Looking for the original text and teaching plan of the second grade Chinese spring text

# Lesson Plan # Introduction "Looking for Spring" comes from the second volume of the second-grade Chinese textbook of People's Education Press. The author is Jing. The text tells the excitement of children looking for spring when it comes. The following is the unorganized content, I hope it will help you!

Looking for the original spring text of the second grade Chinese

Spring is coming! Spring is coming! We children, taking off our cotton-padded jackets, rushed out of the house and ran to the fields in search of spring.

Spring is like a shy little girl, hiding. Let's take a closer look, take a closer look.

Grass sticks out from the ground. Are those spring eyebrows?

There are two kinds of wild flowers that bloom early. Are those the eyes of spring?

Trees spit out small buds. Is that a spring note?

Thawing streams jingle in winter. Is that the piano in spring?

Spring is coming! We saw her, heard her, smelled her and touched her. She swings on the willow branches and swings on the kite tail; She cried in the mouths of magpies and cuckoos, and laughed in the branches of peach blossoms and apricot blossoms. ...

Looking for spring teaching plans for second-grade Chinese

Teaching goal 1, know 9 new words such as "shame" and write 9 words such as "take off".

2. Grasp the three figurative sentences and rhetorical questions in the text, and guide the students to read the text correctly, fluently and emotionally, recite the text, and further experience the emotion and taste the beauty in the specific language.

3. Experience the beauty of spring, the interest of nature, and develop the habit of active discovery.

Teaching emphasis: memorizing new words, accumulating words and understanding reading.

Teaching difficulties: experience the beauty of spring and the interest of nature.

Teaching aid preparation: new word card; Text illustrations or courseware; Music tape "Where is Spring"

first kind

First, the introduction of new courses.

1, dialogue import. Gently, gently, Miss Chun came to our side. Let's greet her with beautiful language! Students say some words or sentences about spring. ) Yes, spring is like a shy little girl, hiding away. Where is she hiding? Let's go to find spring together! (blackboard writing: looking for spring)

2. Song import. Play the recording tape of "Where is Spring" or hum it by teachers and students. )

Teacher: Where is spring? In fact, Mr. Chun has quietly come to us, and only children who observe carefully can find out. Children, let's look for spring together!

Second, the overall perception, read the text first

1, Miss Chun came to the classroom, and she hid in our text. Please read the text carefully and feel the breath of spring while reading. When you meet words you don't know, read them out with the help of pinyin.

Do the students feel the breath of spring? Read the text again and see what else you can find in spring. (Students circle and draw a circle in the text)

3. What did you find? What did you find? Students talk about harvest.

Third, literacy.

1, read the text by name, and the teachers and students have the same sound.

2. Teachers show new words and students exchange literacy methods. The default method is as follows:

Look at the physical guess-Tibet, symbols, magpies; Painting and Reading-Bidding

Do word guessing-shame, cover, cover, explore and touch.

Riddles and jingles ―― A sheep is ugly (shy); Hide after flowers (flowers)

3. Look up the sentences at the same table and evaluate each other.

(1) Spring is like a shy little girl, hiding.

The grass sticks out of the ground. Are those spring eyebrows?

(3) When spring comes, we see her, hear her, smell her and touch her.

Fourth, guide reading aloud.

1, read the text quickly and think: with what mood did "we children" find spring? Name reading-example reading-feeling reading.

Focus on the words "take off" and feel the urgency and excitement of children. Read the tape "!" Sentence. )

2. Read the third paragraph softly, understand "shyness" by changing words and doing actions, and talk about which words in the sentence describe the characteristics of "shyness" in spring.

Teachers are trained to imitate the words one by one: hide, hide.

Five, guide the writing

Instructions to write "take off, freeze, flow, cotton, probe, shake" six words.

1. Let the students observe the position of each word in Tian Zige first: What do you find? Students found that these words with left and right structures should be written with narrow left and wide right. )

2. Students remind each other what needs attention: Don't write "frozen" as "frozen".

Teachers focus on "flowing" and "shaking" according to students' writing practice.

3. Students practice writing and try to write standard and beautiful words. Teachers patrol, encourage students who write well and reward little stars.

4. Students exchange evaluations and grade each other.

Second lesson

First, check the import.

1, words: students voluntarily show the words they have learned.

2. Reading: Read what Mom and Dad think is good for your partner.

Second, review reading aloud.

1, read four to seven paragraphs freely and think: What is the spring we found?

2, guide students to question and answer sentence training:

Exodus: Q: Grass sticks out from the ground. Are those spring eyebrows?

A: The grass sticks out from the ground, which is the eyebrows of spring.

The grass sticks its head out of the ground, much like the eyebrows in spring!

The other three sentences can also imitate training.

3. Understand reading in various ways: introductory reading, competitive reading, performance reading, etc.

4. Where will spring be? Read the last paragraph together. Teachers and students can expand their collected pictures and come up with some poems.

Third, practice makes you recite.

Play the music of the text and read the recording aloud. Students imagine the scenes depicted in the text while listening, and then practice reciting in their favorite way (with the help of blackboard writing, pictures and imaginary scenes). )

Fourth, expand and extend.

"Spring in My Eyes" Competition: Students choose one according to their own specialties.

Reading Spring: Choose your favorite passage to read the beauty of spring.

Speaking of spring: combine your own life practice and describe the spring you see.

Write about spring: write about your own discoveries in spring.

Draw spring: draw the spring you see and think of.

Play spring: Sing Haruka and dance spring dance.

Five, writing guidance

1, learn to write the words "wild, hiding and solving". Guide the students to find that these three words are about the same width. The focus is on the change of the word "Ti" when it is used as a radical.

2. Students imitate writing and experience the beauty and standardization of fonts.