Teaching plan of "Three Sons" in the second volume of Chinese second grade

First, teaching material analysis.

This text is the third text of the sixth group. This group of textbooks selects and compiles the text around the excellent qualities of the characters, with honesty and filial piety throughout, and integrates excellent ideological quality education into vivid, interesting and touching stories. The three sons in the text are facing three mothers. When their mothers come with heavy buckets, they are too strong to do somersaults and their voices are too good to sing. They turn a blind eye to the buckets in their mothers' hands. And that "nothing special" son can help his mother carry the bucket. Such a son is a real son.

Second, teaching objectives:

1. Know 6 new words and write 9 words.

2. Be able to read the text correctly, fluently and emotionally, and read the tone of the characters when they speak.

3. Know how to honor your parents by questioning and discussing, and understand the truth in the story and the feelings of the characters.

Third, learning is important and difficult:

Know how to honor parents and understand the truth in stories and the feelings of characters.

Fourth, teaching time:

1 class hour.

V. Teaching process:

The first class:

(1) Self-reading literacy:

1. Introducing new lessons.

Today, the teacher and the children went to see a story about three sons. (blackboard writing topic "Three Sons")

2. Read through the text, perceive the text and memorize new words.

teacher: please read the text freely, and ask the children to read the new words correctly with the help of pinyin, so as to read the text well. And tell me who you know in the text.

(2) Cooperation and communication:

1. Read new words by name and evaluate them by teachers and students.

2, the little teacher read.

3. Drive a small train and read the text in sections.

4. Who did you know in the text? (three mothers, three sons, and an old man) (blackboard writing: three mothers, three sons, and an old man)

5. Questioning is difficult to guide participation.

Transition: Play and point to the illustration of the text and say, See it? These are the three sons. What do you think? Show the courseware: "Three sons?" Grandpa said, "No, I only saw one son." Read it all together.

Comment: You read very well, but the teacher reminds you that you will read better if you pay attention to the question mark. (Read again)

It is obvious that three sons are in sight at the same time, but the grandfather said that he only saw one son. Are you kidding me? Read grandpa's sentence again. (students read again)

Do you have any questions here? (Students question: Which son is this? Why did you only see one son? (board: a son, with a big question mark)

(3) reading comprehension.

1. Understand mother and experience maternal love (1 to 6 natural paragraphs).

(1) Let the students walk into the text, carefully read paragraphs 1 to 6, and sketch out what three mothers said while reading. Find out and read yourself as a mother. (students communicate (with the students' answers, it is introduced into the' language' of the first two mothers)

(2) the words of the first and second mothers.

The courseware shows: A mother said, "My son is smart and strong, and no one can match him." Another mother said, "My son sings beautifully, and no one has such a good voice."

A, understand key words and sentences to guide reading.

① What did these two mothers say about their son? You are smart and energetic, and you sing beautifully. Name the students to read aloud and evaluate them. (learn new words, voice))

② Students imitate reading these two sentences.

B, feel the psychological activities of the characters and guide reading.

from what your mother said, did you hear how your mother felt at that time?

C, ask the children to think about whether their mother praised you? What feelings did you hear from your mother's praise? What feelings did you read from your mother's praise?

(3) the words of the third mother.

① Transition: The first two mothers praised their son so much and loved him so much. What did the third mother say about her son? Name it.

② The courseware shows the words of the third mother. "What can I say? There is nothing special about him." (Steady intonation) Read all the students together.

(3) The first two mothers are praising their son, while the third mother says this about her son. Do you have anything to ask this mother?

④ What do you think in the third mother's heart? From this mother's calm tone, did you hear her feelings?

(4) Read the words of the three mothers in different roles

Ask girls to read the words of the first two mothers, boys to read the words of the third mother, and read the words of the three mothers in different roles. Feel mom's love for us again. The courseware shows the words of three mothers.

2. Understand your son and repay your mother's love (7 to 11 paragraphs).

(1) Experience how hard it is for mom to carry water.

(1) The three mothers finished drinking water and went home with buckets. The word "carry" when carrying a bucket home, pay attention to the nasal sound. Show the courseware What is the action of lifting?

② Please point to where your arms and waist are.

③ Imagine: If there is a bucket of heavy water in front of you, we should lift it. Bend down, straighten your arm, grab the handle, and lift your arm hard. (Yes, do this well, and do it all the time. Read the eighth paragraph of the text together, and then talk about your feelings. The courseware shows the eighth paragraph. (write a new word: shake your arms)

(2) independently discover the performance of three sons.

① transition: the three mothers' arms hurt and their waists are sore. Then three sons came running. What are they doing? Please read texts 9 to 11 silently.

② show: one. One. Another one. Say it in your own words after reading it.

③ Can you also say something one by one?

A, guide to read aloud what the first child did.

a. Courseware presentation: A child is tumbling like a wheel, which is really beautiful!

B. What did the first child do? (writing on the blackboard: turning over)

C. How did the evaluation go?

d, read a nice tone.

B, instruct the second child to do things

a, show the courseware: a child is singing a song, and the song is really beautiful.

B. What did the second child do? Write on the blackboard: sing

c, and evaluate how you sang?

d, read a nice voice.

C. Instruct the third child to read aloud

A. Show the courseware: Another child ran to his mother, took the heavy bucket in her hand and left with it.

B. What did the third child do?

C. which child do you like best? Tell me your reasons. (You can also ask, which child does what the mother needs most? )

D. Why did the third son want to help his mother carry water?

(3) All this was seen by grandpa, so it is no wonder that he finally said-read grandpa's words together.

which son is this? Why do you say that? Great minds think alike. (The teacher answers according to the students. (writing on the blackboard: mentioning)

(4) reading aloud with emotion.

The second class:

(4) Consolidation and extension:

1. Review and recognize new words.

since, voice, carrying, bucket, swinging, stop-and-go, arm, heavy.

2. Choose your favorite passage to read aloud.

3. Play the textbook drama in different roles.

4. Extension: The third mother said there was nothing special about the third son. Now do you think it is really nothing?

5. Instruct writing.

6. Exercise:

Our classroom is clean and _ _ _ _ _ _ _ _ _ _ _, and my little sister's skin is smooth and _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _.

7. Homework:

This is a "love card" made by the teacher. Students can also write what you want to say to mom and dad on cards like teachers, and then give them, ok?

Sixth, blackboard writing design:

23, three sons

three mothers and an old man

cover

(three sons) (one son)

mention.