Draw a pony lesson plan 1

? The pony crossing the river is a fairy tale full of childlike interest, which is suitable for students to read, discuss, practice the text and understand the meaning by themselves. 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.

Draw a pony lesson plan 2

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.

Draw a pony lesson plan 3

? Tell the design intention

This activity is designed according to the requirements of the art field in the new syllabus. The activity aims to show that teachers are entertaining and children are entertaining, so that rhythm training, rhythm and percussion can be organically combined with music, and children can actively experience music. In the whole activity, the principle of teacher-child interaction and child-child interaction was adhered to, which made the atmosphere relaxed, free and artistic. Generally speaking, this activity can be summarized by three "happiness": creating happy activities, creating a happy atmosphere, and guiding children to express themselves happily and boldly.

? Textbooks and teaching methods

1, "Pony Crossing the River" is a typical Rondo music, with humorous melody, dynamic and static combination and cheerful rhythm, which vividly shows the scene of pony frolicking on the grassland. Children are novel and familiar with these descriptions, easy to understand and master, which makes children feel very happy when they enjoy music and is conducive to cultivating their optimistic and cheerful personality.

2. Teaching methods:

(1), random teaching method: In order to stimulate children's initiative in learning, I pay attention to using random teaching method. In teaching, I always pay attention to follow children, capture sensitive, exploitable and valuable parts from their body language, and inspire and encourage children to carry out creative activities. (2) Appreciation method: In the activity, I first guide the children to appreciate the whole song, with the purpose of maintaining the integrity of the work and giving them a sense of a complete teaching goal, and then enjoy it in sections, with the focus on the key parts.

? On teaching objectives

1, feel the humorous musical features of the music "Pony Crossing the River".

2. Through activities such as feeling, appreciation and game creation, students can initially perceive the characteristics of "Rondo" and boldly express their perception of music through various forms (rhythm, percussion, etc.). ).

? On the Teaching Process

(A) the introduction of new courses

First of all, show the cartoon atlas and conduct rhythm training, which is the forerunner of getting started here and the basis of teaching content and methods. Through the progressive rhythm training of quarter notes-eighth notes-sixteenth notes, it is helpful for children to master the basic rhythm of music and prepare for enjoying music.

(2) New curriculum

1, enjoy "Pony Crossing the River"

The appreciation process is divided into three steps:

In the first step, the teacher leads the children to appreciate the music completely and initially perceive the style and artistic conception of the music;

The second step is to teach rhythm and guide children to perceive the characteristics of Rondo through rhythm. Children can change their body language through different body rhythms. The third step, on the basis of being familiar with music, add percussion music to the first part of music: tambourine, sleigh bell and triangle iron, and better express music through the above three instruments. Section b, add rhythm-pony walking; Section c, join the game-pony crossing the river; Perceive the change of music mood.

Through the combination of percussion and games, children can fully feel the similarities and differences of musical emotions between paragraph A and paragraph B, and between paragraph A and paragraph C, so as to fully mobilize the enthusiasm of children to participate in music and push this lesson to a climax.

2. End the activity, in the music game of "Little Horse Crossing the River", end the activity.

Draw a pony lesson plan Chapter 4

Activity objectives:

1, guide children to understand the content of the story, and let them know that "size and depth" are not fixed, but change with the comparison of one thing with another;

2. Be able to communicate with others in turn around a certain topic, with complete language and generous attitude in front of the group.

3. Let children know how to think and try.

Activity preparation:

Courseware "Pony Crossing the River", pictures.

Focus of activities:

Understand the content of the story, know how to think more, and give it a try.

Activity difficulty:

You should know that the size and depth are not fixed, but change with the comparison of one thing with another.

Aesthetic element: The story tells about the difficulties encountered by the pony crossing the river and the different treatment methods before and after, so that children can know how to think and give it a try.

Activity flow:

First, chat to stimulate interest.

There is a pony. When he crossed the river, something interesting happened. Let's hear a story. The teacher told a story and said, "Running and running, a small river blocked the way." The river is spouting.

Look at that. Can we go there? "

Question: Can you guess that a pony can cross the river? (The child answers)

Second, the teacher continues to tell stories to stimulate children's discussion.

1, the teacher went on telling the story and said, "The squirrel said seriously," Of course! Yesterday, a little friend of mine fell into the river and drowned! "

Question: What did Pony think at first? What did the old cow say? What did the squirrel say? Why does the old cow say the river is shallow and the little squirrel says the river is deep? What will the pony do after listening to the old cow and the little squirrel? What's it thinking?

2, continue to appreciate the story, involving children, just listen to others, don't use your head, don't try, it's useless.

Question: How did the pony do it? What did mother say to the pony? What will the pony do after listening to his mother?

3. Continue to enjoy the story until the end.

Question: Did the pony cross the river? It turns out that this river is neither so shallow as the old cow said, nor so deep as the squirrel said.

Third, fully appreciate the story "Little Horse Crossing the River".

Teacher: Let's listen to the story completely.

Question: 1. What did Ma Xiao do for her mother? What difficulties did he encounter and what did he think?

2. What did Uncle Niu tell him? What did the squirrel say to him? (theoretical dialogue)

3. How did the pony do it?

What did his mother say to him? (Practice the dialogue)

5. What did the pony do after listening to his mother?

6. Why do squirrels think the river is deep? Uncle Niu thinks the river is shallow?

7. Organize children to discuss: What did Pony learn from this incident?

Do you like ponies? Why? Organize children to discuss and deepen their understanding of the theme. )

Fourth, the experience of transferring works.

What difficulties did you encounter and how did you do it? Teach children to think and try when they encounter problems. )

End the activity.

Draw a pony lesson plan Chapter 5

Teaching objectives:

1. Learn to read the text correctly, fluently and emotionally.

2. Understand the content of the text and what the old horse said to the pony.

You should know that you can't just listen to others when you encounter problems, you should think for yourself and try again.

Teaching emphasis: grasp key words and phrases to help students understand the text.

Difficulties in teaching: you should know that you can't just listen to others when you encounter problems, you should think for yourself and try again.

Preparation before class: courseware, music, animal headdress,

Teaching process: Play "Time is like a small carriage" before class.

First, import

1. Students, last class we learned the new words of the fairy tale "Little Horse Crossing the River" and read the text for the first time. Do you remember? (Remember) The little train started-(Reading words while driving)

2. Teacher: Students read aloud and give you applause. Let's recall the text. What did the text message say? Health: The story of the pony crossing the river twice. Teacher: ok, let's continue to study the text in this class?

Second, show the learning objectives.

1. Learn to read the text correctly, fluently and emotionally.

2. Be able to understand the content of the text, and understand that when encountering problems, don't just listen to others, think about it yourself and try again. Transition: with a goal, there is a direction to work hard. Please read learning skills (1)

Third, the new curriculum professor

Learn tips (1) Listen to the teacher read the first and second paragraphs of the text and think while listening: What makes the pony jump and jump with joy? How to read it to show the pony's mood at that time?

(1) Students read the text together.

(2) Student answer: Help my mother carry half a bag of wheat to the mill.

(3) Read the pony by name. Transition: What happened to the pony in the process of delivering wheat?

Learn tips (2) Read the third and fourth paragraphs in your favorite way, and think while reading:

(1) The pony came to the river. Why is it difficult? What is it thinking at the moment?

(2) What did the old cow and squirrel tell the pony later? Draw it with "-".

1, the student replied: a small river blocked the way. The student replied: Pony thinks I can go there? If mom is here, ask her. How nice! The student replied: It asked Uncle Niu and Squirrel respectively.

2. Does the teacher guide reading aloud? Pony asked Uncle Niu what tone he should use. (Polite, asking) What tone did the old cow answer? (Calm down, because he thinks the river is shallow) Why did the squirrel stop the pony and shout? What tone should I use?

3. The pony listened to the old cow and immediately ran to the river, ready to cross the river. The pony stopped quickly and didn't know what to do. Teacher: What do you mean by "immediately" and "in a hurry"? Who can do it according to my password (sit down, behind your hands) We do it together (with our hands behind our backs and sitting on our arms). Is everyone thinking about it? (No) Transition: Pony is so rash and credulous. Let's see what his mother will tell him when he comes home.

Learning tips (3) Read the fifth and sixth paragraphs of the text in a low voice and say:

(1) How did the old horse educate the pony when he came home? How did it answer the mother's words?

(2) What did the pony do after listening to his mother?

1, the students answer. Try to read the conversation between pony and mother with emotion.

2. Teacher: Students should pay attention to the ellipsis in pony's answer. The omission here does not mean that the content is omitted, but that he is embarrassed, hesitant and intermittent.

3. Show key sentences "You can't understand how deep the river is just by listening to others. Give it a try and you will understand. " Guide students to contact the full text and gradually deepen their experience.

Student answer: Pony listened to his mother's words and ran to the river, trying to move forward. ...

Draw a pony lesson plan Chapter 6

Activity objectives:

1. Guide children to appreciate the story and understand the content and meaning of the story.

2. Cultivate children's preliminary analytical ability and language expression ability.

3. Let children know that they should observe more, think more and be brave in trying.

Focus of activities:

Understand the content of the story and understand the meaning contained in it.

Activity difficulty:

Cultivate children's comparative analysis ability and understand the relativity of big and small, deep and shallow.

Activity preparation:

Ppt courseware

Activity flow:

I. Import activities

Teacher: Listen, which animal sounds like footsteps? The pony came and brought a nice story.

Second, play ppt in sections to understand the content of the story.

1. The first paragraph

Teacher: Who is in the story? What did the old horse say to the pony? What does the old horse ask the pony to do? Take this half bag of wheat to the mill. Does anyone know what the mill is for? A mill is a place where wheat is processed. What difficulties did the pony meet on the way to the mill? (A small river blocked the pony's way) The river is fast. Who does it think of? How's the pony's heart? (scared, in a dilemma) What if you are a pony?

2. Paragraph 2

Teacher: Let's keep listening! Who did the pony meet? What did the pony and the old cow say? Uncle Niu, please tell me, can I cross the river? The water is shallow, just without legs, so you can wade through it. Do you want to learn the dialogue between pony and old cow? What if the teacher is a pony and you are an old cow? (Pay attention to the tone of the conversation)

3. Paragraph 3

Teacher: Pony listened to Uncle Niu and was about to cross the river. Hey, what will happen? Let's hear it!

Teacher: The pony is about to go into the river. Suddenly, who came? (Little squirrel) Here comes the little squirrel. What did the squirrel say to the pony? Pony, don't cross the river, don't cross the river, you'll drown! Very deep. Yesterday, one of my partners fell into the river and drowned. ) Let's learn from the little squirrel!

Teacher: The old cow says the river is shallow, while the squirrel says the river is deep. Who do you listen to? Who do you think has a point? What if you are a pony?

4. Paragraph 4

Teacher: How did the pony in the story do it? Listen together.

Teacher: What did the old horse say to the pony? Have you considered their words carefully? Why does the old cow say the same river is shallow and the squirrel says it is deep? Is there any truth in what the old cow and the little squirrel said? We children also use our brains to help ponies think. Show pictures, observe, compare and analyze the differences between the two animals. It turns out that the old cow feels shallow because she is tall, and the little squirrel feels deep because she is short. The old cow and the little squirrel are both right. )

Teacher: Pony understands (it's impossible to just listen to others and not try, the river is deep and shallow, just try and you'll know). What will happen if you are ready to go down the river again?

Teacher: What did the squirrel say to the pony this time? (Why? You're killing yourself! ) How did the pony do it? Let me try. What kind of pony is it? Teacher (Brave): It turns out that this river is neither as shallow as the old cow said, nor as deep as the squirrel said. Why? Show pictures, observe, compare and analyze the differences between the three animals.

The pony is neither tall nor short, so it thinks the river is neither deep nor shallow. It turns out that when facing the same river, because of their different characteristics, their views are different, and you will only know if you try. )

Third, teachers and children tell stories and understand the meaning of stories.

Teacher: Do you like the pony in the story? What do you like about it? What kind of pony is it? (sensible, capable, polite and brave)

Conclusion: Children will encounter all kinds of things in their life. When we encounter difficulties, we should think more and try boldly. We should be smart and brave children.

Fourth, do something for the teacher and end the activity.

Draw a pony lesson plan Chapter 7

Teaching objectives:

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 said that? Right?

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".