The original text, teaching plan and teaching reflection of the second grade Chinese "Better late than never"

The second grade of primary school "Better late than never" original.

Once upon a time, there was a man who kept some sheep. One morning, he went to herd sheep and found that one was missing. It turned out that there was a hole in the sheepfold, and at night the wolf got in and took the sheep away. The neighbor said to him, "Fix the sheepfold quickly and plug the hole."

"The sheep have been lost, why build a sheepfold?" He replied.

The next morning, he went to herd sheep and found that another sheep was missing. It turned out that the wolf got into the hole again and took the sheep away.

Teaching plan of "better late than never" in Chinese of grade two in second primary school

Teaching objective: 1. Read and recite this fable with emotion.

2. Learn the new words in this lesson and pay attention to the pronunciation of the polyphonic word "circle" and the glyphs of "hole" and "street".

3. Understand the fable "Better late than never" and know how to correct mistakes immediately.

Teaching emphases and difficulties:

Guide students to understand the moral on the basis of understanding the content of the story, and talk about their feelings in connection with the reality of study and life.

Teaching time: 1 class hour

Teaching preparation: projection

Teaching process:

First of all, the dialogue is exciting:

1. Do students like to listen to fables? Why?

Today, we are going to learn another fable. Watch the teacher write a topic: better late than never.

3. Read by name and read together.

Second, understand the meaning of the problem.

1, "Better late than never" is an idiom. Are there any words in this idiom that you don't understand?

2. Name the doubt and say how to understand it.

Death: lost. Prison: a pen for keeping animals, which refers to a sheepfold in the text.

3. Explain the meaning of "make up after the sheep dies" in one sentence.

4. What questions do you want to ask after reading the topic? (Why throw the sheep? Why do you want to repair the sheepfold? )

5. Read the topic again. Can you guess the reason for losing the sheep from the word "compensation"?

Third, read the text for the first time and understand the content.

1, did you guess right? Let's read the text. Note: when reading, you should read the correct pronunciation and read through the text.

Tell this story to everyone in your own words and guide the comments.

Sheep breeders have lost their sheep several times. Why?

4. Summary: It can be seen that our guess before reading is completely correct, so we should read and watch.

Think, think before reading, think while reading.

Fourth, read the text intensively and understand the content.

1, which paragraphs of the text are about losing sheep?

2. Free reading 1-4, thinking: If a shepherd lost one sheep, why did he lose the second one?

3. Discuss with each other at the same table.

4. Collective communication:

(1) There is a hole in the sheepfold.

(1) Show the new word card "hole" and read by name. Pay attention to the "hole" and read softly.

(2) "hole" is-(hole). How to remember these two words? Instruct students to write "holes"

(3) Read this sentence together. (third sentence)

(4) The third sentence is about the reason for losing sheep. What did the first two sentences say? Quote the first two sentences.

(5) Make clear the connection between the three sentences in this section and try to recite them.

(6) name names. (boot method)

He refused to listen to his neighbors.

(1) "Neighbor" means-(neighbor), pay attention to "Fang" and read softly.

(2) How did the neighborhood persuade them? Read the name, read the suggested tone.

(3) Guide the comments and read them together.

(4) What about people who can raise sheep? Read and comment by name. It doesn't matter if you look at him, you don't care.

That's what sheep farmers say. What do you think of his heart?

You see, good neighbors are sincere, but sheep farmers are careless and don't listen to advice. Different roles at the same table read aloud.

(6) Read and comment by name.

(7) The teacher said the prompt, and the students tried to recite the dialogue.

See what happens if he doesn't listen.

(1) Read Part 4 by name and comments.

(2) Why do you want to read the word "you" well? Contact the first section and think about it.

(3) Read Section 4 together.

(4) The fragment we just learned can be summed up in two words in the title, that is-(a dead sheep).

6. Give this clip a name. Note: Some contents can be added appropriately. For example, the psychological activities of characters can be expressed through language and action.

7. What do sheep farmers think and do after throwing sheep for the second time? Read the fifth part freely and underline the relevant sentences.

8. Discussion and exchange:

(1) What do sheep farmers do? Show the projection, look at the picture and speak.

(2) Read the sentences in the text by name and make comments.

Why do you want to read Hurry up? Can you remove it? Correct mistakes in time.

(3) Why do sheep farmers do this? Read the sentences describing his psychology.

(4) Guide to read this sentence and read out his regrets.

(5) Put this sentence in another way. (If ... just ... if ... just ...)

But on second thought, it's not too late to mend. Why?

(7) Is his idea right? Where did you study? Since then, his sheep have never been lost. )

(8) What does "from now on" mean? Instruct students to make sentences with "from now on".

(9) clarify the relationship between sentences and recite section 5.

Fifth, experience meaning.

1, showing the projection again. When this man was repairing the sheepfold, he originally advised the neighborhood to pass by. What will the neighbors say? What would a sheep farmer say?

2. After the performance at the same table, name the stage and guide the evaluation.

What will happen if this person doesn't rebuild the sheepfold?

4. Reveal the moral: It can be seen that if a sheep farmer makes a mistake, as long as (), he will ().

In life, similar things often happen. Contact your own life reality and talk about your own views. Discuss with each other at the same table, and then exchange names. (Myopia, sandstorm, environmental pollution ...)

These can be summed up in one word-"Better late than never".

Sixth, summarize the full text.

1, reread the topic and understand its meaning. (Original meaning, extension)

2. So "better late than never" is often followed by a sentence-"It's not too late". Read it yourself and understand its meaning.

3. Summarize the general method of learning fables: understanding the meaning of the topic-understanding the content-connecting with reality and understanding the meaning.

Work design:

1, recite this fable.

Reflections on the teaching of Chinese in the second grade of the third primary school "Better late than never"

Better late than never is an idiom story. This is about a shepherd who lost his sheep for the first time. The neighborhood advised him to repair the sheepfold and plug the hole, but the sheep breeder wouldn't listen. The next day, he lost his sheep again, only regretting that he didn't listen to his neighbors' advice, so he felt that he was short of money and began to mend the hole and repair the sheepfold. Since then, his sheep have never been lost. It tells us that it is not too late for a person to do something wrong as long as he is willing to accept opinions and seriously correct them. The full text has five natural paragraphs. In paragraph 1-3, it is written that once upon a time there was a man who kept many sheep. After losing them, he didn't listen to his neighbors' advice. The fourth paragraph says that another sheep was lost the next day. In the fifth paragraph, he wrote that he regretted not listening to his neighbor and repaired the pen immediately. Since then, he has never lost a sheep. The difficulty of this idiom story lies in understanding the truth explained by the story. Therefore, in teaching, I have grasped the attitude change of sheep farmers twice, and through various forms of repeated reading, let students understand the truth expounded in the story. When designing teaching, I paid attention to the following points:

First, pay attention to cultivating students' literacy ability. Literacy is the focus of teaching in middle and lower grades. In order to let students master new words, I have appeared difficult words in class many times, and pay attention to the learning level to reduce the learning difficulty of students. I let the students read in pinyin first, and then remove pinyin to read; Let the students read the words first, then the sentences, and finally the full text. With this level, students have their own sense of accomplishment in every part and increase their interest in learning.

Second, take the title of the article as a breakthrough and go straight to the key points. The topic of "Better late than never" is a high summary of the article, which captures the important context of the theme and the article. So in teaching, I choose the word "death, compensation and imprisonment" to let students read the text. This not only trains students to choose the meaning of words according to the content of the text, but also paves the way for later study.

Third, pay attention to the training of reading. Reading aloud is very helpful for students to understand the text. In the teaching of this class, I pay attention to the use of free reading, guided reading, role reading and other reading methods. Multi-level reading makes students feel better, influenced by emotions from reading, and makes students feel at home.