The original text of two frogs, a second-grade Chinese in a primary school.
There are two frogs living in the old well, one is big and the other is small. They are singing an old song every day, squinting and enjoying a ray of sunshine from the wellhead. On this day, the little frog said, "We are always trapped in the well and know nothing. Why don't we go outside and have a look! " "The big frog said," What's there to see? Isn't the sky as big as the wellhead? It is dangerous to climb out. Not as comfortable as here. "
The little frog didn't waver in his determination. He climbed the slippery and steep wall, fell and continued to climb. Climb, climb, climb, and finally one day, climb out of the wellhead. His eyes widened in surprise: Ah! What an important day! What a beautiful land!
The sun goes down, the moon comes out, and frogs sound from the other side of the river. The little frog jumped excitedly and shouted, "Brothers, I'm coming!" " "
At this time, the big frog at the bottom of the well yawned and said lazily, "Oh, dizzy, go to sleep!" " "
"Two Frogs" Teaching Plan of Chinese in Grade Two of No.2 Primary School
The first category, import
Second, the title of the blackboard, read the text.
1. Listen to the tape and read the text silently. Draw the new words in this lesson.
2. Read the text in Pinyin to get a preliminary perception.
Third, learn new words and remember them.
1, show me the new words in Tian Zige.
2. Teachers lead the reading and students read together.
3. Remove the pinyin and let the students try to read.
4. Analyze the pronunciations of confusing words.
Fourth, recognize new words and consolidate them.
1, the card displays new words.
2. Students try to read in Pinyin.
3. The teacher is right.
4. Teachers demonstrate reading and students try to read.
Fifth, guide writing.
1, students observe the position of new words and say.
2. The teacher guides the new words that are difficult to write.
3, the teacher writes, and the students' books are empty.
4, students write, teachers patrol guidance.
Second lesson
First, create a scene import.
Second, read aloud in unison and perceive the text.
1. The students listened carefully just now. Let's read the text together and see how many natural paragraphs it consists of. Subtitle each paragraph.
2. Read and think by name.
3. Answer by name.
Third, discuss and go deep into the text
1. The students did a good job just now. Who can tell the content of this text in his own words?
2. Answer by name.
3. Which frog do you like and why?
4. Discuss and answer in groups.
5. What are the big frog and the little frog thinking when they appreciate a ray of sunshine coming from the wellhead?
6. Read and understand the dialogue.
7. Who do you think is right?
8. Guide reading according to students' understanding of the text.
9. The little frog wants to jump out of the well. How did it do it? Students draw sentences and read them.
10, show the sentences, and compare and discuss with the students.
The little frog climbed out of the well. What does it see? Where is the big frog?
Fourth, talk about discussion and experience feelings.
What spirit should we learn from the little frog? What do you decide to do in the future?
Reflections on the teaching of "two frogs" in Chinese in grade two of grade three primary schools
The fairy tale "Two Frogs" is lively and interesting, which can inspire students, but it is not easy for primary school students with very shallow life experience to understand the truth. Moreover, students with strong understanding ability should not be too one-sided in understanding the problem literally. As long as they have perseverance and perseverance, they will certainly succeed. But I think this interpretation is too one-sided, because the difference between these two frogs lies not in perseverance or perseverance, but in whether the outside world is worth seeing. In fact, this fairy tale tells us the importance of "taking the Wan Li Road" and encourages everyone to go out and study. However, students' understanding ability and social experience are limited, so it is difficult to understand her. So I designed two main training lines, reading and speaking, and combined with real-life comparative reading and teaching strategies to break through the difficulties. In class, the students read aloud under the guidance of the teacher, and fully realized the beauty of the language of this article. Under the guidance of the teacher, students interpret the text layer by layer and understand a lot of truth about being a man. I still remember the students' expressions when reading aloud, the excitement when discussing, and the eagerness to go out. It's a pity that I didn't guide them to absorb the essence of writing in this class. If you can guide students to communicate simply: What sentences do you think are lively and interesting in this class? And accumulate beautiful words, I think it will be better.