The second volume of the second grade Chinese "Tears Tea" teaching plan.

"Tea with Tears" mainly tells that the owl thinks a lot of sad things and cries, fills the kettle with tears, and then puts the kettle on the stove to boil and make tea. This is an interesting fairy tale, close to the reality of students' life. The purpose of writing this article is to make students cherish everything around them, love our beautiful life and have the ability to solve sad things.

Teaching objectives

1. Make students familiar with the text, know 14 new words such as tears, cupboards and cupboards, and write eight new words such as tea, words and pages, and write words such as tears, tonight, tears, lyrics, pages, clocks, clockwork, attention, morning light, tears, stop and teacups.

2. Read the text with emotion, understand the language description of the owl in the text, and understand the making process of the owl tears tea.

Teaching course

First, introduce conversation.

1. Teacher: Do children like tea? Do your parents like drinking tea? What kind of tea do they usually drink?

2. Have you ever heard of tearful tea? Do you know how tear tea is brewed?

3. Uncover the topic: Tear tea.

4. Guide the reading topic and know the word "tears". From the font, I know that the word "tears" refers to the eyes. The water flowing out of the eyes is tears, so it is easy to remember the word "tears".

Second, read the text for the first time to understand the preview.

1. Students can read the text freely, which requires:

(1) Read the text freely, pay attention to the new words in the text, and read unfamiliar words with pinyin.

(2) Read the sentences that you don't understand at the same table several times.

(3) Please circle the new words that you really don't understand and wait for the class to communicate.

Please circle the words you don't understand.

2. Students read the text as required.

3. Check the students' preview.

(1) Open fire in the small class and read the text again. Pay attention to students' mastery of new words.

(2) Show the new words in this lesson and read them by train.

Tear cupboards, knee spoons, reading pages, tearing tables, crying plates, crying cups.

(3) What new words are difficult for students to talk about? Ask students to help identify them.

(4) Classify and identify new words.

Cups and cupboards used to be made of wood, so they are all made of wood next to them.

B The words next to the word "Knee Moon" are all related to the body. Know the knee of the body to know the word "knee".

C sucks, langa. You know it by fire.

D look at the watch and accumulate knowledge at ordinary times.

(5) Test you: I mean you read when you play at the same table, and you mean the games I read. If there are new words that the deskmate can't understand, he is responsible for teaching the deskmate.

(6) Take off your hat for these newborn babies and see if you still know them.

(7) Put new words into words to consolidate students' understanding of new words.

(8) Students can freely find out the sentences containing these words and read them to understand the meaning of the words in context.

(9) If there are words you don't understand, you can understand them again by consulting reference books and asking teachers and classmates.

Third, read the text again to understand its content.

1. Read the text together and think about what the text mainly says.

2. Let your classmates report.

According to the students' reports, the teacher summed it up. This paper mainly tells the story that the owl makes himself cry by thinking a lot of sad things, fills the kettle with tears, and then puts the kettle on the stove to make tea.

Students can reread the text freely. What kind of tone should they read?

Fourth, writing guidance.

1. Students observe eight new words that are required to be written.

2. Communicate and remind which new words should be paid attention to when writing.

For example:

The lower part of the word tea is not wooden.

Stop is a word with left and right structure. Pay attention to the narrow left and wide right.

A table is a word with an up-and-down structure, so pay attention to the narrow top and wide bottom.

The last stroke next to the wooden word on the left and the negative word on the right of the cup is a dot.

The middle part of the salty word is a horizontal mouth.

3. The students are painted red, and the teachers patrol for guidance.

4. Students write new words.

Fifth, homework.

1. Write new words.

2. Understand the words and copy them.

3. Read the text with emotion.

Blackboard Design 19 Tears Tea

Tearing cupboards, knee spoons, reading pages, tearing tables, drip trays and salt cups

The tea page stops and the cup is salty.

second kind

Teaching objectives

1. Read the text with emotion, understand the content of the text, feel the sadness of the owl's loss of good things, and inspire students' love for good things.

2. Exercise students' ability to deal with sadness.

First, review the introduction.

1. Dictate words.

Tears, tonight, tears, lyrics, pages, clock,

Clockwork, attention, morning light, tears, stop, teacup

2. What is the main point of the text?

teaching process

Second, read the text for the first time and understand the process of owl making tea.

1. Read the text freely and learn about the process of owl making tea.

2. Student report.

(1) Take out the kettle from the cupboard.

(2) Think of sad things and pick up tears.

(3) Put the kettle on the stove to make tea.

Third, read the text again and understand the language description of the text.

1. Find out what the owl said and read it.

2. In order to highlight the process of owl making tea, a lot of language descriptions are used in this paper.

Now, he said, I'm going to start. Read this sentence carefully and tell me what you find.

3. Student report:

5. Ask the students to find other such sentences in the text and read them.

(1) A song that can never be sung again, said the owl, because the lyrics have been forgotten.

He said, those unreadable books with torn pages.

He said, the clock that stopped, no one wound it.

(4) The mashed potatoes left on the plate, because no one wants to eat them. He cried that some pencils were too short to use.

(5) all right! The owl said, you are finished!

6. Read these sentences, observe them carefully and tell me what else you find.

Fourth, be familiar with words and understand feelings.

1. Read the part of the text (paragraph 4- 12) again to find out how the owl's tears are collected. What sad thing did he think of?

2. Find out what the owl is sad about and draw it with wavy lines.

3. Ask students to report.

(1) A chair with a broken leg.

(2) songs that can no longer be sung.

(3) Spoons dropped behind the stove.

(4) unreadable books.

(5) Stop the clock.

(6) the morning light that nobody pays attention to.

(7) The mashed potatoes left on the plate.

(8) Pencils that are too short to use.

4. Owls also remember many sad things. There are many sad things here. Guess what else the owl thinks of?

(1) Group discussion.

(2) Students report and communicate.

5. Communication: such as a muddy path. Cold food.

Teacher: Owls cry at the thought of these sad things. What kind of owl do you think is?

7. Students express their opinions.

8. The teacher's summary. Owls get sad and cry when they think of these bad things. Explain the owl's yearning for beautiful things. How happy our life is, how beautiful our life is, and we should also love our life.

Fifth, sublimate feelings.

1. Teacher: Owls cry when they think of sad things. How do you deal with sad things?

Students can express their views freely.

3. The teacher summarizes according to the students' reports.

blackboard-writing design

19 Tears Tea

Tears, tonight, tears, lyrics, pages, clock,

Clockwork, attention, morning light, tears, stop, teacup

Sixth, homework.

1. Investigate, investigate your parents or grandparents around you, and find out how they deal with sadness.

2. Learn how to write the fairy tale "Tears of Tea" and learn to write fairy tales.

3. Look at fairy tales and feel their charm.