In the second grade of primary school, who is skilled? What skills do you have besides writing skills?

6. Who is skilled?

First, a brief analysis of unit teaching materials

This unit includes four texts and one exercise. After the Rain is a fresh and lively poem, which shows the innocence of children and makes people memorable. Who's Great and Snail's Trophy are two philosophical fairy tales, telling us not to be proud, but to know ourselves and others correctly. The characters are vivid and the language is lively. Smith is a well-known idiom story with rich connotations. Among them, the article "Who has the greatest ability" is an allegorical story, which tells that both the wind and the sun think that they have the greatest ability. After two comparisons, both sides have realized the truth. The full text has eight natural paragraphs, which can be divided into two sections. (the first paragraph, 1-3 natural paragraph; The second paragraph, paragraph 4-8). The arrangement of teaching materials is typical and interesting in the selection of texts, easy to adapt, suitable for students' study and conducive to stimulating students' reading hobbies. Students understand in their study that each of us has our own advantages and skills, so we should know ourselves correctly and treat others.

Second, the analysis of unit learning

1. Although students have a certain foundation in retelling the text, they often recite it at a loss. How to internalize the content can guide students to use text illustrations, grasp key paragraphs to repeat, and add or delete some content according to their own understanding.

2. Fairy tales and idiom stories are long, so students can perceive the text in a relatively short time by silent reading. We can also use reading, acting, group study, situational dialogue and other methods to understand the content of the text.

3. Students are unfamiliar with writing. Students can imitate and write a paragraph with vivid and interesting texts.

4. Students have mastered the method of understanding words. This unit reviews "contact context", "comparison method" and "expression method" to understand words. Text "Who is who, who is who, who is who, who is who, who is who, who is who, who is who, who is who, who is who in the learning process, we should pay attention to students' individual differences and different learning needs, stimulate students' learning initiative, enable students to form independent, inquiry and cooperative learning methods, improve their ability, read aloud, cultivate innovative spirit, and enable students to acquire knowledge and accept in a pleasant learning environment.

Third, the teaching objectives

1. Learn five new words in this lesson and make sentences with "feeling".

2, understand the text, know that everyone has their own strengths and skills, we must correctly understand ourselves and treat others.

3. Read the text in different roles.

Fourth, the focus of teaching

1, can read aloud with emotion by understanding the language environment. And read different tones well.

2, can understand the meaning contained in the text.

Difficulties in teaching verbs (abbreviation of verb)

Understand the content of the text, understand that everyone has their own advantages and skills, correctly understand themselves and treat others.

Sixth, preparation before class

multimedia courseware

Seven, teaching time

Two class hours

Teaching and learning process

first kind

Teaching objectives

1. Read the text correctly, fluently and emotionally.

2. Understand the words made up of new words.

3, independent literacy, guidance to write new words.

Teaching link

Teachers' activities

Student activities

Design intent

First, import

1, blackboard writing: Who is good at technology?

Do you know who is competing with whom? (wind and sun)

3. So who is the power of the wind and the sun? Do you have any questions? (how about it? What was the result? ……

Reading theme

Ask questions around the theme

Asking questions around topics can train students' thinking ability and stimulate students' interest in exploring the content of the text.

Second, read the text for the first time and learn the words.

1, please teach yourself the text with questions, pay attention to correct pronunciation, read good sentences and read difficult sentences several times.

Step 2 learn new words

(1), displaying new words in pinyin. Let the children meet their new friends by themselves? (2) Guide reading, read words by name and read words together.

(3) Get rid of pinyin, reread the words, and see which child is the cleverest, and find his new friend at a glance.

3. Read the text for the first time.

(1), how many bars does this passage have?

(2) Please ask nine children to read the text and the other children to be judges.

(3), students read aloud, the teacher camera guidance.

(4) student evaluation.

Practice reading the text freely as required.

Students read the words by themselves.

Read words by name

Read together

Read the text by name and notes.

It is required to give students enough time to read independently, which can train each student's reading ability.

Check self-reading, from words to paragraphs, from individual to individual, so that every student has the opportunity to communicate step by step.

Third, read the text and understand the main idea.

1. Please read the text silently or quietly. Think about what happened to the wind and the sun.

2. Communication:

Read the text again in various ways and think about the main idea.

Exchange; connect

Reread the text, read it in various ways, and communicate on this basis, so that students can understand the outline of the text and have an overall impression of the text.

Fourth, guide writing.

1, indicating that some people dare to be clever.

2. Know a new radical: Ba

3. Pay attention to the position of new words in the upper and lower structures, some of which are: the upper part is long and the lower part is small.

4. Words with left and right structures: Dare: The left and right are basically the same width. Joe: Gong, the last move is to mention it.

5. Tell me how to remember.

6. Points to pay attention to when writing.

6, students with the teacher painted red, copy.

Observe new words

Know the new radical

Pay attention to the position of the upper and lower structures and the left and right structural words.

Alternating memory method

Matters needing attention in communication writing

Students watch the teacher write, draw red and copy.

When writing Chinese characters, students should first understand the structure of Chinese characters, and then exchange memory methods and precautions in writing, so that students can read independently and actively, which is conducive to cultivating students' literacy ability, and students can remember the new words they have learned in their own ways.

Five, homework design

1, read the text.

2. Write new words.

Second lesson

Teaching objectives

1. Learn five new words in this lesson and make sentences with "feeling".

2, understand the text, know that everyone has their own strengths and skills, we must correctly understand ourselves and treat others.

3. Be able to read the text in different roles and perform in groups on the basis of being familiar with reading.

4. Learn to retell the text.

Teaching link

Teachers' activities

Student activities

Design intent

First, review and check.

1, can read.

Skills meet, just take off strongly.

I feel uncomfortable hanging the sail and pushing it.

2. Listening and speaking training.

One day, when the wind meets the sun, they all say that they have great skills.

Read words while driving. Everyone reads one.

Read together,

Listen and say sentences.

Read words by train, conduct listening and speaking training, understand students' understanding of words and the content of the article, so as to attract attention in the teaching of this class.

Second, be brave as a referee and form expectations.

1, wonderful dialogue: Who is the master? Neither the wind nor the sun let me, so I decided to give it a try. Who among the children is willing to be a fair little referee to judge?

2. Referee's attention: How many times did the wind compete with the sun? What is the comparison every time? What was the result?

3. Read freely and strive to be a small referee. Whose skill do you think is good? Why?

Interested in being a referee.

Get the referee's attention

Thinking.

Read freely and strive to be a small referee.

The children are very interested in being a referee. How can we be a fair referee? This requires a certain degree of "professional knowledge"-to be familiar with the content of this lesson and to stimulate students' interest in reading carefully.

Third, exchange the first game of 1~3.

1, little judges, now enter the first game. Free reading 1-3 section. Read and think about how they compared their skills for the first time. Who will talk about the result of the game?

2. Name exchange (Teacher, I know the competition failed. Or the sun won. )

3. Where did you know that?

The second paragraph of a screen. Read by name. The wind said, "That's not easy!" "Easy or not? What does that mean? Read by name. You think it's a trivial matter. Who will read it again? You emphasized relaxation. Look at your self-righteousness. You really look like a wind doll. Can you tell me why it's easy to say? The ability of the wind is to make things blow up, and the clothes hanging outside can also be blown away by us. If you were the wind, what would you think? Take off your clothes. It's my forte. As long as I blow, the child will take off his clothes.

B, the teacher will be arrogant, and the children will be children in books, okay? Blow the wind. Why did you wrap your coat tighter?

C, guide the reading of the second paragraph, can you show your feelings through reading?

1, how did the sun win?

A screen shows the third paragraph: read by name. What is the heart of the sun thinking at this time? Read and show: The sun says to the wind, "Look at me." When he speaks, he gives off a strong light. Is the intensity of spring like this warm sunshine? What light is that? And the result? The child felt very hot and took off his coat. )

B "feeling" refers to people's thoughts. Who can say a word with "feeling"? What do you think of the teacher's performance today? What about you? ) say it.

The referee decides the result of the game. (I declare that Sun won the first game, won) Let's use crying faces and smiling faces to show victory or failure! Say the name of the referee and draw a smiling face or a crying face.

Free reading 1-3 section. Reading and thinking.

Name exchange

Name exchange

Read the names and feelings out loud.

Teachers and students perform together.

Read the second paragraph aloud.

Read by name

Students' free play

Say a word with "feeling" by name.

The referee judged the result of the game.

In the process of students' communication, it is helpful for students to understand the text deeply by reading aloud in different roles of teachers and students, understanding the meaning of words in time and understanding the tone of the speaker. Especially the meaning of rhetorical questions, combined with the situation at that time, the students' experience is completely independent.

Fourth, learn the second game in section 4-8.

1 The next day, they met again. Show me this sentence: the sun proudly said to Feng, "Mr. Feng, dare you compare with me?" The wind saw a boat coming in the river and said, "whoever can make that boat run faster will have superb technology."

Aseidu. Next, our children will read the game aloud. Read it gently first and get ready. Girls read the sun and boys read Mr. Feng's part. According to the teacher's reading experience, if you imagine yourself as a person in the text, you will read more enthusiastically and feel more.

Interview me to interview the sun. What are you proud of? I won once and Feng won't compete with me again. This is my losing team. ) Read the sentence again.

Let me interview Feng, too. What would you think? Sun won the first game by luck. I don't believe it will win again. Not convinced)

C children's reading ability is really great, reading in their hearts. Boys and girls)

2. Teacher: The wind and the sun are still very confident and have begun to exert their strength. Please read paragraphs 6 and 7 carefully and see how they do it. What is the result?

3. Did the sun win this time? Where did you see it? The second time, the sun came out again, trying to urge the boatman. However, the more the sun shines, the more the boatman does, and the better the boat will be. It seems that the sun is going to cry this time.

Let me see: however, the stronger the sunshine, the more uncomfortable the boatman is. Where can he get it?

I'm rocking the boat!

Teacher: Yes! The boatman has no strength to row a boat in such hot weather. Teacher: Are you confident to finish watching the boatman's feeling? (Read from But) (Encouragement: This boatman is really miserable and listless. )

Let's look at the performance of the wind again: at this time, the wind is whistling. What about the boatman? (Shouting happily) Who can shout out what the boatman said happily? After reading the names, I asked, why are you shouting happily? 5 introduction: the ship hangs sails only to see the wind-,sails-,like-.

Read the word "push" on the blackboard carefully and tell me how you remember it. What do you know from the radicals? Can you do an action? We usually say: the wind is blowing, why not blow it but push it here? The wind here is a gentleman, and it pushes like a person. The wind here is angry. It lost last time, so it is not as gentle as usual now. The wind tried to make the boat run faster. ) Have you ever been pushed by the wind?

Read names for boys and girls.

Let's look at the ship driven by the wind and tell us what you see.

The boatman stood at the bow and was glad to see the boat moving so fast. Experience the happiness of the boatman together! Read the seventh section together. The referee announced the result of the game. Draw a face by name.

Faced with such a result, how does the sun read? The sun said in surprise, "Mr. Feng, your skill is not small!" " "Contact the above about why Sun was surprised and guide reading. Sun won the first time with this skill, but this time it didn't work. Mr. Feng didn't take off his children's clothes last time. Why did he sail so fast this time? (Surprise, surprise, surprise) An old teacher deliberately read fewer words. Can you lose less?

Read it to everyone. What does Bibi lack?

C what else besides surprises? (Who praises who praises who? Admire, sigh, praise)

Report the self-reading situation

Read by yourself, compete, and comment in a low voice.

Students expand their imagination and say what the sun and the wind think.

Competition between boys and girls

Read paragraphs 6 and 7 softly and think while reading.

repeat

Read aloud and experience by name.

Read by name and follow.

Students, please read by name.

Imagination practice theory

The referee announced the result of the game.

Exchange experience "surprise"

Play the role of a reporter and interview Feng and Sun. Ask the students to read the first match between the sun and the wind in groups of four to help them understand the feelings expressed in the text. Constructing an open and dynamic curriculum system can not only enable students to master methods, but also guide students to enter the role and experience and feel in the first person. Only in this way can we meet the needs of children's development.

Here, students are designed to recite new words and do actions, and then contact the content of the text, so that students can really understand the word "push" from two aspects: font and meaning. At the same time, let students realize that the same object can be expressed in different words in different contexts.

Reading is to put every word in your eyes, so that you can appreciate all the feelings expressed in the sentence. By reading this article, you will have a deeper understanding and a better taste.