The first volume of the second grade "Animals for Winter" teaching plan

As an indefatigable people's teacher, it is often necessary to compile teaching plans, and with them, teaching activities can be better organized. So what kind of teaching plan is good? The following is the teaching plan of "Animals for Winter", the first volume of Senior Two, which I compiled for you. I hope it will help you.

The first volume of the second grade "Animals for Winter" teaching plan 1 teaching objectives:

1, let students tell how small animals spend the winter with their own life experiences, guide students to observe life, understand the knowledge of nature of animals, and encourage students to participate in the communication process boldly and enthusiastically.

2. Be able to express yourself completely and clearly, and be generous.

Teaching emphases and difficulties:

Be able to express yourself completely and clearly, and have a generous attitude.

Teaching process:

First, create a situation.

Sketch performance (Wen Wen, Le Le, Lan Lan, discussing how animals spend the winter)

How do little frogs and swallows spend the winter? Do you know which animals spend the winter?

Second, group communication.

1, everyone talks about the information they have collected, writes their own achievements on cards and shows them in groups.

Students help each other in groups, so that everyone can speak clearly, completely and generously.

Third, the whole class exchanges.

1, the group recommended to communicate with the whole class. Did other students comment on what he said? Students who can communicate on the stage ask questions.

Do you know how those animals spend the winter?

3. Where did you know this knowledge?

Fourth, the teacher summed it up.

Nature is wonderful. Small animals have various ways to spend the winter. We will learn more in the future.

The design idea of teaching plan 2 of "Animals in Winter" in the first volume of grade two;

"Winter for Small Animals" is an anthropomorphic fairy tale, which tells the story of a swallow, a frog and a bee discussing winter, telling us that the swallow should avoid the cold and go to the warm south for the winter, the frog is going to hibernate in the soil after eating, and the bee stores a lot of honey in the hive for the winter, which shows that different small animals have different winter ways and also reflects the mutual concern among small animals. The design of this course strives to reflect classroom life, encourage students to learn creatively, and emphasize the learning process of students' autonomy, cooperation and inquiry.

Teaching objectives:

Knowledge and ability: Can read texts of different roles. Through vivid multimedia images. Make students get the most intuitive perception and understand some animals in winter.

Process and method: reading, speaking and doing.

Emotional attitude and values: stimulate students' interest in further learning natural science knowledge; Experience the mutual care between friends.

Teaching emphasis: be able to read the texts of different roles and understand the way some small animals spend the winter.

Teaching difficulties: stimulate students' interest in further learning natural science knowledge; Experience the mutual care between friends.

Teaching process:

First, dialogue import:

1. Last class, we met three good friends. They are-swallows, frogs and bees.

2. They often get together (singing and dancing) and can be happy!

Second, learn the second section.

Transition: Happy days always pass quickly. In a blink of an eye, the autumn wind is blowing and autumn is here. One day, these three good friends got together again. What are they doing? Please open your Chinese book gently, turn to page 1 18 and read the second paragraph of the text freely.

One day, frogs, swallows and bees get together to discuss winter. ) (read together)

1. What does "get together" mean in this sentence? (get together)

(1) Let three students make a map and let three small animals "get together".

Teacher: This gathering is called "gathering". What are they doing together? (discussing winter)

(2) Display the word "discussion". What is discussion? (Discussion, communication) Under what circumstances would you discuss with others? Please use "discussion" to say a word. (Show your oral practice)

2. What does "one day" mean? The autumn wind blows gently, and the weather is getting cold. )

Teacher: Who will read the feeling that the autumn wind has started and the weather is getting colder? . I found the wind blowing harder and harder. )

Connect the two sentences in the second paragraph, so that we can read the second paragraph well.

Third, learn 3-7 natural paragraphs to understand the wintering methods of swallows, frogs and bees.

Transition: Students must also want to know how these three small animals spend the winter, right? Read paragraphs 3-7 of the text quickly and draw related words while reading.

(1) Learn the third paragraph

1. Let's see how swallows spend the winter. Who will read The Little Swallow?

Read the third paragraph by name.

2. Swallow, how are you going to spend the winter? What sentences did you draw just now? (board: flying south) Why? Who can use "because ..."?

Teacher: Now I understand why the swallow flew to the south. Swallow, when will you fly back? (When the flowers bloom next spring)

A, (Show "Spring Blossoms") When is "Spring Blossoms"? What does this mean? Spring has come and many flowers are in bloom.

B, yes! You see, there are so many flowers in spring, how beautiful! (Courseware display: Spring blossoms)

C. Who can read Spring Blossoms beautifully? This word is used to describe spring. Do you know what other four words are used to describe spring?

D, teacher, there are some words here, too Let's read it together. In the future, when students are writing, they can use these words to describe spring.

3. Teacher: Like swallows, they fly to the south for the winter in autumn and come back in spring. We call this kind of bird a migratory bird. How lonely it is for the swallow to go to such a far place alone! Do you know any other animals that will fly to the south for the winter? (Health: ducks, geese, swans, red-crowned cranes ... courseware playing)

It seems that the students know a lot. Now, the teacher wants to cooperate with the whole class to introduce the unique winter way of Swallow. (Read this paragraph)

Fourth, learn four or five verses to understand the frog's winter road.

Transition: Swallow is about to travel far, but still thinking about its good friends, frogs and bees!

1 You see, as soon as he finished his winter modeling, he immediately said, "Brother Frog, don't you eat bugs, too? But how can you go to the south if you can't fly? " (read together)

Teacher: What did you learn from the swallow problem? Who cares about little frogs (read by name, girls read) (show sentences)

3. Yes! How is the little frog going to spend the winter?

Teacher: Let me see: "I won't go to the south, I'll spend the winter here. I want to eat, bury in the ground in a couple of days and have a good sleep. Wait until next spring, and then come out to find bugs to eat. " (boys read)

Teacher: It turns out that the little frog doesn't go to the south, but he has to get into the soil. Wood board: drilling into the soil

Teacher: Why should I be buried? There is nothing to eat in the soil. Don't be hungry. What should we do?

Teacher: What's it like to be full? Someone performed. It means "full".

Teacher: What a confident little frog. When is he going to sleep until he wakes up?

Teacher: Do you know what this way of wintering is called? Hibernate. Which animals spend the winter like this?

Teacher: The boy is a frog and the girl is a swallow. Act out the dialogue.

Learn about the way bees spend the winter.

Transition: Now Brother Frog doesn't have to worry about Little Swallow. What about our sister bee?

Please cooperate at the same table and learn paragraphs 6 and 7 by yourself. One person reads the words of swallows, and another person reads the words of bees to see how bees spend the winter. Fill in this sentence completely. "Bees eat () of ().

Teacher: Little bees are really hardworking. They hid the grain in the beehive. (Board sticker: Honeycomb hides honey)

Teacher: Is there enough honey in your beehive? Need a winter! Which word did you see it from?

Teacher: What a clever little bee. She has collected a lot of honey. Who can read the feeling of preparing early?

Teacher: We call the way bees spend the winter-(the card shows: preparing food). We also studied the first grade text and talked about animals (ants and squirrels) preparing food for winter.

Seeing that all good friends are ready for the winter, the swallow finally breathed a sigh of relief.

Fifth, learn the eighth paragraph.

After three good friends discussed the way to spend the winter, they made an agreement again! Let's read the last paragraph together.

Students, imagine that three good friends have not met for a whole winter. What will happen when they meet next spring? What would you say? Discuss in groups of four.

6. What have you gained after learning this lesson?

Attached book design:

19 small animals spend the winter

Swallows migrate (to the south)

Frogs hibernate (into the soil)

Bees prepare food (honeycombs store honey)

The first volume of the second grade "Animals for Winter" teaching plan 3 training objectives

1, guide students to read the text correctly and fluently.

2. Understand the content of the text, understand how several animals spend the winter in the text, and increase the knowledge of some animals.

Know 10 people who can read, master 8 people who can write, and learn 2 new radicals.

Read the text correctly and fluently and understand how the animals in the text spend the winter.

Teaching time

Teaching preparation

teaching process

first kind

First, wonderful introduction: winter is coming, how do animals spend the winter? Do you want to know? (Write on the blackboard, read together)

Second, read the text for the first time and read the pronunciation correctly:

1, free reading of the text, requirements: accurate pronunciation, try to solve the words you don't understand.

2. Listen to the recording of the text and mark the new words while reading.

3. Read by yourself in Pinyin and read the new words at the same table to see who can read them correctly.

4. Read in groups. It is required to read without adding words or missing words, and to evaluate each other after reading.

5. Read the text and evaluate it according to the name.

6. Check the mastery of new words.

Third, guide writing:

Fourth, the overall perception:

1. Read the text freely and think about what it says.

2. Draw the text and write about some animals.

3. Read the text carefully with questions, and then discuss in groups.

Fifth, teacher, assign homework.

Second lesson

Introduction: Who remembers how several animals spend the winter in the text?

Second, reading comprehension:

1, winter has come and the forest has changed. What changes have you found?

It's quiet around. The little ant feels very strange. Where have all my friends gone? Can you tell the little ant?

3. What is your favorite way for animals to spend the winter? Find out and read it and think about how to read it better.

4. Group communication.

5. The teacher checks. (Learn paragraphs 2-4 selectively, combined with answering the blackboard: "Go south, nest, hibernate, prepare food", and practice oral English with "one side,,, and". And focus on guiding students to read the words of ants, magpies and frogs with expressions. )

6. Read the text with roles and expressions.

7. Teachers.

Third, return to the whole, full text: What do you know after reading this story?

Extended text: Do you know which animals spend the winter?

Verb (short for verb) Task:

1. Choose your favorite word into the word basket.

Tell this story to your family.

Teaching requirements of the first volume of the second grade teaching plan 4 "Animals in Winter"

1. You can read the text well with pinyin.

2. Be able to learn words by yourself with the help of a dictionary and understand the meaning of related words.

3. Read the text. Can you tell how many kinds of animals are written in the article and how they spend the winter?

Emphasis and difficulty in teaching

Focus: the second and third paragraphs of the text.

Difficulties: Compare the similarities and differences between frogs and ants in winter.

training/teaching aid

A small blackboard, picture or slide or animal specimen related to the text.

Teaching time

2 class hours.

teaching process

first kind

First, reveal the topic and stimulate interest

1. Who knows what "wintering" means?

2. Show pictures or photos or specimens. Q: Do you know these animals? Who can tell me their names?

3. The teacher said: The text we learned today introduced us some knowledge about swallows, cuckoos, orioles, magpies, frogs and ants in winter. How they spend the winter in the end will be known after learning the text. Please turn to the text.

Blackboard 30. Animals spend the winter

The students read the questions together.

Second, use Pinyin and a dictionary to read the feelings for the first time and teach yourself the text.

1. Practice reading aloud. When you encounter new words, read them correctly with the help of pinyin, read them several times and remember them correctly. Also pay attention to reading softly and rhyming.

2. Read the text again, read sentences fluently, and read the text fluently. Underline the words you don't understand, look them up in the dictionary and recommend them to the students in the group. This activity should leave extra time for students to think, do things and speak freely, instead of becoming a mere formality. Teachers patrol, focusing on guidance. )

3. Call the students to read the full text. Consideration: Are these animals wintering or preparing for the winter? Write it in a few natural paragraphs. (Because the pictures cross, the sections are easy to mix together, so we should guide them properly. )

4. Read the text in the natural paragraph by name. Look at some pictures in the article. What kind of animals? Think about it, why not draw swallows, cuckoos and orioles? )

In a word, what is written in the article. The text describes the preparations made by swallows, cuckoos, orioles, magpies, frogs and ants for winter. ) blackboard writing swallow cuckoo oriole magpie frog ant

Third, read, think and plan in sections, and then learn by yourself.

1. Read the text softly and mark it as you read:

Words indicating weather changes. (or seasonal changes)

② Words indicating where swallows, cuckoos, orioles and magpies are preparing for the winter.

(3) Words indicating where frogs are preparing for the winter.

(4) Words indicating where the ants are preparing for the winter.

2. Read the found words several times.

Fourth, summarize the transition and consolidate the review.

1. Teacher's statement: We have read the text for the first time and have a general understanding of the main contents of this article, but we still need to learn paragraph by paragraph to understand how these animals spend the winter. Let's read the words we learned today.

Read words and phrases

Words: the surrounding treetops are warm and bid farewell to hibernation, and digging is very comfortable.

I am going to hibernate. All winter, we frogs sleep in the hole, can't eat, and then come out the next spring.

Second lesson

First, students can read the full text freely and deepen their impression of the text.

Second, study the text in sections.

1. Learn the first paragraph.

Read this paragraph by name.

② Understanding: In the morning, little ants came to the woods. What did it find in the Woods? There are fallen leaves on the ground, and it feels a little cold. It's quiet around. ) What do you feel from these changes? Autumn passed, winter came, and friends disappeared. )

Who can tell us what this passage tells us? (Changes in the Woods when Winter Comes)

(4) Guide reading paragraphs. (Pay attention to guide students to understand the tone from the words "a little cold, very quiet" and the latter question)

2. Learn the second paragraph.

Read this paragraph by name.

② Understanding: This article tells us which animals will spend the winter? Where did you know that? Swallows, cuckoos, orioles and magpies are all preparing for winter, which is known from the conversation between ants and magpies. )

③ Read the dialogue between ants and magpies. Do you know how these animals spend the winter from their conversation? ")

What does it mean to combine "warmth and harmony" with the text? Why not use "warmth"? What do you mean "here"? Local, where I live now.

(4) Guide reading paragraphs. Contact the illustration, watch and experience, pay attention to the appearance and tone of the little ant's careful visit, and the appearance and tone of the magpie's warm and loud answer. )

3. In the third paragraph, students learn by themselves, and the teacher guides the students to summarize and sort out.

① Show a small blackboard and explain the learning methods and requirements.

Read the text freely and softly.

B Look at this paragraph and say who will spend the winter.

② Students teach themselves.

3 discussion.

Do you know how frogs spend the winter? What does hibernation mean?

From what the frog said, do you know how it hibernates? Sleep in the hole all winter, can't eat or move.

Which words describe the benefits of frogs hibernating in caves?

Read this article back. Pay attention to the question marks and exclamation points in the text and understand the tone of the dialogue. Try to read first, then read by name. )

Read the fourth paragraph and see how the little ants prepare for the winter.

① Self-study consideration: How is the little ant going to spend the winter?

② Comparison: What's the difference between ants and frogs wintering in caves? Ants spend the winter in caves, but they don't hibernate. They must move and eat, so they should prepare food for winter. )

Third, read back the full text and summarize the content of the text.

1. Read the full text freely.

2. Talk about six kinds of small animals in the text. There are several ways to spend winter.

3. Teacher's summary. This article tells us that when winter comes, all kinds of animals prepare for winter in different ways. Such as swallows, cuckoos and orioles fly to the south for the winter. Magpies will nest warmly in the local area for the winter. Frogs and ants spend the winter in caves, but frogs hibernate and ants don't hibernate in caves. They also need to prepare worms as food to live in caves.

Fourth, finish the exercise

1. Read the text by role. (Little ant: naive and curious; Frog: confident and patient; Magpie: calm and amiable)

2. Tell me about other wintering animals. Teachers can also briefly introduce the knowledge of several animals in winter.

3. Introduce relevant extracurricular reading materials, ask for extracurricular reading, broaden your horizons and enrich your knowledge.

The first volume of the second grade "Animals for Winter" teaching plan 5 teaching material analysis

This lesson is about frogs, swallows and bees discussing winter fairy tales together. The text not only vividly introduces the knowledge of animals in winter, but also shows the mutual concern among small animals.

Analysis of learning situation

Being able to read the text with emotion and perform in different roles is the teaching focus of this class. When teaching, we should pay attention to guiding students to understand that small animals spend the winter in different ways, and increase their actions. Through various performances, we can interpret the way of small animals spend the winter, so that students can be more interested in learning.

Teaching objectives

1, can read the text correctly, fluently and emotionally, and can read the text in different roles.

2. Learn the new words in this lesson and understand the words composed of new words.

3. Through learning, we can learn about the knowledge of small animals in winter and realize mutual care among small animals.

Preparation before class: magnetic tape, headdress, small blackboard, multimedia courseware.

teaching process

First of all, an exciting introduction.

There will be three small animals (write with the students: small animals) to spend with us today. Who are they? The first small animal hides in this song (the song "Little Swallow" is played). Who is he? (The teacher posted a picture of a swallow) The second small animal was hidden in this ancient poem (the teacher quoted "bee"). Who is he? (The teacher posts a picture of a little bee) Listen to the voice of the third little animal. Who is he? (The teacher posted pictures of little frogs)

When these three small animals get together (the small card shows the text), there is a very important thing to discuss (the small card shows the text)-winter (the teacher and the students finish the project together).

Second, reading the text for the first time

1, transition: What is the relationship between these three small animals? How do they spend the winter respectively? Let the children read the text in their favorite way. Requirements: Read correct pronunciation, read sentences and mark paragraphs.

2. Students start reading and teachers patrol.

Third, check the initial reading, please use the website search engine to find all the information of this lesson. The address of this website () is:

1. How many sections does this text have?

2. Show the words of the green channel, read them by train and read them together.

3. Show Tian Zige's words. Boys read the top five, girls read the bottom five, and then read together.

Fourth, learn the first paragraph.

1. What's the relationship between these three small animals? What section of the text tells us?

2. Read the names of the first part and listen to the rest of the students. Did he read it correctly?

From which sentence in this section do you further confirm that they are good friends?

4. Children are so innocent and lovely. The teacher believes that you must have many good friends. Learn the sentences in the book and introduce who your good friend is. What do you often do together? How's life?

Fifth, learn the second paragraph.

1, transition: No, these three little animals are together again. (Projection shows illustration) Which paragraph directly tells us the meaning of the picture?

2. Read the second part together.

3. Show the pronunciation of "Discuss" names and read them together.

4. How to remember these two words? Discuss at the same table.

5. Name exchange.

6. Discuss how to write these two words beautifully. Students observe the report, empty the book with the teacher, and then draw red on the book.

Sixth, study the third, fifth and seventh sections.

1, transition: How do these three small animals spend the winter? Do they spend the winter in the same way? Please read verses 3-7 and draw sentences of three kinds of small animals during reading.

2. Students read books by themselves and teachers patrol.

3. Focus on communicating the wintering methods of swallows.

(1) How do swallows spend the winter? Who will play the swallow and introduce it to everyone?

(2) If the projection shows swallows, read them together.

(3) Ask: A Where do swallows spend the winter?

B why go to the south for the winter? Can't it be here?

C show "warmth" and read by name. Read it together. Can you find a word with similar meaning?

The swallow said, "I will fly back when the flowers bloom next spring." When is next year? When does it open in spring? What is it like?

(4) Can you read the meaning of "spring blossoms"? Read by name, all at once.

(5) We put "spring blossoms" in the sentence and read it together.

(6) Summary: The winter mode of flying to the south like a swallow in winter and returning in spring is called migration. (Blackboard: South, Migration)

4. How do frogs and bees spend the winter? Please play a frog and a bee at the same table and communicate with your deskmate according to your own sentences. If you can't get it, give help and remind.

5. Report. Teacher's camera blackboard book: soil hibernation: hive preparation (food) knows that the food of bees is honey.

Sixth, study the fourth and sixth sections.

1. Teacher's statement: Three small animals care about each other for the winter, and they are really good friends. Friends should care and love each other as they do. In addition, they have a beautiful quality worth learning. Please read the fourth and sixth parts by yourself. I believe you can find them.

2. communication.

3. Learn from "elder brother" and "younger sister" and write "elder brother"

4. Guide reading aloud. Can you read what the swallow asked the frog in the fourth quarter in a polite and caring tone? Read by name, all at once.

The children read really well, and the teacher wants to join you. Please allow the teacher to read the swallow's words. Normal school reading.

Seven, guide the performance and promote internalization.

1. Teacher's statement: Time flies. In a blink of an eye, the next spring came and the three small animals got together again. I can't wait to know if my friends have a good winter. How did you spend it? (Show the card: Did you have a good winter? How did you spend it? )

2. Please perform in groups of four.

3 rd division tour guide

4 Naming performance

Eight, extracurricular expansion

The teacher said: How do small animals spend the winter is quite interesting. Please read the reading material Animals for Winter distributed by the teacher before class, and you will learn more about the ways of animals for winter.

Nine. abstract

Children, there are many mysteries in nature, and wintering for small animals is only a small aspect. Teachers hope that children can discover and explore by watching TV and reading extracurricular books, and become a knowledgeable person.

The six cases in the teaching plan of "Animals for Winter" in the first volume of grade two are stories of teaching situations, and different people will have different interpretations of the stories, so the cases are very suitable for communication and discussion, and can be an effective carrier for teaching and research activities and teacher training. Teaching cases reflect the problems, contradictions and puzzles that teachers encounter in teaching activities, as well as the resulting ideas, ideas and countermeasures. For teachers, it is very beneficial to communicate and discuss these problems and ideas to improve their analytical ability and professional level.

Teaching objectives:

1. Understand the text and how animals spend the winter.

2. Be able to read the text correctly, fluently and emotionally;

3. Based on the text dialogue, we should train our oral dialogue ability and speak clearly and fluently.

4. Educate students to be polite when communicating with others.

Key points and difficulties:

1. Read the text according to the role, and read the different intonations of greetings, questions and answers.

2. Write it in the sentence "When and where to be quiet".

3. Understand the different wintering modes of small animals.

Teaching preparation:

New words cards, pictures, headdresses

first kind

Teaching content:

Read the text for the first time and learn new words.

Teaching objectives:

Master new words.

Key points and difficulties:

Write new words correctly.

Teaching process:

First of all, inspire the dialogue and reveal the topic.

It's getting colder and colder. What changes have taken place in children's lives? We humans have put on warm cotton-padded clothes, so sen.

How do small animals in the forest spend the winter? Today we are going to learn a fairy tale lesson 2 1 (animals spend the winter), which will tell us how animals spend the winter. (Read the text together)

Second, read the naked text at the beginning and learn new words by yourself.

1. Read the text freely. Thinking: What are the wintering methods for small animals in this article? Cross it out with a "-".

2. Teach yourself the text and new words.

1. Read the text softly and read the new words several times.

Underline the words with new words and think about their meanings in the text.

(3) Remember the fonts of new words.

4. Count how many natural paragraphs there are in the text.

Third, check the self-study situation.

(1) Read the new word card.

(2) How to remember glyphs? (Add radicals, change radicals ...)

Emphasis: "Zhou" is a semi-closed structure with "earth" and "mouth" in it.

The "green" next to the word "static".

(3) Read the text by name and correct the pronunciation in time.

Fourth, consolidate practice.

(1) Learn new words by train.

(2) Read the word cards together.

(3) Finish Exercise 2 to 1 in the book, and then write a composition.

Sixth, guide writing.

Emphasis: Zhou: Pay attention to the straight folding of the "cross-folding hook", and the "top" and "mouth" inside can not be big or small.

Suddenly: the top and bottom should be similar. Don't get it from "things"

Digging: Note that the last "cross hook" is short and long.

Seven. homework

Write a line for each new word.