Teaching design of the first volume of the second grade "The Story of the Red Horse" 1 teaching material analysis;
This paper reproduces the scene that the little author drew a red horse, which was fully affirmed by the teacher and was overjoyed. Language is very childlike, close to children's lives and easy to understand. Students will definitely like it.
Teaching objectives:
1 Independent college requires mastering 10 new words and knowing 9 new words; Learn to use reference books, contact the context, and understand the words "freedom, budding, unbelievable".
2 understand the general usage of colon.
Be able to read the text correctly and fluently in different roles.
Understand the content of the text and know that only by being good at observation, diligent in thinking, bold in imagination and bold in innovation can we appreciate the joy after trying.
Teaching focus:
1, pay attention to the structure of "bang"; "Dai" is a polyphonic word;
2. Be able to read the text correctly and fluently in different roles.
3. Experience the harmonious relationship between teachers and students in the text, and understand that only by being good at thinking, diligent in observation, bold in imagination and bold in innovation can we appreciate the joy after trying.
Teaching difficulties:
Learn the usage of colon.
Teaching time:
Two class hours
Teaching preparation:
courseware
first kind
Learning content:
1 Read the text for the first time, know the new words, read the text smoothly, and get a preliminary understanding of the content of the article.
2 Understand the creative process of the little author and stimulate students' interest in reading.
Teaching process:
First, passion arouses interest.
1 Have you ever visited the zoo? Who can tell me the characteristics of the horse you saw?
Have you seen a red horse? Today we are going to learn a story together. The title of the story is-
Write it on the blackboard and read the name of the topic-the story of the red horse.
Do you have any questions to ask after reading the topic?
Write the students' questions on the blackboard. )
Second, read the text for the first time and feel the whole.
(1) Learning instruction: (Show courseware)
1, mark: mark the natural segment.
2. Note: Draw birth words, new words and uncommon words, ask and write them down.
3. Draw: Draw your favorite sentences.
4. Q: Questions you don't understand.
(2) Discussion:
The team leader checks the self-study and the teacher makes a tour.
1, teacher's music reading
2. Students learn the text by themselves according to the self-study steps.
3. Check the new words
Show the new words in the text. Students can read freely, circle with their favorite colors and read together.
B word extension.
Funny freedom is in bud, a leaf flutters, a fly and a A Niu pony.
Can you still find such a phrase? (a painting)
(3) communication between teachers and students.
1 What does the text say? What impressed you the most?
Extension after class: imagine while reading and draw a picture. What did the little author draw?
Fourth, writing guidance.
1. Observe the words in "I can write" and tell me what you find: What methods will you use to remember new words?
2. The key teachers should write the following words: science, grade, powder, board and matter.
3, students practice writing, teachers patrol guidance.
4. Show communication.
Emphasis: Don't separate the words in the left and right structures too much, and change the word "thing" horizontally.
Second lesson
Learning content:
Understand the harmony between teachers and students in the text, and understand that only by being good at thinking, diligent in observation, bold in imagination and bold in innovation can we appreciate the joy after trying.
First, review and consolidate. Dictate new words and use "things" to form words.
Second, create situations and grasp key words.
1. Which teacher do you like best in class? Why?
2. Read the story of Red Horse and talk about the teacher. Do you like it? Why?
3. What words can be seen from the passage that this teacher is liked not only by you, but also by his students?
4. What do you like about him? What words are you reading?
Third, read the instructions and Chinese articles.
1, guide students to read different paragraphs, imagine different moods, and try to read them in different tones.
2. Read aloud in groups and roles to read out my love, admiration and gratitude to the teacher, which makes me feel surprised and proud that my bold creation has been affirmed.
Four. Guide the students to say the function of colon.
Show me this sentence:
1 The teacher came up to me and asked with a smile, "Have you finished painting? What kind of horse is this? " (referring to the following)
There are three lilies in the vase: one is in full bloom, the other is in bud, and a leaf is missing from the other table.
(Used after a general statement to show the difference. )
Fifth, expand the imagination:
What will other students think when they see my painting? Say what?
The teaching design of the first volume of the second grade "The Story of the Red Horse" Part II [Teaching Objectives]
1, learn the new word 10 and know 9 words (in which 1 is a polyphonic word). Combine the context or use reference books to understand the words "freedom, budding, unbelievable".
2. Read the text correctly and fluently in different roles.
3. Understand the general usage of colon.
4. Understand the content of the text and know that only by being good at thinking, diligent in observation, bold in imagination and bold in innovation can we appreciate the joy after trying.
[Teaching Focus]
The focus of teaching is to read and understand the content of the text, and guide the reading of the text with different roles.
[Teaching difficulties]
The difficulty in teaching is to feel the mood and happiness of the little author and get a preliminary understanding of the general usage of colon.
[Curriculum]
2 class hours.
[Teaching process]
(The first lesson: read the text for the first time, read and write; Read the text correctly and fluently and learn the first paragraph of the text. )
Second lesson
First, review the new words and ask questions about the introduction.
1. Check the new words.
Through the study of last class, we all know that we like art class best. Why? Please read paragraph 2- 14 freely, find out why we like art class and mark it.
Second, self-study since the enlightenment, cooperative exploration
1, profanity 2- 14 paragraph, think about why we like art class best.
2. Students can read the text freely, and teachers are guided by cameras.
We like art classes. What is the reason? You can write a comment next to the found sentence and mark it; If two classmates in the same seat have finished reading, discuss with each other and see if the reasons they are looking for are correct.
3. Discuss and read with each other. Teachers patrol to learn about students' self-study.
Study hard, think hard, experience hard and listen hard to learn. The two students did a good job, reading aloud and drawing circles during the communication.
Third, exchange feelings and taste the language.
Teaching around "Why do we like art class best". The camera guides students to learn, read and understand the text according to their speeches.
1. Why do we like art class best? Who wants to get up and share their learning experience with you?
(1) Everyone likes art class, because the teacher draws beautifully. I read it in paragraphs 2 and 3 of the text. Teacher's camera blackboard: The teacher draws beautifully.
(2) Please read the second and third paragraphs freely, find out the sentences describing the teacher's wonderful paintings and read them.
(3) Say the sentences read by the students. When students read sentences, the teacher shows the following sentences to guide reading.
A. "How well he paints! A cow bathed in water has a fly on its tail; There are three lilies in the vase: one is in full bloom, one is in bud, and the other has lost a leaf on the table. " Students can read freely: What did the teacher draw?
(1) The author said that the teacher painted beautifully. What's the beauty of this picture about cows?
Ask a classmate to read and say.
Teacher's guidance: grasp the details drawn by the teacher: soaking, bathing, flies.
Teacher: The portrait painted by the teacher is real. What do you think of the teacher's paintings?
Speaking and reading. (lively and interesting)
Teacher: The teacher observed it very carefully, even the flies on the cow could be seen, and he painted the cow vividly. I said that his painting was great!
(2) Look at lilies, there are three: one (introduction), one xx and one xx.
Where is the beauty of the lily painted by the teacher?
What does it mean to be in bud? Somebody tell me.
Teacher: He observed carefully and wrote three lilies in detail. Read this sentence with action.
I heard that the three lilies are really beautiful, each with its own posture. Here is a little secret, you see: add a small colon after the three lilies, and we will know that the three lilies behind have their own postures and are different. What a magical small colon. Read this sentence together again.
There is also a magic colon in the article. See if you can find a small colon similar to this one.
"B." The teacher also draws cartoons: funny clowns, masked lions and chairs that keep walking. "
Teacher: Read this sentence. Yes, the teacher's paintings are really good. Funny clowns, masked lions and walking chairs are all lovely. Let's read together.
(4) Look! The teacher's painting is really great! Who wants to see it?
(5) Who can speak in the following sentences and use colons appropriately? The teacher showed:
(9) Practice freely. Then name the sentence.
2. What other reasons do we like art classes?
(1) The teacher spoke well. I read it from paragraphs 4-6 of the text.
Teacher's lens blackboard: The teacher speaks well.
(2) Read what the teacher said to everyone. Students read and the teacher shows the following sentences:
Draw whatever you like.
Teacher: The teacher doesn't restrict us to draw, but we can draw anything. Let's draw it ourselves.
B. think with your head and see with your eyes!
Read these two sentences freely and see what you understand.
(3) Students can read sentences freely.
(4) Teachers evaluate students' answers and guide students to read sentences well.
As all the students know, there are so many things to draw! You can draw anything that runs in the sky, crawls underground and swims in the water. What a patient teacher! It doesn't matter if you can't draw, as long as you use your brain, what you see with your eyes and what you think in your head, you will draw.
Good reading! I'll read with you in different roles to see who can read well.
Teachers and students read. Both boys and girls read.
3. What other reasons do we like art classes?
(1) The teacher also praised the students for their good painting.
(2) the teacher's camera blackboard: the teacher's evaluation is good. Read the sentences you find to everyone.
(3) Read aloud according to the students' answers. The teacher showed the following teacher comments: Very good! That's how it's drawn!
(4) Instruct the students to read aloud and read the teacher's happy mood at this time.
(5) Why did the teacher say that the little red horse I drew was "very good, very good"?
(6) Students can read the text freely.
(7) According to the students' answers, guide to read paragraph 7, 10, 12, and read out my innocence and loveliness. On the basis of reading, it is concluded that students can play freely under the guidance of teachers, and their imagination is simple, bold and creative.
(8) Practice reading the dialogue between teachers and students at the same table.
(9) Read the dialogue between teachers and students by name and role. Read the love, admiration and gratitude for the teacher; The naivety and surprise of reading "I"
Fourth, summarize the full text and assign homework exercises.
L I got 90 points for drawing little red horse, and everyone was really happy. In the art class, the teacher painted beautifully, spoke well and commented well. He gave us his love selflessly, and we loved him deeply. The blackboard says: Love.
Homework: ① After class, write two sentences with colons according to the prompt of the colon in the third question. Tell this story to your family.
[Blackboard Design]
6 The Story of Red Horse
The teacher drew wonderful cows, lilies, clowns, lions and chairs.
Draw whatever you like.
Expand full-text reading
The teacher speaks very well.
Think with your head and see with your eyes.
The teacher commented very well! That's how you draw it.
Reflections on the teaching of red horse stories
See with your own eyes, think with your own mind, experience with your heart, and create something different from everyone, which is not only the best and most unique, but also the most valuable and personalized. This paper reproduces the scene that the little author drew a red horse and was fully affirmed by the teacher and was overjoyed. Language is very childlike, close to children's lives and easy to understand. This text is deeply loved by students.
In teaching, I take "Have you been to the zoo?" Expand for the topic. ? Who can tell me the characteristics of the horse you saw? "When it comes to the characteristics of horses, students are very interested. Some students said: "I feel that the horse is very high and runs very fast." "Some students said," Horses like to eat grass. They run fast, and horses are very human. "
After revealing the topic, I asked the students to ask questions about the topic, which made them more interested. "I have only seen black horses, white horses and brown horses, but I have never seen red horses. What is the red horse like? " "What is the story of Red Horse?" "What's the difference between a red horse and other horses?"
Reflection after teaching
When studying this text, I closely focus on "why do we like art class best" to teach. By allowing students to read freely, draw sentences, communicate again, read in different ways, and comment by teachers and students, we can understand why the author likes taking art classes. Finally, it is concluded that "why do we like art class best" is because teachers draw well, speak well and evaluate students well, so that students can understand that they can only appreciate it if they are good at thinking, diligent in observation, bold in imagination and brave in innovation in their study and life. Generally speaking, the students have a good time in this class. There is a knowledge point in this text, the usage of colon. In class, I said a sentence in the text and another sentence in my homework. But there are still mistakes in marking papers, which shows that in class, although those children don't look absent-minded, they are not, reminding me to pay more attention to students who are absent-minded in teaching.
The story of the red horse, the first volume of grade two, is designed for text teaching. Chapter III Teaching Objectives:
Learn 1, learn the new word 10, and know 9 new words (including polyphonic words). Combine the context or use reference books to understand the words "freedom, budding, unbelievable".
2. Read the text correctly and fluently in different roles.
3. Understand the general usage of colon.
4. Understand the content of the text and know that only by being good at thinking, diligent in observation, bold in imagination and bold in innovation can we appreciate the joy after trying.
Teaching emphases and difficulties:
1, read and understand the text, and guide different roles to read the text.
2. Feel the author's mood and happiness, and know the general usage of colon.
first kind
Teaching content:
Learn the natural paragraph of the text 1-3, and learn the new words: reason, matter, grade, powder and board.
Teaching process:
First, import
Today we are going to learn lesson six, the story of the red horse. Who will read the topic? Point reading and simultaneous reading
Write on the blackboard and learn the new word "so, things" and the strokes of things.
Second, preview communication (15 minutes)
Teacher: Everyone previewed yesterday, read the text several times and recognized the words. Then the teacher will give you time to read the text again and get ready. Let's exchange our previews. The teacher wants to hear you read the text, how to teach you words. Preparation for preview: I can read and write, learn words by myself, and sketch at home. What sounds and glyphs should you teach us? I can read and speak, and I will ask: Why do students like art classes? What is the beauty of the teacher's painting? Read the text several times, read it well and fluently, and finally read it to your parents)
1. What words do you want to tell students to pay attention to?
I want to remind you of ............................................................................................................................... (student reading).
The teacher emphasized the importance and difficulty.
Everyone has previewed this text and read it several times. What do you understand? What did you get from the preview? Can you introduce it to us? (Students speak freely)
3. Is there anything wrong with reading this text? Is there anything you don't understand? (Students speak freely)
Three. Learn paragraph 1-3 of the text.
1, questions raised by students, summarized by the teacher.
Teacher: Why do we all like art classes so much? The teacher's painting is wonderful and very good. What's so good about it? Let's look at paragraph 1-3 together.
2. Teachers ask questions and students look for them.
Teacher: How wonderful is the teacher's painting? Why do we all like her class so much? How good is his painting? Teach yourself first. Find the key words first. Students look for circular paintings,
3. Group communication: Why do students like art classes so much? How wonderful is the teacher's painting? Where is the beauty? Read, say and share the sentences you found in the group.
4, the whole class exchanges, and the group speaks freely.
Teacher: Does anyone in your group have anything to add? You all speak very well. Does anyone in the group want to see it? Did other groups add anything to them? Do other groups want to see it, too (Comment: All the students in this group are raising their hands, and other groups should also cheer! )
Best state: feedback from the whole group. We think the teacher's painting is wonderful. Here's what we discussed. First, I read A Cow Bathing in Water with a Fly on its Tail. The teacher actually painted all the flies on its tail. B: I think there's another place that's great. If the child stutters, the teacher can say: Who else in your group will make up for him? Give him a hand)
5. Show the sentence groups that the students say (show the courseware)
"A cow that has invaded and bathed in water still has a fly on its tail; There are three lilies in the vase: one is in full bloom, one is in bud, and the other has lost a leaf on the table. "
Teacher: Oh, this is really a wonderful painting. Who will read it?
When the students were reading, the teacher added fuel to the fire: alas, there is still a fly on this tail. How to draw a fly on the tail? How carefully you observe! Look at this lily. Every lily has every gesture! All the lilies in different periods have been painted. They are in full bloom and will be in full bloom, and some have already thanked them.
6. Comparative sentences (courseware demonstration, modified sentences)
A cow bathes in water; There are three lilies in the vase.
Teacher: Students, read it. If the sentence is written like this, do you think it is wonderful? Do you think the teacher draws well? (Student's answer) Oh, that's because he writes like this, writes down the details and observes them carefully, so that we seem to see them. This is life. It depends on whether you have a pair of observant eyes. The author writes like this, so he writes about his beauty, the teacher paints like this, the author writes like this, and the teacher paints really beautifully.
7. Students imagine the answer
Teacher: If you are a student in this story and see such a wonderful painting, what do you want to say to the teacher? The author has the same feeling as you (courseware shows: how wonderful his paintings are! Students read "How well he paints!" (reading admiring tone)
8. Total score teaching (show 3 or 4 sentences in the second paragraph)
"He paints wonderfully!" Generally speaking, this sentence was written by the teacher. How wonderful is it? Let's read this sentence together. Male students read sentences that draw cows, while female students read sentences that draw lilies. Let's see if any students can find out what kind of writing this is. What kind of structure is it? (Student's answer) We will learn this paragraph structure more and more from Grade Three. It's called the total score structure. First of all, we can call it "general sentence" or "central sentence" in general. Let's just call it "the central sentence" or two or three aspects, just to be more specific about how wonderful it is to write about "he paints really well"
9. The courseware appears "There are three lilies in the vase; One is in full bloom, one is in bud, and the other is gone.
The leaves are on the table. "
Teacher: Speaking of this total score structure, "There are ………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………… ……………………………………………………………………………………………………………………………………………………………………………….
10 and colon teaching
Teacher: Look at this general sentence. It wants to start. It wants to lead out the following. What punctuation does it use? Yes, colons, colons are the following reasons. Let's read the sentence "I have ..." "
Teachers can read "a flower ~ a flower ~ a flower ~". What do we call this kind of writing? Total score structure. Then when it comes to the usage of colon and the structure of total score, there is another place in the text, which is also beautifully drawn by the teacher. Did you find it?
1 1, the third natural section teaching (courseware demonstration)
Teacher: Teachers also draw cartoons. Draw ~ (girls read) draw ~ (boys read) draw ~ (everyone
Start reading)
Teacher: Can the chair walk? It seems that what are the characteristics of the teacher's paintings? You can draw as you like.
Draw, draw as you like, draw freely, have imagination, and play.
Painting)
12, summary
Teacher: No wonder students like this art teacher's class because he paints well? Wonderful!
Fourth, students' homework.
1, total score parody: Zhong Zhen's class is very lively: some …
Second lesson
Teaching content: learn the natural paragraph of text 4- 14 and learn new words: ending, marking, helping, supplementing and living.
Teaching process:
First, check the import.
Teacher: Let's continue to learn lesson six, the story of the red horse. Who will read the topic? Click Read and read together.
Teacher: Do you remember the new words? Let's review it.
Show the words in the courseware and read them by train.
Second, review the content of last class.
Teacher: Last class, we learned from the natural paragraph of 1-3 that students like art classes because of their teachers' paintings. Wonderful! Let's read the second and third paragraphs of the text together and realize that the teacher painted beautifully. If you can read, you can recite it.
Teacher: Looking at the teacher's paintings, everyone is very excited and noisy? (Show courseware, students read): "The teacher draws, the teacher draws!"
Three. Learn 4-6 paragraphs.
1. Teacher: After enjoying the teacher's paintings, it's time for the students to draw. Please read paragraphs 4-6 and think while reading. Why do students like this art teacher's class so much? Draw what you think is the reason, and then go to the group to discuss with your classmates, read it together and read it to everyone.
2, the whole class communication
Presupposition: Because the teacher told us to draw as we want, let us see with our eyes.
Teacher: That's very kind of you. Do other groups have anything to add? The teacher tells students to draw whatever they want. What kind of teacher do you think he is? (Encourage students to innovate freely) The teacher is not only an excellent painter, but also a good teacher who boldly innovates and encourages students to paint freely! Which group wants to read the dialogue between the teacher and us?
(Add the last sentence of the third paragraph)
3. According to the role, boys and girls, teachers and students read and read the different tones. (read at the same table)
Teacher: The teacher wants to invite a classmate to read with me. If I am a student, who will be my teacher?
Let's take a look at the writing of this dialogue, which is also learned! There are hints before words, hints in words, hints after words, and even hints of speaking directly. These are the writing skills of dialogue. Writing a good dialogue is the first condition for writing a good exercise!
Teacher: Look, there are small colons here, too! In addition to the skills we talked about last time, we are still using them here.
When speaking, draw out what the speaker wants to say. Shall we read this conversation again? Pay attention to tips
English and the position of the small colon!
4. Summary
Teacher: No wonder we all like art class. It turns out that the teacher let us play freely. How precious freedom is! Let's read these sentences again (the courseware shows the first paragraph of the text, draw whatever you like, and see with your head and eyes)
Teacher: By studying the 4-6 natural paragraph, we can sort out the reasons why people like art classes: the teacher gives us freedom (courseware demonstration) blackboard writing: free painting.
Fourth, learn the 7- 14 natural section (red horse)
1, Teacher: Students began to play freely, and two red horses were born. The teacher wants to invite a girl to read the seventh paragraph together. (Girls read paragraph 7 together)
2. Teacher: The teacher draws cows and I draw horses. What does this mean? I like drawing, and I can draw whatever I want. ) I also started painting freely and started my own creation.
3. Teacher: The students began to draw. What is the teacher doing? The teacher wants to invite boys to read the eighth paragraph together. (Boys read paragraph 8 together)
4. Teacher: What does "patrol" mean? Patrol is generally used on police and soldiers. Does the patrol here show that teachers really supervise students as strictly as police? What other words do you see from the teacher's concern for students? (Nodding while laughing, helping the students make up one or two strokes) With the concern of the teacher, the students continued to create boldly. My two red horses have been finished, and then the teacher came to her side.
5. Group study
Teacher: Please read paragraph 7- 13 freely and think while reading: I drew a red horse. Where is this red horse? But why did the teacher say it was good? Tell your ideas to the students in the group. Blackboard: Well drawn.
6, the whole class communication
Students answer, look and read. I am painting freely, I am painting in my imagination, and I am painting creatively.
Teacher: "I" think I drew two monsters, but how can the teacher tell at a glance that this is a horse? (Student's answer) It shows that the teacher knows his students very well and knows their paintings like the back of his hand.
Teacher: Why should I draw a red horse? Because? Will you get hot all over after running, and your face turn red? No wonder I want to draw a red horse. That's it.
Teacher: The teacher gives students the freedom to draw, and students can imagine boldly according to the teacher's method. What a harmonious classroom! Which group always reads the dialogue between teachers and students?
7. Summary
Teacher: Oh, so the teacher said this is the way to draw. This kind of painting means: draw freely, draw whatever you like, think with your head, see with your eyes, and be bold and innovative. Blackboard Writing: Innovative Painting
Teacher: Why do we like teachers' classes? The teacher constantly encourages us, praises us and appreciates us, so we like to attend the teacher's class.
Fifth, thinking expansion.
If you were the child, what color horse would you like to draw? (Students can speak freely and give reasons) Comments: Draw if you want, and draw if you want. You have your own ideas, and you have a lot of courage. You are really imaginative. The teacher is encouraging your spirit.
Sixth, thinking expansion.
What other unique, unique and interesting paintings do you want to draw?
Comments: Your imagination is really bold and creative. You are really a free painter, and teachers just like your innovative spirit.
7. Bold imagination and innovative spirit can help you learn to draw better. Writing carefully and learning new words can also help you learn Chinese better!