Text teaching design for the second volume "The Story of the Red Horse"

Use your own eyes to see, think with your mind, and experience with your heart. Creating something different from everyone else is not only the best and the most unique, but also the most valuable and individual. The following is the original text of "The Story of the Red Horse" in the second-grade volume of the People's Education Press. Welcome to read! Part 1 of the teaching design of the second-grade volume "The Story of the Red Horse"

Textbook analysis:

The text reproduces the scene where the young author was overjoyed when his painting of a red horse was fully affirmed by the teacher. The language is very childlike, which is close to children's lives and easy to understand. Students will definitely like it.

Teaching objectives:

1. Independently learn the 10 new words required to be mastered and recognize 9 new words; learn to use reference books and connect them with the context to understand "freedom, budding, unexpectedly" and other words.

2. Understand the general usage of colon.

3 Able to read texts correctly, fluently and in different roles.

4 Understand the content of the text and know that only those who are good at observation, diligent in thinking, bold in imagination, and brave in innovation in study and life can experience the joy of trying.

Teaching focus:

1. Pay attention to the structure of "bang"; "wai" is a polyphonic word;

2. Be able to read aloud correctly, fluently and in different roles text.

3. Understand the harmonious teacher-student relationship in the article, and understand that only those who are good at thinking, diligent in observation, bold in imagination, and brave in innovation can experience the joy of trying.

Teaching difficulties:

Learn how to use colon.

Teaching time:

Two lessons

Teaching preparation:

Courseware

First lesson

Learning content:

1. Read the text for the first time, recognize new characters and new words, read the text in order, and have a preliminary understanding of the content of the article.

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

Teaching process:

1. Passion leads to interest.

1Have you ever visited the zoo? Can anyone tell me what the characteristics of the horse you saw are?

2 Have you ever seen a red horse? Today we will learn a story together. The title of the story is——

Write on the blackboard and name the topic to be read——“The Story of the Red Horse”

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

(Write students’ questions on the blackboard.)

2. Read the text for the first time and gain an overall understanding.

(1) Study guidance: (Courseware provided)

1. Mark: Mark the natural paragraphs.

2. Note: Draw new words, new words and unknown words, ask them, and write them down.

3. Draw: Draw the sentences you like.

4. Ask: Questions you don’t understand.

(2) Discussion:

The group leader inspects the self-study situation and the teacher inspects.

1. Teacher’s sample reading to music

2. Students self-study the text according to the self-study steps

3. Check the situation of new words

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

B word expansion.

budding, funny, free, a leaf, a fly, a cow, a horse

Can you still find such a phrase? (A painting)

(3) Exchange between teachers and students.

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

2 After-class extension: While reading, imagine and draw a picture. What did the little author draw?

4. Writing guidance.

1. Observe the words in "I can write" independently and talk about your findings: How will you remember which new word?

2. Key normal schools write the following words: so, grade, pink, board, thing

3. Students practice writing, and teachers inspect and provide guidance.

4. Display and communication.

Emphasis: The characters with left and right structures should not be too separated, and the horizontal position of the word "事" should be changed.

The second lesson

Learning content:

Understand the harmonious teacher-student relationship in the article, and understand: only good at thinking, diligent observation, bold imagination, and courage to innovate , can you experience the joy after trying it.

1. Review and consolidate. Dictate new words and use "thing" to form words.

2. Create situations and capture key phrases.

1. Which teacher do you like most in class and why?

2. After reading the story of the red horse, do you like the teacher in the story? Why?

3. Which words and sentences in the text can tell that not only do you like this teacher, but also his students like him even more?

4. What do you like about him? From what words can it be read?

3. Reading guidance, reading Zhongpinwen.

1. Guide students to read different paragraphs, imagine different moods, and try to read them in different tones.

2. Read aloud in small groups and role-playing, read out the love, admiration, and gratitude for the teacher, and be surprised and proud that my bold creation has been recognized.

Four: Guide students to tell the function of colon

Show the sentence:

1 The teacher walked up to me and asked with a smile: "Is the drawing done? This What kind of horse is it?" (indicating mentioning the following)

There are three lilies in the vase: one is in full bloom, one is in bud, and one has dropped a leaf on the table.

(Used after a general statement to express separate remarks.)

5. Expand your imagination:

What will other students think when they see my paintings? ? say something? Second Grade Volume 1 "The Story of the Red Horse" Text Teaching Design Chapter 2

[Teaching Objectives]

1. Learn 10 new words and be able to recognize 9 words (one of which is more Yinyu). Use the context or use reference books to understand words such as "free, budding, unexpectedly".

2. Read the text by role correctly and fluently.

3. Have a preliminary understanding of the general usage of colon.

4． Understand the content of the text and know that only if you are good at thinking, diligent in observation, bold in imagination, and brave in innovation in study and life, can you experience the joy of trying.

[Teaching focus]

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

[Teaching Difficulty]

The difficulty of teaching is to feel the mood and happiness of the young author and to initially understand the general usage of colon.

[Class schedule]

2 class hours.

[Teaching process]

(The first lesson: read the text for the first time, read and write; read the text correctly and fluently, and learn the first natural paragraph of the text.)

Second Lesson

1. Review new words and introduce questions

1. Check to read new words.

2. Through the study of the last class, everyone knows that we like to take art class the most. Why is this? Please read paragraphs 2-14 freely, find out the reasons why we like to take art class, and mark them.

2. Self-reading, self-enlightenment, and cooperative exploration

1. In the natural paragraphs 2-14 of the text, think about why we like art class the most.

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

What are the reasons why we like to take art classes? You can write comments and marks next to the paragraphs you find; if two students in the same seat have finished reading, they can discuss with each other and take a look. Are the reasons you are looking for correct?

3. The seatmates discuss it with each other and read it. Teachers conduct guided tours to understand students’ self-study situations.

Read with your heart, think with your heart, experience with your heart, listen with your heart and learn, and you will gain something. These two students did a great job, reading aloud and drawing circles during the communication process.

3. Exchange insights and taste language

Carry out teaching around "Why do we like art classes the most?" Based on students' speeches, the camera guides students to learn, read aloud, and understand the text.

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

(1) Everyone likes to take art classes because the teacher draws wonderfully. I read it from the 2nd and 3rd natural paragraphs of the text. Teacher's camera blackboard writing: The teacher's drawings are wonderful

(2) Ask the students to read paragraphs 2 and 3 freely, find the sentences that describe the teacher's drawings, and read them.

(3) Name the students to stand up and read the sentences. When students read a sentence, the teacher shows the following sentence on camera to guide reading.

A. "What a wonderful painting he painted! A cow bathing in water, with a fly on its tail; there are three lilies in the vase: one is in full bloom, one is in bud, and one has lost a leaf. On the desktop." Students read freely: What did the teacher draw?

(1) The author said that the teacher painted wonderfully. What is so wonderful about this painting about cows?

Ask a classmate to read and talk about it

Teacher’s guidance: grasp the details of the teacher’s painting: dipping, bathing, flies

Teacher: what the teacher painted The paintings are really the same. What do you think of the teacher's paintings?

Teach students and read.

(Vivid and interesting)

Teacher: The teacher observed very carefully. He could even see the flies on the cow, and made the cow draw lifelike. That’s why I said his painting was wonderful!

(2) Look at the lilies again, there are three: one (quote), one xx and one xx

What is so wonderful about the lily the teacher drew?

What does it mean to be ready to bloom? Who can tell.

Teacher: He observed very carefully and wrote the appearance of the three lilies in great detail. Promote action to read this sentence.

I heard it. The three lilies are really beautiful, each with its own posture. There is a little secret here, you see: add a small colon after the three lilies, and we will know that the three lilies at the back each have their own posture, which is different. What an amazing little colon. Read this sentence together again.

There is another place in the article where a magical colon is used. See if you can find a small colon similar to this one.

B． "The teacher also draws cartoons: a funny clown, a lion with a mask, and a walking chair."

Teacher: Read this sentence. Yes, the teacher's paintings are really good. The funny clown, the lion wearing a mask, and the walking chair are all cute. Let's read it together.

(4) Look! The teacher’s paintings are indeed wonderful! Who wants to read them?

(5) Who can speak in the following sentence patterns and use colons appropriately? The teacher provides:

(9) Free practice. Then name and say sentences.

2. What other reasons do we like to take art classes?

(1) The teacher teaches well. I read it from paragraphs 4-6 of the text.

Teacher’s camera blackboard writing: Well done, teacher.

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

A. Draw whatever you like.

(Teacher: The teacher does not restrict us from drawing. We can draw anything, let us draw by ourselves)

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

Let’s read these two sentences freely and see what you understand?

(3) Students read the sentences freely.

(4) The teacher evaluates students based on their answers and guides them to read good sentences.

The students know that there are so many things to draw! You can draw things running in the sky, crawling underground, and swimming in the water. What a patient teacher! It doesn’t matter if you can’t draw. As long as you use your brain, you will draw what we see with our eyes and what we think in our heads.

Good reading! Let me and everyone read it in different roles to see who reads it well.

Teachers and students read. Read by boys and girls.

3. Why do we like art classes?

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

(2) Teacher’s camera blackboard writing: The teacher commented well. Read the sentences you found to everyone.

(3) Read aloud according to the students’ answers, and the teacher’s camera will show the following teacher’s comments: Very good! This is how you should draw!

(4) Guide students to read aloud, and read out the teacher’s comments The joyful mood at this time.

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

(6) Students read the text freely.

(7) Based on the students’ answers, guide them to read paragraphs 7, 10, and 12, and read out my innocence and cuteness. Based on the reading, it was concluded that students can draw freely under the guidance of the teacher, and their imagination is simple, rich and bold, and they are also very creative.

(8) Practice reading the dialogue between teachers and students at the same table.

(9) Name the characters and read out the dialogue between teachers and students. Read out the love, admiration and gratitude for the teacher; read out the innocence, loveliness and surprise of "my".

4. Summary of the full text, homework exercises

l I got 90 points for drawing the little red horse, and everyone was really happy. The teacher in art class painted wonderfully, taught well, and commented well. He selflessly dedicated his love to us, and we loved him deeply. Writing on the blackboard: Love

2 Homework: ① According to the colon prompts in the third question after class, write two sentences containing colons as shown. ②Tell this story to your family.

[Blackboard design]

The story of 6 red horses

The teacher drew wonderful cows, lilies, clowns, lions, and chairs

Draw whatever you like

Read the full text

The teacher said it well

Think with your brain and see with your eyes

Teacher’s comment Very good! This is how you should draw

Reflection on the teaching of "The Story of the Red Horse"

Use your own eyes to see, think with your mind, experience with your heart, and create something different from everyone else Things are not only the best and the most unique, but also the most valuable and personal.

The text reproduces the scene where the young author was overjoyed when his painting of a red horse was fully affirmed by the teacher. The language is very childlike, which is close to children's lives and easy to understand. The text is deeply loved by students.

When teaching, I start with the topic and conduct a situational dialogue: "Have you ever visited the zoo? Who can tell me what the characteristics of the horses you saw?" When talking about the characteristics of horses, the students' The interest was very high. Some students said, "I feel that the horse is very big and runs very fast." Some students said, "Horses like to eat grass and run very fast. Horses are also very humane."

After revealing the topic, I asked the students to ask questions about the topic, and the students were even more interested: "I have only seen black, white, and brown horses, but never red horses. What does a red horse look like?" "A red horse." What is the story? "What is the difference between the red horse and other horses?"

Reflection after teaching

When studying this text, I focused on "Why are we the most popular?" "I like taking art classes" to carry out teaching. By allowing students to read freely, draw sentences, communicate, use different ways of reading, and make comments from teachers and students, we can understand why the author likes to take art classes, and finally conclude that it is because the teacher draws well, speaks well, and evaluates students There are methods, so "Why do we like art classes the most", so that students can understand that only if they are good at thinking, diligent in observation, bold in imagination, and brave in innovation in study and life, can they experience the joy of trying. Overall, students enjoyed this class very much. There is a knowledge point in this text, the use of colons. In class, I talked about one sentence in the text, and I talked about another one in the homework. However, during the review, there were still errors, which means that in class , although those children do not seem to be deserting, in fact they are not, reminding me to pay more attention to students who love to desert during teaching. Second Grade Volume 1 "The Story of the Red Horse" Text Teaching Design Chapter 3

Teaching objectives:

1. Learn 10 new words and recognize 9 new words (among which are polyphonic words) . Use the context or use reference books to understand words such as "free, budding, unexpectedly".

2. Read the text by role correctly and fluently.

3. Have a preliminary understanding of the general usage of colon.

4. Understand the content of the text and know that only if you are good at thinking, diligent in observation, bold in imagination, and brave in innovation in study and life, can you experience the joy of trying.

Important and difficult points in teaching:

1. Literacy and understanding of text content, and guidance in reading the text aloud by role.

2. Feel the mood and happiness of the young author, and have a preliminary understanding of the general usage of colons.

First lesson

Teaching content:

Learn 1-3 natural paragraphs of the text and learn new words: story, story, grade, pink, board

Teaching process:

1. Introduction

Today we will study the sixth lesson "The Story of the Red Horse". Who will read the topic? Click to read, read together

Blackboard writing topic, learn to write the new words "story, story" and the strokes of story.

2. Preview and exchange (15 minutes)

Teacher: Everyone has previewed yesterday, read the text several times, and recognized the words. What about the teacher? I'll give you some time to read the text again and get ready. Let's share what we learned from the preview. The teacher wants to hear you read the text and how you teach us words. (Preview preparation: I can read and write, learn words by myself, and draw outlines at home. You want to teach everyone which pronunciations and shapes of the characters you want to teach. I can read and speak, and ask questions: Why do students like art classes? ? What’s so wonderful about the teacher’s drawings? It requires you to read the text several times, make it familiar, read it fluently, and read it to the parents one last time.)

1. What words do you want to tell the students to pay attention to?

I would like to remind everyone………… (students read Chinese characters)

The teacher emphasizes important and difficult points

2. Everyone has previewed this text. I have read it several times. What did you understand? Can you tell us what you gained from previewing? (Students speak freely)

3. Do you have any questions when reading this text? Is there anything you don't understand? (Students speak freely)

3. Study the 1-3 natural paragraphs of the text

1. The teacher gathers the questions raised by the students.

Teacher: Why do we all like art classes so much? The teacher's paintings are wonderful and very good, so what's so good about them? Let’s read paragraphs 1-3 together.

2. Teachers ask questions and students look for them.

Teacher: How wonderful is your painting? Why do we all like her class so much? How good is his painting? Let’s study on our own first and look for key words and phrases. Students are looking for circle paintings,

3. Group communication: Why do students like art class so much? How wonderful is the teacher's painting? What's so wonderful about it? Read it in a group, talk about it, and share the sentences you find.

4. Communicate with the whole class and let the groups talk freely.

Teacher: Does your group have anyone to add? You all said it so well, is there anyone in the group who would like to read it? Do other groups have anything to add to them? Are there any other groups who want to read it? (Comment: All the students in this group are raising their hands, other groups should work hard too!)

Best state: The whole group reports, we think the teacher’s painting is very wonderful, we are like this For discussion, let me first read "A cow immersed in water for bathing, with a fly on its tail." The teacher actually drew all the flies on its tail. We feel..., I want to ask now A certain classmate comes to read it. B: I think there is another point that is also wonderful... (We usually need to increase training. If a child stutters, the teacher can say: Who else in your group can supplement him? Help him)

5. Present the sentences spoken by the students (shown in the courseware)

“A cow bathing in water, with a fly on its tail; there are three lilies in the vase : One is in full bloom, one is in bud, and one has dropped a leaf on the table."

Teacher: Oh, this is such a wonderful painting. Who will read it?

When the students were reading, the teacher added fuel to the flames: Oh, there is a fly on the tail. How come the fly on the tail was not drawn? How carefully did you observe! Look at the posture of each lily! The appearance of lilies in various periods has been drawn. They are fully blooming, will bloom soon, and some have already faded.

6. Compare sentences (show the courseware, revised sentences)

(A cow bathing in water; there are three lilies in a vase)

Teacher: Students, read it. If the sentence is written like this, do you think it is wonderful? Do you think the teacher's painting is wonderful? (Student answer) Oh, that’s because he wrote like this, with details and careful observation, which makes us seem to see it. This is how it is in life. This is what they look like. It depends on whether you have a pair. Observant eyes. The author expresses his wonderfulness when he writes like this. The teacher draws like this. The author writes like this. The teacher draws wonderfully.

7. Students’ imagined answers

Teacher: If you were the student in this story and you saw such a wonderful painting, what would you say to the teacher? (Students speak freely) The author expressed the same sentiment as you (courseware shows: He painted so wonderfully!) Students read "He painted so wonderfully!" (Read out the tone of admiration)

< p> 8. Conduct total score teaching (show sentences 3 and 4 of the second natural paragraph)

"He painted so wonderfully!" This sentence generally states that the teacher's painting is so wonderful. Let's break it down below. How wonderful is the writing? Let's read this sentence together. The male students will read the sentence about drawing cows, and the female students will read the sentence about drawing lilies. Let's see if any students can find out what kind of writing this is? What kind of structure is it? (Student answer) From the beginning of third grade, we have to learn more and more about this kind of paragraph structure. It is called the total score structure. Let’s talk about it first. We can call it the “general sentence” or the “central sentence”. , let’s talk about it separately below, whether it’s divided into two aspects or divided into three aspects, just to write about how wonderful it is around “he painted so wonderfully”, and to write it in detail, we will It's called "Total Score Structure". Let's read it again and experience it.

9. The courseware appears: "There are three lilies in the vase; one is in full bloom, one is in bud, and one has fallen off.

A leaf petal is on the table."

p>

Teacher: Speaking of this total score structure, "There is... in the vase." Hey~ smart children must have discovered how to write this? (Let’s start with the summary first and then talk about it separately)

10. Teaching of colon

Teacher: Look at this summary sentence. It has to start, and it has to lead to the following, so it uses What's the punctuation? Yes, the colon, the colon is what leads to the following. Let's read this sentence "I have..." in the bottle.

The teacher can quote "a flower~a flower~a flower~". What do we call this way of writing? Overall score structure. Speaking of the use of colons and the structure of total scores, there is another place in the article that the teacher drew wonderfully. Have you found it?

11. Teaching of the third natural section (courseware provided)

Teacher: Quote: “The teacher also draws cartoons.

Painting~ (Reading by girls) Painting~ (Reading by boys) Painting~ (Everyone reads together)

Teacher: Can the chair walk? It seems that the teacher has some characteristics in painting? (You can paint whatever you want

, paint whatever you like, paint very freely, very imaginative, and paint whatever is fun

)

12. Summary

Teacher: No wonder the students like this art teacher’s class, because he can draw so well? wonderful! < /p>

Second lesson

Teaching content: Study text 4-14 natural paragraphs, learn new words: tail, standard, help, bu, ju

Teaching process: < /p>

1. Review introduction

Teacher: In this class, we will continue to study the sixth lesson "The Story of the Red Horse". Who will read the topic? Click to read, read together.

Teacher: Do you still remember the word "student"? Let's review and review

The courseware shows the "words" and reads them together.

2. Review the content of the last class

Teacher: In the last class, we studied natural paragraphs 1-3 and learned that the students like to take art classes because (the courseware shows "Second "Content of three paragraphs") How well does the teacher draw? wonderful! Let's read the second and third paragraphs of the text together to appreciate the teacher's wonderful painting. Read if you can, and memorize if you can.

Teacher: Everyone was very excited when looking at the teacher’s paintings. They were noisy and shouting? (Course material is shown, students read): "Teacher draws, teacher draws!"

3. Study 4-6 natural paragraphs

1. Teacher: After appreciating the teacher's paintings, it's time to The students drew. Ask the students to read paragraphs 4-6, and think about it while reading, why do the students like this art teacher’s class so much? Underline what you think are the reasons, and then go to the group to discuss it with your classmates, read it together, and read it to everyone.

2. Whole class communication

Default: Because the teacher lets us draw whatever we want and let us see with our eyes...

Teacher: You guys That's really good. Do any other groups have anything to add? The teacher lets the students draw whatever they like. What kind of teacher do you think he is? (Encourage students to paint freely) The teacher not only paints wonderfully, but is also a good teacher who boldly innovates and encourages students to paint freely! Which group wants to read the conversation between the teacher and us?

(Add the last sentence of the third natural paragraph)

3. Read aloud by roles, boys and girls, teachers and students, and read out the differences in tone. (Reading at the same table)

Teacher: The teacher wants to invite a classmate to read with me. If I am the student, who will be my teacher?

Let’s take a look at how this conversation is written. It’s also very knowledgeable! There are prompts before the words, prompts during the words, and prompts after the words, and even direct speech without prompts. These are all dialogue writing techniques. Writing good dialogues is the first condition for writing good exercises!

Teacher: Look, there is a small colon here too! In addition to the prompts we talked about in the previous lesson, it is also used here to elicit what the speaker wants to say when speaking. Let’s read this conversation again, shall we? Pay attention to the prompts

The position of the slang and the small colon!

4. Summary

Teacher: No wonder we all like art classes. It turns out that the teacher allows us to draw freely. How precious freedom is! Let us read these sentences again (the courseware shows the first natural paragraph of the text, draw whatever you like, use your brain to see with your eyes)

Teacher: By studying 4-6 natural paragraphs, we Sort out the reasons why everyone likes to take art classes: the teacher gives us freedom (shown in the courseware) writing on the blackboard: free drawing

4. Study 7-14 Natural Sections (Red Horse)

1. Teacher: The students started to draw freely, and two red horses were born. The teacher would like to invite a girl to read the 7th natural paragraph together. (Girls read paragraph 7 together)

2. Teacher: The teacher is good at drawing cows, but I draw horses. What does this mean? (I like to draw. I can draw whatever I want.) I also started to draw freely and started my own creation.

3. Teacher: The students have started to draw, what is the teacher doing? The teacher wants to invite the boys to read paragraph 8 together. (Boys read paragraph 8 together)

4. Teacher: What does "patrol" mean? Patrols are usually used by police and soldiers. Does the patrol here mean that the teacher really supervises the students as strictly as the police? (Teacher’s concern for students) In what other words can you see the teacher’s concern for students? (Smiling and nodding, helping students make up one or two strokes) With the teacher's concern, the students continued to create boldly. My two red horses were completed. At this time, the teacher came to her side.

5. Group study

Teacher: Please read the 7-13 paragraphs freely. While reading, think: What I drew is a red horse with a red body. Where can such a thing be found? What about red horses? But why does the teacher say "very good, very good"? Share your thoughts with your classmates in the group. Writing on the blackboard: Good drawing

6. Whole-class communication

Students answer, find and read. (I am painting freely, I am painting in my imagination, I am painting innovatively)

Teacher: "I" feel that I have drawn two monsters, but how come the teacher can see this at a glance? Is it a horse? (Student answer) It shows that the teacher knows his students very well and knows the pictures drawn by the students well.

Teacher: Why should I draw a red horse? because? After you finish running, will your whole body feel hot and your face will turn red? No wonder I want to draw a red horse, it turns out that it is like this.

Teacher: The teacher gives the students space to draw freely, and the students boldly imagine according to the teacher’s method. What a harmonious classroom! Which group always reads the dialogue between the teacher and the students?

7. Summary

Teacher: Oh, it turns out that the teacher said that you should draw like this. Drawing like this means: draw freely, draw whatever you like, and use your brain to think. , see with your eyes, bold innovation. Writing on the Blackboard: Innovative Painting

Teacher: Why do we like taking the teacher’s class? The teacher constantly encourages us, praises us, and appreciates us, so we like to take the teacher's class.

5. Thinking Expansion

If you were this child, what color horse would you want to draw? (Students are free to speak and tell the reasons) Comment: You can draw whatever you want, and you can draw whatever you like. You also have your creativity, and you are very courageous. You are really imaginative, and the teacher is Encourage your spirit.

6. Thinking Expansion

What other unique, different, and interesting paintings do you want to draw?

Comment: Your imagination is so bold. You are also very creative. You draw really freely. The teacher just likes your innovative spirit.

7. Bold imagination and innovative spirit can help you learn to draw better.

Writing carefully and using new student characters can also help you learn Chinese better!