Second grade China pony crossing the river teaching plan

1. Learn 12 new words in this lesson. Know eight words.

2. Understand the content of the text and know that you can't just listen to others when you encounter difficulties. Think about it and try it, so that you can do things well.

3. Read the text emotionally with different roles.

Emphasis and difficulty in teaching

Focus: learn the new words in this lesson. Understand the meaning of this sentence, "it is impossible to listen to what others say without thinking and trying."

Difficulties: Why do you say "the river is neither as shallow as the old cow said, nor as deep as the squirrel said"?

Preparation before class

Enlarged wall charts of text illustrations, animal headdresses and new word cards.

first kind

First of all, talk about introducing new courses and writing on the blackboard.

Last class, we learned "Looking at the sky from a well", and the students enjoyed reading it very much. Today, we will learn another fairy tale, and students will find it very interesting. Write on the blackboard.

Second, read the text for the first time, read it correctly, focus on solving the pronunciation of new words, and roughly understand the story.

1. Students are free to read the text in a low voice once or twice. Ask them to look at the double lines, read the sounds of new words correctly and read the difficult words several times.

2. Read the text by name, and the students will discuss it while listening; Check the pronunciation of new words, and the teacher corrects them with a new word card. Pay attention to the pronunciation of some new words below.

P: It's three tones. Don't read it as "p" or "p"

For example, read two tones and pay attention to their differences from dialects.

Out of the blue: say it, not "t"

Of course: read "r n" instead of "y n"

3. Bring the new words into the text until you are familiar with them.

4. The teacher reads (or listens to the tape) the text. Students think: What is the main point of the text? (mainly about what happened when the pony crossed the river)

Third, class assignments.

1. Find the new words that contain new words in the text and read them aloud.

2. Finish the third exercise after class orally with "buy, don't, naturally, intentionally and even".

3. Students in the group review each other.

Second lesson

Teaching content:

First, check the pronunciation of new words with the word card.

Second, tell the main content of the text.

Third, guide students to read the first and second paragraphs.

Understand that when the pony grows up, she is willing to help her mother carry the wheat to the mill.

1. Name the first paragraph and let the students talk about where the old horse and pony live. Understand the words "stable" (where horses are kept) and "one horse".

2. Read the second paragraph freely first, and then read it in roles.

Thinking: What do you know from the conversation between the old horse and the pony? Knowing that the pony has grown up, he is willing to help his mother. From "you", I can see that Pony not only loves his work, but also is polite.

3. Choose a few keywords to guide and read aloud in combination with the guidance. For example, "jumping", write the actions and demeanor of the pony when talking, indicating that the pony is willing to do things. It can also be changed to "

Bounce, bounce, bounce and so on.

Fourth, read paragraphs 3 to 6 freely.

Thinking: What difficulties did the pony encounter when carrying wheat to the mill? What's it thinking? How did you do that? Find out the relevant words and phrases in reading and mark them.

1. Read the third paragraph by name. The pony came to the river. Why is it so hard? What does it think of? Read the relevant sentences.

"A small river is blocking the way, and the river is rushing." Ponies can't cross the river, so it's difficult. "The way forward" refers to the way forward. "getting in the way" means you can't go any further. What does pony think? Read the relevant sentences and guide the pronunciation. Pony, if you want to, just read gently.

2. Read paragraphs 4 to 6 in a low voice. Reading and thinking: a pony can't cross the river. How did it do it? The old cow said the river was shallow and the squirrel said it was deep. Are they right? Why?

(1) read the fourth paragraph by name, thinking: Pony asked the old cow, what did the old cow say?

The old cow said, "The water is very shallow. There were no calves just now." (Pay attention to the calf of the old cow here)

(2) Read the fifth paragraph by name, which comes from "Pony listened to the old cow and ran to the river at once ..." (Pay attention to "immediately"), indicating that Pony is not ready to cross the river.

The little squirrel said that the river was deep. Compared with what the old cow said, why did they say something different?

While reading, the teacher shows a wall chart (pictures or slides of rivers, old cows and squirrels) for comparison, so that students can understand that the pony wants to cross the river. The old cow says the river is shallow and the little squirrel says the river is deep. What they say is different because of their different physical conditions and feelings. The old cow is tall, and the river may only pass its calf; The squirrel is so small that the river may drown it. Students can be asked to press "Because of the old cow ………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………… Because squirrels ... say so ... "。

(3) Read the sixth paragraph by name and understand the meaning of the sentence "The pony stopped at once and didn't know what to do" in the context.

The old cow said that the river was shallow, and the pony ran to the river "immediately"; The squirrel said that the river was deep and the pony stopped in a hurry. The words "at once" and "hurry" have similar meanings, both of which mean "fast", indicating that the pony is not thinking.

The pony listened to the opposite words of the old cow and the squirrel and dared not cross the river. Pony didn't think about it, didn't dare to try, and didn't know what to do.

Fifth, guide the sub-roles to read the fourth to sixth paragraphs with emotion to deepen their understanding of the content.

1. What Pony asks the old cow is followed by a question mark, which should be read in a questioning tone. The old cow's answer is very calm, because it thinks the river is shallow and should read slowly. Let the female students read the words of the pony, the male students read the words of the old cow, and practice reading aloud in different roles.

The words of the squirrel are different from those of the old cow. "Tell him to stop shouting", followed by an exclamation point, indicating that the tone is aggravated. "Pony!" Read quickly and loudly when you shout. The word "don't cross the river" should be read quickly and continuously. The second word "don't cross the river" should be emphasized.

3, "Pony asked in surprise", not a general "surprise", was shocked, indicating that the pony was afraid and nervous. The teacher can demonstrate and read the tone, and then let the students practice reading.

In the sixth paragraph, the pony said "sigh" was indecisive and helpless, so she had to go back and let her mother read it slowly.

5. Practice reading aloud in groups of four.

The third category

Teaching content:

First, read the seventh paragraph aloud.

Thinking: What did the pony's mother say? What does mom mean? What did you learn from its words?

1. Read by roll, find out what the pony's mother said, and show it on the blackboard: "It's impossible to just listen to others and not try."

2. Contact the previous manuscript to understand the meaning of this sentence.

The pony came to the river, and the old cow said that the river was shallow and was ready to cross the river at once. The squirrel said that the river was deep, and the pony "hurriedly" stopped and dared not cross the river. The whole sentence means, don't just believe what others say, you must think for yourself, and then try it yourself on the basis of thinking. Because what others say is often only suitable for others. No matter what others say is right or not, we have to think and practice before we can come to a correct conclusion.

Second, read the eighth paragraph by name.

Thinking: How did the pony cross the river? How do you feel after crossing the river?

1, to find out how the pony feels, the teacher showed it with a small blackboard: "The river is neither as shallow as the old cow said, nor as deep as the squirrel said."

2. How can a pony feel this way? Read the relevant sentences.

This is what Pony himself tried to get to know by crossing the river. Because ponies are neither as tall as old cows nor as short as squirrels.

Third, guide the reading of paragraphs 7 and 8.

Mother pony's words should be read in an induced and friendly tone. In Ma Xiao's words, "I can't pass ..." and "I didn't ... think about it." The ellipsis in these two places doesn't mean that some content is omitted, but that I feel embarrassed when I speak, so I am intermittent. Instruct students to read in an awkward tone.

Fourth, summarize the full text.

If you catch an old horse, let the students contact the full text to understand and express their opinions; Let the students understand that they should use their brains and try everything.

Five, guide the writing of new words, and analyze the memory glyphs.

1, focusing on the font and writing of the following new words.

Ma: **4 paintings, the stroke order is:

Things: **8 paintings, the stroke order is:

However: ** 12 painting, the stroke order is:

The words "wish, half, bag, block, such as, Tao" can inspire students to analyze memory glyphs by using the radicals and familiar words they have learned.

Mai: The upper and lower structure, with the blue prefix on the top and the folded word "Ba" on the bottom, should not be written as the reverse text "Yi".

Sudden: There is a hole prefix above, and there is a big word with a little "dog" below. Don't forget the last point.

2. Practice writing.

(1) Write each word three times.

(2) Compare your own model essay, and comment on what you have written well and what are your shortcomings.

(3) Review each other in the group and add points under the well-written words.

(4) On the basis of appraisal, practice writing new words in a targeted way.

Sixth, regroup the study group and choose to cooperate to complete one of the following tasks.

1. Read the text by role. Other students commented on how they read.

2. Tell the story of "pony crossing the river". Other students commented on the progress of the matter.

3. Compile a textbook drama and perform "Pony Crossing the River". Other students commented on the performance.

Imagine a pony crossing a river and meeting a squirrel and an old cow in the middle of the answer. What will he say when he comes home and sees his mother? Other students commented on how they imagined.