read the text for the first time and make an effective overall perception on this basis.
Third, walk into life and read and understand intensively.
Please read paragraphs 1 and 2 of the text by yourself.
Thinking: When the doctor asked the boy if he would like to donate blood, how did the boy react? (Report: The boys began to hesitate and tremble, and finally agreed. )
2. Guide students to understand: hesitation, trembling and willingness.
Teacher: It means that boys agree to have a thinking process. If you are that boy, why do you hesitate? Who wants to share your feelings with you? Students report their feelings. )
Teacher: Yes! Jenny is about your age. He is only a child, so he hesitates and trembles. But he loves his sister more than himself. He is willing to give his life for his sister. Please use Jenny's love for his sister to interpret his bravery. Students can practice reading freely, and teachers give appropriate guidance. )
3. Instruct students to read aloud and learn the third and fourth paragraphs by themselves.
Thinking: (1) The word "smile" appears repeatedly in the third and fourth paragraphs. Since the boy is afraid, why should he smile at his sister? Point out that emaciation-strength is the antonym, and choose a word to make a sentence. Obviously, the boy smiles in order not to worry about his sister, which is a sign of loving his sister. )
(2) Why does the word "smile" appear repeatedly in these two paragraphs, and what role does it play in setting off Jenny's characters? Grasp the repetition, experience it over and over again, and feel Jenny's courage and love for her sister. )
4. Teachers and students read paragraphs 5, 6 and 7 in sections.
Wondering: (1) Will Jenny die?
(2) Why did Jenny think she would die at first? He told his problem to the doctor. What did the doctor say?
(3) The word "trembling" appears repeatedly in this part. What is its function?
What prompted Jenny to volunteer to donate blood for her sister?
Comments: In this link, we should grasp the key words of "hesitation, smile, trembling and willingness", combine with the actual life, and explore the sentences of ambivalence by imagining the reappearance of the scene, so as to further understand Jenny's transformation from fear to bravery and feel Jenny's love for her sister.
Fourth, go deep into life and expand sublimation.
Teacher: Yes! Jenny gave her sister blood transfusion so bravely and gave her a life span of 50 years, all because of his deep love for her. If you were Jenny, would you risk your life to save your sister? (Students all answer: Yes. )
Teacher: The teacher believes that if such a thing happens, you will also become a brave Jenny. At this moment, if this child stands in front of you, what do you want to say most? Write down what you want to say most.
Teacher: The teacher can tell you a little common sense. (Show the picture of the blood donation car and introduce it. Blood transfusion needs blood type matching, and only people with the same blood type can transfuse each other. And donating blood will not affect your health. After donating blood, it only takes about a month to recover. Many people donate blood for free every year in China. At the same time, blood donation can play a role in preventing cancer and contributing to good health.
Comments: Let the students have a direct dialogue with the characters in the text to effectively expand and extend. Once students' emotions are aroused, their creativity is unimaginable, which is not only the embodiment of their improvement in Chinese, but also the embodiment of their inner shock and sublimation of emotions. In this way, students' expressive ability and creative thinking ability are cultivated. At the same time, introduce the common sense of blood donation after class to students and expand their knowledge.
Fifth, the teacher summarized the full text.
(Play the song "Dedication of Love". Students, life is only once, so life is precious and priceless. Because of this, we should learn from Jenny's bravery and kindness and her selfless dedication. If everyone in the world gives their love to their relatives, friends and even strangers, I believe the world will become better!
Distribution of intransitive verbs
In this class, everyone has a deep feeling. When we get back, let's practice by ourselves. Everyone will do something to show love to others and share it with you next class.