Course plan 1
Teaching objectives:
Knowledge and skills
1. Learn 15 new words in this lesson. Among them, 8 new words will be written, including "new, complex, middle, bear, land and money", and 7 new words will be recognized.
2. Further practice reading the text silently, so as not to make any noise or read.
Process and method
Understand the content of the text by guiding reading aloud. Expanding students' thinking in reading.
Emotional attitudes and values
Guide students to understand the content of the text and understand that the problem should not be too one-sided; As long as you have perseverance and perseverance, you will succeed.
Teaching focus:
Master the sound, form and meaning of 8 new words; Focus on the words and deeds of two frogs.
Teaching difficulties:
Understand the truth contained in the story on the basis of understanding the content.
Teaching preparation:
DVD teaching CD
Teaching time:
1 class hour
Teaching process:
First, the song import, revealing the theme
2. Write the title on the blackboard and read the title together.
Second, read perception first and recognize new words.
1, free to read aloud the text, requirements: with the help of pinyin, read the correct pronunciation and read the sentences.
2. Mark the new words, read them, and then check and read each other at the same table.
3. Check the reading of new words.
(1) Read all the new words in Pinyin.
(show: thanks to my brother. )
(2) Take the train to recognize new words that are not phonetic, and spell words that cannot be pronounced correctly.
(3) The method of sharing and memorizing new words at the same table, and analyzing the pronunciations of confusing words.
(4) Assign words to new words or extended words.
(5) Show the new words, read them and write them down.
Grateful for the comfort, finally the sunset brother yawned at the bottom of the well.
A ray of sunshine is stuffy in the well, the danger is slippery and steep, and the wall is lazy and dizzy.
Third, read the text again and feel the content.
1, read the text in your favorite way, read each new word correctly, and mark the natural paragraph number.
2. Read the text by roll call and be evaluated by the students.
3. Say: What do you know after reading the text?
Fourth, guide observation and write new words.
1. Students observe the position of each new word in Tian Zige and discuss it.
2. The teacher guides the new words that are difficult to write.
3. The students written by the old teacher are all empty.
4, students painted red, the teacher patrol guide.
5. Copy the new words in Tian Zige's book.
Teaching plan 2
Teaching objectives:
1, understand the text and read it with emotion.
2. Fully experience frog's pioneering spirit and attitude towards life. Learn the pioneering spirit of the little frog.
Teaching emphasis: read the text with emotion.
Teaching difficulties: analyze the truth contained in the text.
Teaching methods: teaching guidance method and reading guidance method.
Teaching AIDS: courseware, frog headdress
Teaching process:
First, classroom introduction, blackboard writing topics
Teacher: Children, we invited two little guests today. Look! What a lovely frog! Let's invite them to the blackboard. (The teacher posted a picture of a frog) These two frogs have a very interesting story! Do the children want to know? Today, we continue to learn lesson 23 "Two Frogs". On the blackboard, the students have no books.
Second, review and check, read the text for the first time
1, the courseware shows the words composed of new words. Students can read them, and the teacher guides them to read "comfortable", read softly and read the comfortable taste.
2. Read the text in the natural paragraph by name, and students will correct and evaluate it.
3. Courseware plays text recording. Listen to the text while watching the big screen. Think: What are the different performances of the two frogs? Guide students to realize their differences in size, personality, ideas and practices.
Third, understand the text and guide reading aloud.
(1) Learn the second paragraph and understand their different ideas.
1, read aloud in different roles, and pay attention to the different tones of the two frogs.
2. The courseware shows what the little frog said. The teacher asked the students, Little Frog, why are you going out? Find the reason. Teacher's blackboard writing: boring
3. Read the name and read the feeling of the little frog. Teachers and students have the same evaluation.
4. The courseware shows what the big frog said. The teacher asked, Big Frog, why don't you want to go out? Find the reason. Teacher's blackboard writing: comfortable
5. Read by name and read the feeling of a big frog. Teachers and students have the same evaluation.
(2) Learn the 1 natural section to understand its bottom-hole life.
1, Teacher: What is the life of these two frogs living at the bottom of the well, which makes them have different ideas? What sentence is written in the text?
2. Students draw sentences about their life at the bottom of the well with horizontal lines. Read by name.
3. Guide the reading and read the different feelings of the two frogs.
(1) roll call reading, teacher and student evaluation. Guide the small frog stuffy big frog comfortable feeling.
(2) Old teachers study.
(3) Teacher: Actually, everyone feels differently. Read this sentence with emotion. (Students read together)
(3) Learn the third paragraph.
Division; The days passed day by day, and the little frog felt that this life was too tasteless, so what else did it want?
1, students are free to read the third paragraph.
2. The courseware shows such a sentence: "The little frog didn't waver in his determination, but climbed the slippery and steep shaft wall. Climb, climb, climb, fall and keep climbing. " Students read.
3. Teachers and students should climb and fall together.
4. Teacher: Little frog, you have climbed so many times, why can't you climb up?
5. Students find the word "slippery steep" to guide students to read that the shaft wall is particularly slippery.
6. The teacher asked: Are you afraid? From what words do you see that you are not afraid?
7. The group takes turns to "fall and continue to climb". Put it in the sentence and read it again with emotion.
8. Teacher: Look at the little frog so tired, and imagine what the sitting big frog would say.
9. Imagine the words of a big frog.
10, Teacher: But no matter how much the big frog advised, the little frog wouldn't listen.
1 1. Then the students read the teacher's words. "The little frog didn't shake his determination. He climbed up the slippery and steep wall. Climb, climb, climb, fall, keep climbing. "
12, teacher: I saw the little frog climbing out of the wellhead and accidentally fell heavily. Little frogs, are you still climbing? (Student A: Climb! )
13, the courseware shows the sentence "The little frog did not waver in his determination, but climbed the wet and steep wall. Climb, climb, climb, fall, keep climbing. The little frog climbed, climbed, climbed, and finally climbed out of the wellhead. " The teacher scribbled on the blackboard: climb out of the wellhead. Guide reading aloud, experience the hardships of the little frog climbing out of the wellhead, and practice using "(), and finally ()." speak
14, Teacher: The little frog finally climbed out of the wellhead. His eyes widened in surprise. What will the little frog say?
Teacher: What a big day! What a beautiful place! Students practice using "more () and more () (), more () and more () ()!" speak
(4) Learn the fourth paragraph.
1. The courseware demonstrates the process of frogs croaking when the sun goes down and the moon comes out. The teacher explained: Look, what a big day and what a beautiful land! The little frog looked around in surprise. Unconsciously, the sun went down, the moon came out, and frogs were heard in the distance.
2. The teacher asked: Little frogs, who are they? (Student: My brothers) Have you met before? (Student: No) These are brothers you have never met! What's your mood? (happy)
3. Teacher: What do you want to do with your brothers?
4. Students imagine speaking.
5. Guide the reading and read the excitement of the little frog.
(5) Activity: Students sing "Two Frogs"
The courseware plays the song "Two Frogs", and the students do actions while singing.
(6) Learn the last natural paragraph.
1, Teacher: Look, how happy we are. Don't forget our old friend, the big frog, what is the big frog doing? Boys read the last paragraph.
2. The teacher asked: What is the big frog doing? After answering the roll call, the teacher wrote on the blackboard: stay at the bottom of the well-→ faint.
Who can imitate the tone of the big frog to read this sentence?
4. Guide to reading the feeling of the big frog.
What do you want to say to the big frog at this moment?
Fourth, talk about discussion and experience feelings
1, read the text according to the role. Ask two students to wear frog headdresses and play the big frog and the small frog respectively. Other students read the statement.
2. Say: Which frog do you like? Which frog do you dislike? Why?
3. Students talk about harvest.
Verb (abbreviation of verb) extracurricular expansion
1, the sequel to the story "Two Frogs".
2. Read the idiom story "Looking at the sky from the well".
The teaching reflection on the fairy tale "Two Frogs" is vivid and interesting, which can inspire students, but it is not easy for primary school students with shallow life experience to understand the truth. Moreover, students with strong understanding ability should not be too one-sided in understanding the problem literally. As long as they have perseverance and perseverance, they will certainly succeed. But I think this interpretation is too one-sided, because the difference between these two frogs lies not in perseverance or perseverance, but in whether the outside world is worth seeing. In fact, this fairy tale tells us the importance of "taking the Wan Li Road" and encourages everyone to go out and study. However, students' understanding ability and social experience are limited, so it is difficult to understand her. So I designed two main training lines, reading and speaking, and combined with real-life comparative reading and teaching strategies to break through the difficulties. In class, the students read aloud under the guidance of the teacher, and fully realized the beauty of the language of this article. Under the guidance of the teacher, students interpret the text layer by layer and understand a lot of truth about being a man. I still remember the students' expressions when reading aloud, the excitement when discussing, and the eagerness to go out. It's a pity that I didn't guide them to absorb the essence of writing in this class. If you can guide students to communicate simply: What sentences do you think are lively and interesting in this class? And accumulate beautiful words, I think it will be better.