Teaching plan of pony crossing the river 1 course objective
1. Know this lesson 12 new words and write 5 new words.
2. Understand the content of the text and know that you can't just listen to others when you encounter difficulties. Think about it and try it, so that you can do things well.
3. Read the text emotionally with different roles.
Curriculum focus
Learn the new words in this lesson. Understand the meaning of this sentence, "it is impossible to listen to what others say without thinking and trying."
Course difficulty
Why do you say "the river is neither as shallow as the old cow said, nor as deep as the squirrel said"?
Three classes.
Class arrangement
first kind
Class goal
Reading the text for the first time, I know the new word 12 and pronounce it correctly.
training/teaching aid
New word card.
teaching process
First, talk about introduction, blackboard writing topic.
Students have heard many fairy tales since they were very young. Who knows? Tell the students the fairy tales you know. Today, we are going to learn a fairy tale, which the students will find interesting. Write on the blackboard: 6. Pony across the River
Second, the preliminary reading of the text, the overall perception
1, students are free to read the text once or twice, correctly pronounce the new words, and read the difficult words several times.
(Show the courseware 1: all the new words in this lesson)
2. Read the text by name.
3. Bring the new words into the text and read them until you are familiar with them.
4. The teacher reads the text and the students think: What does the text mainly talk about?
Third, guide writing and analyze fonts.
1, focusing on the font and writing of the following new words.
(Show Courseware 2) Take a piece to stop the pro.
Being able to write can inspire students to analyze and memorize glyphs by using the radicals and familiar words they have learned.
2. Practice writing.
Fourth, various forms, familiar with the text
1. Read the text by yourself.
2. In groups of four, read the text in various ways, such as paragraph reading and role reading.
3. Comment on each other and correct reading mistakes.
New design of classroom homework
First look at pinyin and write words.
This is the first time I have seen you.
( ) ( )( )( )( )
Fill in the appropriate words in the brackets.
An old horse, a wheat and a river.
An () old Niu Yi () squirrel and a () partner.
Read the sentences, say which two words in the two sentences have similar meanings, and write them on the lines.
(1) The pony listened to the old cow and ran to the river at once.
(2) The pony listened to the squirrel and stopped at once.
() and () have similar meanings.
Reference answer:
First, take the lead in stopping the relatives of your partner. Second, pull the bag.
Head only
Third, hurry immediately.
The Teaching Purpose of Teaching Plan 2 of "Pony Crossing the River"
1, can read the tone of the sentence according to the dialogue hints in the text.
2. According to the development process of the story, clarify the narrative order and retell the scene of pony swimming the river for the first time.
3. Be able to recite and write the words of the old horse to educate the pony and understand the moral of the story.
teaching process
First, read the text for the first time and practice oral English.
1, today's text is called "Pony Crossing the River". Why did the pony cross the river? How did he cross the river?
2. Listen to the model essay and underline the new words; Thinking: Why did the pony cross the river?
3. Practice speaking.
Why did the pony cross the river?
(helping my mother to do things; Go to the mill; Pony will help mother transport the wheat to the mill. )
Organize students to discuss:
If the location of the mill is "across the river", the expression is complete. Where do you think it should be added? (In front of the mill)
Through three questions, the accuracy of students' language is gradually improved, so as to exercise students' language ability and cultivate students' rigor of thinking. 〉
4. Learn words.
Read new words-orthography.
Remind students to pay attention to the words that are easy to write wrong-glyphs.
Make new words and write them down.
There should be enough time for students to read and write in class. 〉
Second, clear the context of the text and practice oral English.
1, read the text by yourself, read the new words correctly and understand the sentences.
Think and answer this question: How many times did the pony come to the river from home? What is the result every time?
2. Clear the context of the text. (blackboard writing: you can't cross the river. )
3. Fill in the blanks orally.
The text first writes why the pony crossed the river, then the pony's situation (), then the old horse (), and finally the pony ().
Help students understand the narrative order of the text and train them to speak in sentence groups. 〉
Third, guide reading and practice retelling.
1, which paragraphs of the text are written about the situation that you can't cross the river when you just arrive at the river? (Paragraphs 3-6)
2. Guide reading aloud.
(1) Understand the following dotted words and read the mood of the sentence accordingly:
"Pony embarrassed, thinking, can I go there? If mom is around, how nice it is to ask her what to do! "
"The pony was surprised and asked,' Is it deep?' "
(2) Understand the psychology of the role and read the tone of the following sentence:
"The old cow said,' Is the water shallow? I just don't have a calf, so I can wade through it. "
"The squirrel stopped the pony and shouted,' Pony! Don't cross the river, don't cross the river, the river will drown you!' "
Before and after the two lectures, the methods are slightly different, but the focus of training is to guide students into roles. 〉
3. Practice retelling.
(1) Number the following words in the order of story development:
Go home and ask the squirrel.
Old cow immediately embarrassed to ask.
(2) Guide retelling.
It is required to use numbered words as hints, repeat them in an orderly way, and repeat them smoothly in your own words. Make comments according to the requirements of retelling.
According to the sequence of events, retelling Pony's first swim in the river is one of the teaching focuses of this paper, so guidance should be in place and training should be sufficient. 〉
4. Find synonyms.
Ask the students to find a pair of synonyms from the numbered words. (hurry, right away)
How do you realize from these synonyms that ponies just listen to others and don't think?
Fourth, guide the performance, read and write sentences.
1, read aloud in different roles and act out the plot of the old horse educating the pony.
Grasp the word "embarrassed" and let the students say what "embarrassed" means. Why are you "embarrassed" about things? What do you look like when you are embarrassed? Show it to everyone.
2. Students read paragraph 7 by themselves and underline the sentences that are most helpful to them.
This passage about old horse education makes students:
(1) read-read the "cordial" tone.
(2) Say-tell me what the word "light" in the sentence means and whether it can be omitted. (blackboard writing: use your head to try)
(3) Recitation-requires emotional recitation.
(4) dictation-don't miss or write wrong punctuation.
Verb (abbreviation of verb) breaks through difficulties and deepens understanding.
1, the students read the eighth paragraph by themselves and tell where they can see the pony. Remember the mother's words and use their brains when something happens.
2. Discussion: The pony went down to the river to have a try. What do you think of this river? Why do old cows, ponies and squirrels have different views on the same river? Who is right?
"Four answers (omitted)"
Students' interest is very high. In this regard, teachers should let students fully express their opinions, and during this period, teachers should take the way of affirming some opinions of students as a guide. How to make the final conclusion depends on students' cognitive level.
3. Speak with "neither like ... nor like".
(1) Say "Height"
(2) Say "depth"
3 Lian said.
Ask the students to connect the two sentences they just said with "Because …".
Sixth, read through the full text and summarize the gains.
1, divided into roles, read the whole text with emotion.
2. Summarize the harvest. Let the students talk about what they have learned and gained.
3. Encourage students to ask questions that they still don't understand, and teachers should handle them properly.
Reading teaching in middle schools focuses on paragraph training. This class is organized according to the idea of "key training+routine training", which not only highlights paragraph training, but also pays attention to the training of words, reading aloud, reading silently, reciting and speaking. Teachers are good at grasping the characteristics of teaching materials and paying attention to the training of language and thinking, so that students can develop their thinking ability while learning languages. Teachers are very concerned about all students and take care of them from different starting points to improve the level of the class.
The third teaching objective of "Pony Crossing the River";
1. Learn the text with pictures and texts to cultivate students' observation. Thinking and expression skills.
2. Understand the content of the text, so that students can understand that when encountering problems, they should not only listen to others, but also think independently and find answers from practice.
Practice reading the texts of different roles and show the tone of the characters.
Key points and difficulties:
Understand what the old horse said to the pony in paragraph 7.
Teaching AIDS:
Multimedia courseware. Old horse. Pony. Old cow. The squirrel's headdress.
First, story introduction, blackboard writing topic.
(1) "Do students like listening to stories? Now the teacher tells you an interesting fairy tale called "Pony Crossing the River". " (Show the topic)
The teacher said, "There lived an old horse and a pony in the stable ... and ran quickly to the mill."
(3) What happened next? Please watch the video and think: How many times has the Little Malay River been there? What is the result every time? "(video)
(4) Students answer.
Second, read the sentiment first to understand the general idea.
1. Read the text in the way you like. Requirements: every word should be read correctly, every sentence should be read correctly, and natural paragraphs should be marked.
2. Train inspection reading aloud, teacher and student evaluation.
3. Fill in the brackets with proper quantifiers.
A stable, a mill and a squirrel.
An old horse, a river and a big tree.
A horse and a half (bag) of wheat and an old cow.
Transition: What is the connection between these things? Please read the paragraph 1-6 by yourself first, and then discuss it at the same table.
Third, intensive reading training and reading comprehension.
(1). Learn the first part
1. Answer the connection between things by name. (Teachers connect)
A stable, a mill and a squirrel.
An old horse, a river and a big tree.
A horse and a half (bag) of wheat and an old cow.
2。 (Show pictures of the old cow and pony): Find out the dialogue between the old cow and pony and guide emotional reading.
3. Boys and girls read the first dialogue in roles.
4 (Show pictures of squirrels and ponies) Why do squirrels think ponies will drown?
5. Guide emotional reading and practice reading the second dialogue of different roles.
Transition: After listening to the squirrel, the pony stopped at once, not knowing what to do. So it ran home to find its mother. What do you think this pony is after studying here? And give your reasons.
6 Thinking expansion: If you were this pony, what would you do?
(B) Learning the second part
1, it is difficult to ask questions when looking at the blackboard.
2. Look at the picture and discuss: The same river, why does the old cow say that the river is shallow? Why do squirrels say the river is deep? Who is right about them?
Answer: Because the old cow (), it said ().
Because the squirrel (), so it said ().
3. Thinking expansion: If an elephant and a white rabbit want to cross the river and ask you, how should you answer?
4. How does mother educate pony?
(3) Read the seventh paragraph of the text by yourself
(1), find out the words you don't understand.
Embarrassed-who is embarrassed to write the text? Why are you embarrassed? How to read awkward words? Kindness-How to read the tone of kindness?
(2) Find out what you think is the most important sentence, read it several times and think about what it means.
(3) What did the pony do after listening to his mother?
(4) How does the pony feel after crossing the river? Read the last paragraph of the text together.
(5) Look at the picture and answer this question: Why does the pony feel different from what the old cow squirrel said? (Press "Because the pony is neither like () nor like (), so (). Answer the sentence. )
Fourth, act out the story in different roles.
Transition: What do you think after literature class?
Verb (abbreviation of verb) summarizes the full text:
In the future study and life, no matter what problems you encounter, don't just listen to others, think independently and find answers from practice.
Sixth, the appreciation of ancient poetry:
Lu You, a great poet in the Song Dynasty, wrote a poem to illustrate the importance of practice.
Read to my son on winter nights.
The ancients had no power to learn, and the young were not old.
What you get on paper is so shallow that you never know what you have to do.
Eight. Interest distribution:
1. Go ahead: Tell Dad the story of the pony crossing the river. Mom, listen.
2. Write: What if a monkey wants to cross the river? Please write your own story on the topic of "Little Monkey Crossing the River".
Teaching objectives of teaching plan 4 of "Pony Crossing the River"
1. Learn the new word 15 in this lesson, understand the meaning of the word 13, and let the pony cross the river (the first lesson). Can correctly read the polyphonic word "Mo Mo".
2. Learn to write sentences with "neither like … nor like ……"; Can correctly add colons and quotation marks to the specified sentences.
3. Be able to read the texts of different roles, read the tone of the dialogue and what the pony thinks when he is in trouble, and recite and dictate what the old horse taught the pony.
You should know that you can't just listen to others when you encounter difficulties. You should think more, try and practice in person, and initially cultivate the ability to analyze problems.
Teaching emphases and difficulties
Teaching focus:
(1) Learn the new word 13 in this lesson and understand the meaning of the word 17;
(2) Understand why Pony failed to cross the river the first time 1 and did so the second time;
(3) Write a sentence with "neither is like" ... nor is it like ... ".
Teaching difficulties:
(1) Master the shape and stroke order of the new word "mouse";
(2) Understand the meaning of "blocking, of course, stopping";
(3) Understand why "the river is neither as shallow as the old cow said, nor as deep as the squirrel said";
(4) Use words to make sentences.
Teaching preparation
Wall charts, new word cards, tape recorders, audio tapes, projectors, slides.
Teaching time: 3 hours.
Lesson 65438
Teaching objectives
1. Understand the content of the text, learn new words by yourself, teach paragraphs 1 and 2 of the text, and teach the third-grade Chinese lesson plan "Little Horse Crossing the River (Lesson 1)".
2. Understand why the pony crossed the river, and the process of coming to the river where he could not cross the river at 1 time.
teaching process
1. Expose the topic and clarify the reading ideas.
(1) After uncovering the topic, point out the reading ideas: Why did the pony cross the river? How many times does the pony come to the river from home? What is the result every time?
(2) Let the students read the text by themselves with the above questions. Ask to read the new words with pinyin several times and read the sentences smoothly.
2. Read the text aloud.
Why did the pony cross the river? (Who can say something with "for ... so ...")
3. Teach yourself words.
(1) Underline the words with new words and think about their meanings.
(2) Look up the dictionary to understand the meaning of "carrying".
4. Check the self-study situation.
(1) What does "Tuo" mean? What structure?
(2) What do you mean by "blocking, stopping and grinding"?
5. Clear up the ideas of the text and practice oral English.
How many times does the pony come to the river from home? What is the result every time?
Blackboard: I can't cross the river, but I did.
Fill in the blanks: Write why the pony crossed the river first, then the pony (), then the old horse (), and finally the pony ().
5. Learn paragraphs 1 and 2 of the text.
(1) After reading paragraphs 1 and 2, talk about the meaning of "willing".
(2) The old horse listens to the pony and is willing to help his mother with things. The old horse "happily" said, can you use "jumping" here? Why?
(3) Why did the pony cross the river? Where did you see it?
(4) Read paragraphs 1 and 2.
6. Review words with new words and related familiar words (words).
7. Writing instruction. Focus on guiding "mice". "Rat", up and down structure, small and big, *** 13 painting. The top half of the six paintings are in stroke order, and the eighth, ninth, 1 1 and 12 are all dots. The last picture is a diagonal hook.
8. Copy new words.
Blackboard design:
Pony across the River
For ... therefore ...
First time: I can't cross the river.
The second time: crossing the river.
Teaching reflection:
Lesson 5 Crossing the River by Pony is a fairy tale full of childlike interest, which is suitable for students to understand the text and meaning through self-reading, self-discussion and self-practice. Therefore, I designed four teaching plans: listening, reading, speaking and acting.
First, listen-listen to the recording of the text.
The teacher plays the tape first, and the students listen to the story and feel the interest of fairy tales. They make friends with pony, the protagonist of the story, to stimulate students' interest in further study.
Second, reading-reading the text.
1, reading the text for the first time
Read the text freely, perceive the content of the text as a whole, read the new words correctly and read the sentences well.
2. Intensive reading of the text
Through preliminary reading, let students have an overall understanding of the text, and on this basis, guide students to read the key sentences in the text intensively. By reading and analyzing the key sentences, the remaining problems will be solved easily.
3. Read aloud in different roles
Guide students to read the dialogues of different roles of pony, old horse, old cow and squirrel, and further deepen their understanding of the text and the moral of the story during reading.
Third, say-say personal views.
Reading is to understand the basic content of the text. On the other hand, on the basis of reading, it guides students to question and reason. The same river, the old cow said shallow, the squirrel said deep. Why? What should you say to elephants and white rabbits if they also want to cross the river? Students imagine and design dialogues with elephants and rabbits to further understand the meaning of the text.
Fourth, acting-acting the essence of the story.
Through the three steps of listening, reading and speaking, students have understood the content and moral of the text, thus achieving the goal of internalization. Then let the students wear their headdresses, organize freely, choose their own roles and perform in different roles. This is a process from internalization to deduction. According to their own understanding, students creatively shape the characters in the story, so as to enrich the characters and achieve the goal of comprehensively improving students' quality.
"Pony Crossing the River" Lesson 6 Activity Target
Learn to try by yourself when you encounter difficulties.
Know the story and don't rely on others when you encounter difficulties.
Willing to perform simple storylines in different roles.
Understand the content of the story and tell simple things boldly.
Activities to be prepared
Video and story of pony crossing the river
Activity process
1. Tell stories and explain.
2. Ask the questions written in the story.
Did Ma Xiao help his mother with her work?
Who did the pony meet by the river?
Did pony cross the river or not?
Tell me what this story is about.
This story tells us that when we encounter difficulties, we must try by ourselves and not rely on others.
Activity expansion
Let the children act according to the story.
Encyclopedia: The horse's sense of smell is very developed, and it is an organ with very strong information perception ability. It is easy to receive all kinds of information from the outside world without being detected by hearing or other sensory organs, and it can react quickly.
Teaching plan 7 "Pony Crossing the River" Teaching objectives:
1, read the text and understand the questions after class 1.
2, know how to encounter problems, not just listen to others, but think independently and seek answers from practice.
3, can contact the context and understand the following words: difficult, jumping, way out, no, tripping, etc.
Emphasis and difficulty in teaching: understanding what mom said.
Teaching aid preparation: slide show
Teaching time: the second class.
Teaching process:
Let's start with the story introduction. I know a paragraph or two.
1, the teacher tells the beginning of the story (that is, the first and second paragraphs of the naked text), and then asks: Students, the story is here. What do you think of Pony? Why?
Health: I think it is very sensible because it knows how to help mom.
Health: I think it's an obedient child. Because it was very happy when it heard that it could help its mother.
Second, grasp the central sentence
Students can read the text freely and think while reading: How many times did the pony come before crossing the river? What did he say to his mother before he made up his mind to cross the river? Draw with "~ ~ ~" and tell me the meaning of this sentence.
Third, contact the context and understand the headword.
1, (slide show), take the students to read the third, fourth, fifth and sixth paragraphs of the text paragraph by paragraph. Other students will consider the following questions when listening:
A. who does mom mean by "others" in the article?
B.what do you mean by "others"? Draw with "=". Think about it. Are they right?
From which sentences can we see that Ma Guang listens to others without thinking? Draw them one by one.
2, group discussion, teacher patrol guidance.
3. Recommend the discussion results.
A. After the students answered the questions of 1 and 2, they changed the subject: What would you do if you were a pony and listened to the old cow and squirrel?
Health: I'll think about which of them is right.
Health: I'll try it myself.
B. Students answer the third question and pay attention to the key words "immediately" and "hurry".
Read the last paragraph and understand the central sentence.
1. What did Pony do after listening to his mother? What is the result of its practice?
2. (Slide show) Look at the picture and tell me why the river is neither as shallow as the old cow said nor as deep as the squirrel said.
3. What do you think from the old horse's words?
The students argued that what mom said must be right.
Health: I think I will try my best no matter what difficulties I encounter in the future.
Health: I'll do it myself.
Health: I will do the experiment and find a way.
Verb (abbreviation of verb) summarizes and extends the central sentence.
What will you do if you encounter difficulties in your future life?
Six, the sequel to the story
1, the beginning of the teacher's story: A few days later, it began to rain heavily. It rained heavily for several days and nights, and the river rose very high. Grandma called the old horse and said that her house was flooded. The old horse was very anxious and said to the pony, "Little friend, please send something to grandma first." "Pony carrying face, quickly ran to grandma's house. Running and running, a big river blocked the way.
2. Ask the students to help Pony figure out how to finish the story.