Subject: Chinese

Suitable grade: the second volume of the second grade

Textbook version: compulsory education curriculum standard experimental textbook language (Chinese publishing house s version)

Instructional design:

design concept

1. Reading is a personalized behavior of students. Teachers should rely on the text of teaching materials, guide students to talk with the text, fully carry out the dialogue between teachers and students, and promote the improvement of students' Chinese literacy.

2. Cultivate students' inquiry reading and creative reading ability, advocate multi-angle and creative reading, extend the connotation of the text, and develop students' language expression ability.

3. Literacy teaching should make full use of students' existing knowledge and life experience, pay attention to teaching literacy methods, strive to combine knowledge with practice, and gradually form literacy ability.

Teaching objectives

1. Read the text emotionally and recite your favorite paragraphs.

2. Know 6 new words and write 8 Chinese characters in a standardized way.

3. Be able to carry out personalized reading, understand the author's feelings of caring for nature and others, expand the content of the text, and creatively express his inner good wishes.

teaching process

First, stimulate interest into the topic

Students, if you have a sensitive Pandora's box, what do you want to do with it? If you have a magic flying carpet, where do you want to go? If you have an Aladdin magic lamp, what wish do you want to realize with it? If we have these magic weapons, we will make our dreams fly. It seems that imagination is really an interesting thing. So, today, let's make such a hypothesis.

(blackboard title: 10, if)

Second, read the text for the first time and read the words.

1. Read the text for the first time, use words to stimulate students' interest in reading and ask students: How do you usually read a text well? What should I do if I meet words I don't know? What if some sentences can't be read smoothly at once?

2. Students express their opinions, and teachers encourage students in time to read the text in their favorite way.

This poem has three parts. Each student is assigned to read a part. After reading, students are organized to evaluate, and teachers also guide the correct reading methods.

4. Guide literacy.

(1) Circle the new words, read them for the first time, and try to remember the glyphs.

Cold attack for hunger and tears

(2) Show courseware 1. Students can read new words and talk about how they remember glyphs. Teachers can evaluate and help them in time.

(3) Check the literacy effect between deskmates with new word cards.

5. Show the word card and read the words by name or train.

The cold attacks people for food, crying, sighing, sighing.

Third, reread the sentiment.

1. Students read the text aloud and think about what the author wants to draw with Ma Liang's magic brush.

2. Show courseware 2 and fill in the blanks according to the text.

I want to give a picture and make a picture;

I want to give a picture and make a picture;

I want to draw. Let him draw.

Fourth, personalized reading, experience emotion.

1. Students read the text again, and the teacher instructs them to read with emotion.

Ask students to read their favorite part several times and think about why they like it. Teachers' itinerant guidance.

3. Students talk about their reading experience and talk with teachers and students.

In the first section, let students experience the cold that young trees face in winter. The author wants to draw a golden sun on the small trees, so that the small trees will not be afraid of cold attacks and can spend the winter safely, and then they can grow into towering trees and green our earth, which shows that the author loves trees.

In the second part, birds are lovely spirits on the earth. When it cannot find food, it will starve to death. The author wants to draw some rice grains for the bird, so that it can live happily and bring joy to our life.

In the third section, Xixi is disabled. Without legs, he must be in pain. The author wants to draw a pair of legs for him, so that he can run like a normal person and show the author's concern for the disabled.

4. After the students talk about their reading experience, let them reread the favorite paragraph with emotion, and after reading, teachers and students will evaluate it together, and then read it aloud or read it with music, so as to achieve the best reading effect and promote the improvement of students' reading level.

5. Summarize and stimulate emotions.

The author hopes to use Ma Liang's' God' to draw a small tree with warm sun in winter, draw some rice grains to feed hungry birds, and draw a pair of legs to make the disabled Xixi run happily. What kind of wish do you want to say to the author?

Fifth, expand the content of the text and encourage students to express creatively.

1. On the basis of understanding the author's feelings, let the students read the text with music.

2. Enlighten students: If you have a magic pen of Ma Liang, what do you want to draw? To whom? Help him solve what difficulties? (Students think and play soft light music)

3. Students express themselves freely, and teachers make reasonable comments on students' language, values and emotions in time.

Students write one or two poems according to the way the text is written. After writing, let the students read aloud with music and enjoy their works.

Sixth, guide writing.

1. Show Courseware 3, observe the positions of Chinese characters such as stroke, sigh, cry, grain, leg, pharynx, luck and cry in Tian Zige, and focus on guiding writing.

Example: The strokes are written in the middle of Tian Zige, and the ones above should be prominent; The words "sigh", "cry" and "grain" are left and right structures, so when writing, pay attention to the narrow left and wide right; If you have many legs, you should avoid each other when writing. Swallows have many strokes, so pay attention to the writing order. The teacher should demonstrate first, and then let the students blank the books. Fortunately, the word "cry" is an upper and lower structure. Pay attention to the upper narrow and the lower wide.

2. Students write Chinese characters, and teachers tour to guide them.

3. Show students' works and comment.