Second grade book "the story of the red horse" text teaching design

1 read the text for the first time, recognize the vocabulary and new words, read the text smoothly, and understand the content of the article initially.

2 Understand the creative process of the young author, stimulate students' interest in reading,.

The teaching process:

I. Passionate interest.

1 Have you ever visited the zoo? Who can say what characteristics of the horses you see?

2 Have you ever seen a red horse? Today we are going to learn a story, the title of the story is -

Board and name the topic - The Story of the Red Horse

3 After reading the topic, what questions do you want to ask?

(Write students' questions on the board.)

2, the first reading of the text, the overall perception.

(a) learning method guidance: (classroom)

1, labeling: mark out the natural paragraphs.

2, remember: draw the birth words, new words and do not know the words, ask a question, remember.

3. Draw: draw your favorite sentences.

4. Ask: questions you don't understand.

(2) Discussion:

The group leader checks the self-study, and the teacher patrols.

1. Teacher model reading with music

2. Students learn the text by themselves according to the steps of self-study

3. Check the vocabulary

A Show the words of the text, students read freely, circle the words in the text with their favorite color, and then read them together.

B expand the words.

contain the buds to bloom funny free a leaf petal a fly a cow a horse

C Can you find out any more phrases like this? (A picture)

(C) Teachers and students exchange.

1 What is the text about? What impressed you most?

2 extension after the lesson: read and imagine and draw a picture of the small author of the painting on what?

Fourth, writing guidance.

1, independent observation of "I can write" in the word, say your discovery: what will you use to remember which character?

2, the focus of the teacher to write the following words: so, level, powder, board, thing

3, the students practiced, the teacher patrol guidance.

4, show exchanges.

Emphasize: the left and right structure of the characters can not be too separate, the cross of the word "matter" should pay attention to the change.

The second lesson

Learning content:

Experience the harmonious teacher-student relationship in the text, and know: only good thinking, diligent observation, bold imagination, and the courage to innovate, in order to experience the joy of trying.

I. Review and consolidation. Listen and write the words, use "things" to form words.

Second, create a situation, seize the key words and phrases.

1, usually your favorite teacher, why?

2, read the story of the red horse, say the text of the teacher you like? Why?

3, from the text of which words and phrases can be seen in the teacher not only you like, his students like more?

4. What do you like about him? From what words and phrases read out?

Third, read aloud guidance, read in the text.

1, guide the students to read different passages, imagine different moods, try to read out in different tones.

2, read aloud in small groups and in roles, read out the teacher's love, admiration, gratitude, and surprise and pride for my bold creation to be sure.

4: guide the students to say the role of the colon

Produce sentences:

1 The teacher came up next to me and asked with a smile, "Painted? What kind of horse is it?" (indicating the mention of the following)

2 There were three lilies in the vase: one in full bloom, one in bud, and one that had lost a leaf petal on the table.

(Used after a general statement to indicate a sub-text.)

V. Expand imagination:

Other students see my painting will think of something? What do you say?

The second grade book "The Story of the Red Horse" text teaching design Part 2

[Teaching Objectives]

1, learn 10 vocabulary words, can recognize 9 words (one of which is polyphonic Yu). Combined with the context or the use of tools to understand the "free, budding, actually" and other words.

2, correctly and fluently read the text in character.

3. Preliminary understanding of the general use of the colon.

4. Understand the content of the text, know that in learning, life, only good thinking, diligent observation, bold imagination, the courage to innovate, in order to experience the joy of trying.

[Teaching Focus]

The teaching focus is on literacy and understanding of the content of the text, and the guidance of the role of reading aloud the text.

[Teaching Difficulties]

The difficulty of teaching is to feel the mood and happiness of the little author, and to understand the general use of the colon.

[time arrangement]

2 hours.

[Teaching process]

(The first lesson time: the first reading of the text, literacy and writing; correctly and fluently read aloud the text, learn the text of the l natural paragraph.)

The second lesson time

I. Review the vocabulary, question the introduction

1. Check the recognition of the vocabulary.

2. Through the study of the last lesson, we know that we like art class the most, why is that? Please read 2-14 natural paragraphs freely to find out why we like art class and mark it.

Second, self-reading and self-understanding, cooperative inquiry

1, blasphemy text 2-14 natural paragraphs, think about why we like to go to art class the most.

2. Students read the text freely, and the teacher guides the camera.

What are the reasons why we like art class? Can be found next to the sentences and paragraphs written on the critique, do mark; two students with the seat if they have read each other to discuss, see if they find the right reasons.

3. The same seat to discuss with each other, read. Teacher circuit counseling to understand the students' self-learning.

Read with all your heart, think with all your heart, experience with all your heart, listen with all your heart to learn. These two students did a good job, reading aloud and circling during the exchange.

Third, the exchange of feelings, taste the language

Around the "why we like art class" to carry out teaching. According to the students' statements, the camera guides students to study, read aloud and understand the text.

1. Why do we like art class the most? Who would like to get up and share your learning experience with everyone.

(1) We like art class because the teacher's drawings are wonderful. I read it from the 2nd and 3rd natural paragraphs of the text. Teacher's camera board: the teacher draws marvelously

(2)Please read the 2nd and 3rd natural paragraphs freely and find out the sentences describing the teacher's drawings and paintings marvelously and read them.

(3) Name the students to get up and read the sentences. When the students read the sentences, the teacher camera shows the following sentences and guides them to read aloud.

A. "What a marvelous drawing he did! A cow immersed in water to bathe, with a fly resting on its tail; three lilies in a vase: one in full bloom, one in bud, and one that had dropped a leaf petal on the tabletop." Students read freely: what did the teacher draw?

(a) The author said the teacher drew wonderfully, what is wonderful about this painting about a cow?

Ask a student to read and say

Teacher's guide: seize the details of the teacher's painting: dip, bathe, flies

Teacher: the teacher's painting is like the real thing, what do you think of the teacher's painting.

Students say and read. (vivid, interesting)

Teacher: the teacher observed very carefully, even the flies on the cow can be seen, the cow painted like a real life, that's why I said he drew really wonderful ah!

(b) Look at the lily, there are three: one (cited), one xx a xx

The teacher drew the lily wonderful where?

And what does budding mean?

What is the meaning of the word "blossoming"?

Teacher: He observed very carefully and wrote the three lilies in detail. Read this sentence with action.

I can hear that the three lilies are really beautiful, each with its own posture. Here's a little secret, you see: after the three lilies with a small colon, we know that the back of the three lilies have their own posture, is not the same. What an amazing little colon. And then read the sentence together.

There is another place in the text where the magic colon is used, see if you can find a little colon similar to this one.

B. "Teachers also draw cartoons: funny clowns, lions in masks, chairs that walk all over."

Teacher: You read this. Yes, the teacher's drawings are really good, funny clowns, masked lions, walking chairs are very cute. Let's read it together.

(4) Look! The teacher's drawing is indeed wonderful! Who else wants to read.

(5) Who can speak in the following sentences, using the colon appropriately? Teacher shows:

(9)Practice freely. Then name the sentences.

2. What are some other reasons why we like art class?

(1) The teacher also speaks well. I read it from the 4th - 6th natural paragraphs of the text.

Teacher's camera board: the teacher speaks well.

(2) Read what the teacher said to everyone. Students read and the teacher shows the following sentences:

A. Draw whatever you are happy to draw.

(Teacher: Teacher does not restrict us to draw, we can draw anything, let us draw ourselves)

B. Think with your brain and see with your eyes!

Everyone free to read these two sentences, see what you read?

(3) Students read the sentences freely.

(4) The teacher evaluates according to the students' answers and guides the reading of the sentences.

The students know that there are so many things that can be painted! What runs in the sky, what crawls under the ground, and what swims in the water can all be drawn. How patient teacher ah! It does not matter if you do not know how to draw, as long as you use your brain, you will be able to draw down what we see in our eyes and what we think in our head.

Well done! I'm going to read in character with you to see who reads well.

Teachers and students read. Boys and girls read.

3. What else do we like about art class?

(1) The teacher also praised the students for their good drawings.

(2) Teacher's camera board: the teacher commented well. Read the sentences you found to everyone.

(3) According to the students' answers read aloud, the teacher camera shows the following teacher's comment: very good! That's the way to draw!

(4) guide the learning cow read aloud, read out the teacher's joy at this time.

(5) Why did the teacher say "I" painted the little red horse "very good, very good"?

(6) Students read the text freely.

(7) According to the students' answers, guide to read the 7th, 10th and 12th natural paragraphs, read out my innocence. On the basis of the reading concluded that students can draw freely under the guidance of the teacher, and the imagination is both pure and rich and bold, but also very creative.

(8) table each other to practice reading the teacher-student dialogues.

(9)Named role-playing read aloud the dialog between teacher and student. Read out the teacher's love, admiration and gratitude; read out the naivety and surprise of "I".

Fourth, the summary of the whole text, homework practice

l I drew the little red horse got 90 points, we are really happy. The art class teacher drew a wonderful, well spoken, well evaluated, he gave us his love unselfishly, we also y love him. Board: love

2 homework: ① according to the third question after the lesson colon prompt, as it is, write two sentences containing a colon. ② Tell the story to your family.

[Board Design]

6 The Story of the Red Horse

The teacher drew a wonderful cow, a lily, a clown, a lion, and a chair

Draw whatever you are happy to draw

Expand to full text to read

The teacher told it well

Use your brain to think and your eyes to see

The teacher commented well very well. p> Good comment by the teacher Very good! That's the way to draw

Teaching Reflections on The Story of the Red Horse

Seeing with one's own eyes, thinking with one's brain, and experiencing with one's heart to create something different from everyone else is both the best and the most unique, and moreover, it is of the greatest value and individuality. The text reproduces the little author of the painting of the red horse by the teacher's full affirmation of the scene of joy, very rich in children's language, both close to the children's lives, easy to understand, the text by the students like.

In teaching, I started from the title of the first context of the dialog "you have been to the zoo? Who can say what characteristics of the horse you saw?" When it comes to the characteristics of the horse, the students' interest is very high, some students said "I feel that the horse is very tall and runs fast." Some students said "the horse likes to eat grass, run very fast, the horse is also very humane."

After revealing the subject, I let the students to the subject of the question, the students are more interested in "I've only seen black, white, brown horse, have not seen the red horse, the red horse in the end, what does it look like? What does a red horse look like?" "What is the story of the red horse" "What is the difference between the red horse and other horses?"

Teaching Reflection

In the study of this text, I closely focus on "why we like art class the most" to carry out teaching. By letting students read freely, draw sentences, and then exchange, using different ways of reading, teachers and students **** evaluation, to experience the reasons why the author likes to go to art class, and finally concluded that because the teacher draws a good picture, speaks the words, evaluates the students have a method, so "why do we like to go to art class the most", so as to make the students understand that in the learning and life In order to make students understand that in learning and life, only good thinking, diligent observation, bold imagination, the courage to innovate, in order to experience the joy of trying. Generally speaking, students are very happy in this class. This text has a knowledge point, the use of the colon, in the classroom, on the text of the sentence, I told a, in the homework I told a, but in the review, there are still mistakes, that in the classroom, those children, although it seems that there is no desertion, in fact, not, to remind me of the teaching of the love of desertion of the students to pay more attention.

Teaching Objectives:

1, learn 10 vocabulary words, recognize 9 vocabulary words (which to be polyphonic words). Combined with the context or the use of tools to understand the "free, budding, actually" and other words.

2, correctly and fluently read the text in character.

3, preliminary understanding of the general use of the colon.

4, understand the content of the text, know that in learning, life, only good thinking, diligent observation, bold imagination, the courage to innovate, in order to experience the joy of trying.

The key points of teaching:

1, literacy and understanding of the content of the text, guide the role of reading aloud the text.

2. Feel the mood and happiness of the little author, and initially understand the general use of the colon.

The first lesson time

Teaching content:

Study the 1-3 natural paragraphs of the text, learn the vocabulary words: story, thing, level, powder, board

Teaching process:

A. Introduction

Today, we are going to learn the sixth lesson, The Story of the Red Horse" Who will read the topic? Point reading, read together

Board book subject, learn the vocabulary "story, things" writing, things of the strokes.

Second, the exchange of pre-study (15 minutes)

Teacher: Yesterday, we have been pre-study, have read the text a few times, but also recognize the words, then the teacher will give you a time to read the text again, ready to prepare, we come to exchange our pre-study harvest. Teacher wants to hear you read the text and hear how you teach the words. (Prepare for the preview: I can recognize and write, learn the words on your own, sketching and tracing at home, which sounds and shapes of the words you want to instruct everyone, teach them. I can read and speak. Question: Why do students like art class? What's so wonderful about the teacher's drawings? (Provided that the text read a few times, read familiar, read fluent, the last read to parents)

1, you want to instruct the students what words need to pay attention to what ah?

I want to remind everyone ................ (Students read the word)

Teachers emphasize the key points

2, this text you have previewed, have read a few times, you read what ah? What have you learned from your previewing, can you tell us about it? (Students speak freely)

3, read the text, any questions? What don't you understand? (Students speak freely)

Third, study the text of the 1-3 natural paragraphs

1, the students raised questions, the teacher gathered together.

Teacher: Why do we all like art class so much? The teacher's drawings are wonderful and very well drawn, so where is the good? Let's read the first three natural paragraphs together.

2. Teachers ask questions, students find.

Teacher: How wonderful is the teacher's painting? Why do we all like her class so much? How good is his painting in the end? Let's study on our own, first go and find the key words and phrases. Students look for the circle drawing,

3, group exchange: students why do you like art class so much ah? How wonderful is the teacher's painting? Where is the wonderful ah? Inside the group read, say, share the sentences they found.

4, the whole class exchange, the group free up to say.

Teacher: your group there is no one to add ah? You all say so well, is there anyone in the group willing to read ah? The other groups have no one for them to add ah? (Evaluation: this group of students are raising their hands, other groups should also be cheered up!)

The best state: the whole group report, we think the teacher's painting is very wonderful, we are discussing this way, I first read "a cow dipped in water to take a bath, and there is a fly on the tail" The teacher even painted the fly on the tail, and we think... ....... B: I think there's another place, too. B: I think there is another place is also very good ......... (usually to increase the training, if a child stammers, the teacher can say: your group who else to add for him to add? Help him)

5, presenting the students said the sentence group (classroom)

"An invasive in the water to bathe in the cow, the tail is still parked a fly; vase there are three lilies: one in full bloom, one budding, and one dropped a leaf petal on the tabletop."

Teacher: Oops, that's a marvelous drawing, who's going to read it?

When the students read, the teacher pushed: Oops, this tail is still parked on a fly, how to draw to the fly on the tail to go it, observe how careful ah! Look at this lily each have each posture ah! Each period of the lily of the valley are drawn out, fully bloomed, will be in full bloom, and some have to thank.

6, compare sentences (classroom, after the change of the sentence)

(a cow bathing in the water; three lilies in the vase)

Teacher: students read, if the sentence is written in such a way, do you think he wonderful? Do you think the teacher drew wonderfully? (Students answer) Oh, that's still because he wrote this way, write the details, observe carefully, let us seem to see the same, life is this ah, originally they are this way, depends on whether you have a pair of good observation eyes. The author writes this way to write out his wonderful, the teacher is so painted, the author is so written, the teacher painted really wonderful ah.

7, students imagine answer

Teacher: If you are the student in this story, you see such a wonderful painting, what do you want to say to the teacher? (Students free to say) the author and you like to make such a generalization (classroom materials show: he drew a wonderful ah!) Students read "What a marvelous painting he did!" (read out the tone of admiration)

8, the general teaching (show the second natural paragraph 3, 4 sentences)

"He drew really wonderful ah!" This sentence is written in general the teacher painted really wonderful, the following is written separately how wonderful, come we read this sentence together, male students read the sentence of the painting of the cow, female students read the sentence of the painting of the lilies, to see if there are any students can find out that this is a kind of what writing style? What kind of structure is it? (Student Answer) We have to learn more and more about the structure of the paragraph from the third grade, it is called the total division structure, first of all, we can call it a general sentence "total sentence" can also be called the "center sentence", the following are said separately, divided into two aspects of the said or, divided into three aspects of the said or, is to say, in order to the cow, the cow and the lily. Three aspects, that is, in order to center around "he drew a wonderful" to write it said how wonderful, to write a specific, we call it "total structure", come to us to read together, and then to experience it.

9, the class appeared "There are three lilies in the vase; one in full bloom, one budding, one fell a

piece of petals on the desktop."

Teacher: speaking of this total division structure ah, "There are ....... in the vase" Eh ~ smart kids must have found out what this is also written ah? (first general and then said)

10, the teaching of the colon

Teacher: you see this general sentence, it has to start a head, it has to lead to the following, it uses what punctuation ah? Yes, the colon, the colon is to cause the following, come on let's read this sentence together "I have .... in the bottle."

Teachers can read "a ~ a ~ a ~ a ~". We call this writing style? Generalized structure. Then, speaking of the use of the colon and the total division structure, there is another place in the text, which is also a wonderful place to write about the teacher's drawing, did you find it?

11, the third paragraph of the teaching (classroom)

Teacher: read "The teacher also draws cartoons. Drawing ~ (girls read) Drawing ~ (boys read) Drawing ~ (everyone

read together)

Teacher: the chair will walk? What's so special about the teacher's drawings? (how to paint how

paint, happy how to paint how to paint, very free painting, very imaginative, how fun how

painting)

12, summary

Teacher: No wonder students like to take the art teacher's class, because his painting? Wonderful!

Fourth, student work

1, total imitation: ten minutes after class is really lively: some ....... , some ....... , some ..........

The second lesson time

Teaching content: study the text 4-14 natural paragraphs, learn the vocabulary: tail, mark, help, fill, residence

Teaching process:

I. Review introduction

Teacher: this lesson we go on to learn the sixth lesson, "The Story of the Red Horse" Who is going to read the subject? Point reading, read together.

Teacher: Do you remember the vocabulary? Let's review the review

The classroom shows "words" train read, read together.

Second, review the content of the last lesson

Teacher: last lesson we learn 1-3 natural paragraphs, know that students like to art class because (the classroom shows "second and third paragraph of the `content") teacher's painting? Wonderful! Let's read the second three paragraphs of the text together to realize that the teacher's paintings are wonderful. Read it and memorize it.

Teacher: looking at the teacher's painting everyone was excited, noisy, yelling? (The classroom shows, students read): "Teacher painting, teacher painting!"

Third, study 4-6 natural paragraphs

1. Teacher: After enjoying the teacher's painting, now the student painting. Please read the 4-6 natural paragraph, while reading and think about it, why the students so much like to take this art teacher's class? The place you think is the reason to scratch out, and then go to the group with the students to discuss the discussion, read together, say where you read to everyone.

2, the whole class exchange

Preset: because the teacher let us draw how we want to draw, let us use our eyes to see ....

Teacher: you say really good ah, there are other groups have to add? The teacher let the students happy to draw whatever they want to draw, you think he is a teacher of what kind? (Encourage students to free innovation) The teacher not only painted a wonderful, or a bold innovation to encourage students to free painting good teacher ah! Which group would like to read, the teacher and our conversation?

(plus the last sentence of the third natural paragraph)

3, read aloud in roles, boys and girls read, teachers and students read, read the different tone. （

Teacher: I would like to ask a student to read with me, I will read the words of the students, who will be my teacher?

Let's take a look at the writing of this conversation, there is learning it! There are hints in the words before, there are hints in the words, there are hints in the words after, and even if there are no hints to speak directly this is the writing of the dialog, write a good dialog is to write a good exercise in the first condition Oh!

division: see here also have a small colon! In addition to what we said in the previous lesson to prompt the following, here is also used in the time of saying

words, to lead the speaker to say. Let's read the dialog again, shall we? Note the placement of the prompts

and the little colons!

4, summary

Teacher: No wonder we all like to art class, the original teacher let us draw freely, freedom is more valuable ah! Let's read these words again (the text shows the first paragraph, happy to draw what to draw, with the brain to think with the eyes to see)

Teacher: through the study of the 4-6 natural paragraphs, we sorted out, we like to take art classes: the teacher to give us the freedom to (the classroom) board: the freedom to draw

Fourth, study 7-14 natural paragraphs (red horse)

1, teacher: students began to draw freely, the two red horse was born, the teacher would like to ask a girl to come together to read the 7th natural paragraph. (Girls read paragraph 7)

2, teacher: the teacher drew a cow, but I drew a horse, what does this mean? (I like to draw, I'm drawing what I want to draw) I also began to draw freely, began their own creation.

3, teacher: students began to paint, and what is the teacher doing? Teacher would like to ask the boys to read paragraph 8. (Boys read paragraph 8)

4, teacher: "patrol" what does it mean ah? Patrol is usually used in the police and soldiers, the patrol here shows that the teacher is really as strict as the police to supervise the students? (Teacher's concern for the students) What other words do you see from the teacher's concern for the students? (One side smiling and nodding, help students to fill in one or two strokes) in the teacher's concern, the students continue to boldly create, my two red horses have been completed, when the teacher came to her side.

5, group study

Teacher: Please read freely the 7th -13th natural paragraph while reading and thinking: I drew the whole body red red horse, where there is this red horse? But why did the teacher say it was very good? Tell your thoughts to the group. The board: well drawn

6, the whole class exchange

Students answer, find read and say read. (I'm drawing freely, I'm drawing in my imagination, I'm drawing innovatively)

Teacher: "I" think I drew two monsters, but how can the teacher see that this is a horse?

Teacher: Why did I draw the red horse? Because? After you run will not also be hot all over the body, little face red? No wonder I want to draw a red horse.

Teacher: the teacher gave students the freedom to draw space, students in accordance with the teacher's method of bold imagination, how harmonious classroom ah! Which group old read the dialog between the teacher and the students?

7, summary

Teacher: Oh, the original teacher said that is to be so painted, so painting means: free painting, happy how to paint, how to paint, with the brain, with the eyes to see, bold innovation. Board: innovative painting

Teacher: Why do we like the teacher's class? Teachers constantly encourage us, constantly praise us, appreciate us, so we like to go to the teacher's class.

V. Thinking to expand

If you are this child, what color you want to paint the horse? (Students free to say, say why) comment: you also want to paint how to paint, you are also happy how to paint how to paint, you also have your creativity, your courage is also quite big, you really have imagination, the teacher is to encourage you to this spirit.

Six, thinking to expand

What else do you want to draw unique, different, interesting painting ah?

Comment: Your imagination is really bold, you this is also very creative you really free painting, the teacher is like you so innovative spirit.

Seven, bold imagination, innovative spirit, can help you better learn to draw. Serious writing, new students characters, can also help you better learn the language oh!