1, can read and recite the text correctly and fluently.
2. Learn the new words in this lesson, among which the words in the Tian Zi case are only known but can't be written.
Teaching emphasis and difficulty: reading and reciting ancient poems correctly, fluently and emotionally.
Teaching process:
first kind
First, stimulate dialogue and introduce new courses.
1, say something.
The children learned a lot of ancient poems. Who can recite it for everyone? Today we are going to learn another ancient poem.
2. On the blackboard, it says: 17 at the Heron Lodge.
Spell "dēng" by name, and ask for correct nasal pronunciation. Teaching begins with spelling the name "stork”guàn n.
Step 3 solve the problem.
"At the Heron Hotel" means climbing the stork tower. The author of this poem is Wang Zhihuan, a poet in the Tang Dynasty. One day, Wang Zhihuan boarded the mirage and saw the sunset and the rushing Yellow River, so he wrote this poem. We have memorized this ancient poem for a long time, and now we are learning it in the text. What do you think are the requirements now? (Will back, with emotional back; To understand its meaning; Able to write)
Second, reading the text for the first time
1, slide show text content.
2. Because students can recite, they can directly display the texts without pinyin and read them by name.
Third, understand this poem.
1, learn a line or two.
(1) Read a line or two by name.
(2) Understand the meaning.
① Display the text wall chart.
One night, the poet boarded the mirage. He looked around and saw how spectacular it was.
2 Answer the questions. What did the poet see in the mirage?
When is the sun? How do you know it's sunset? What is the name of the sunset in the text? The sun is about to set tonight. (Demonstrate the setting of the sun in the picture) How will it set? Which word in the text means "thin"? (according to)
Guide students to understand "Jing", say the meaning of "Jing", and then demonstrate the setting of the sun to help students understand that "Jing" means "Wan".
What else did the poet see when he stood in the mirage?
(3) Say the meaning of the poem.
4 Look at the picture and imagine, and read a line or two with emotion.
[Camera Blackboard Book: Scenery (See)]
2. Learn three or four lines.
(1) speak. What would the poet think when he climbed the mirage and saw this magnificent scene?
(2) Read three or four lines by name.
(3) understanding. Desire: want. Poverty: exhaustion. Thousands of miles: eyes, eyes, is to see farther. More: Come again.
(4) tell the meaning of this poem.
(5) Look at the pictures and practice reading aloud.
3. Practice the meaning of the whole poem.
(1) Practice freely.
(2) Try to say it by name.
Four, intensive reading of poetry, understanding.
1. The teacher instructs the students to read the poem and draws the rhythm and stress of the poem.
During the day/on the mountain, the Yellow River/flows into the sea.
Want to be poor/see a thousand miles, by going up one flight of stairs.
2. Read freely.
3. Read by name.
4. Show the blanks and fill in the blanks.
(1) Words expressing actions in poetry (press, enter, eye, up, down, flow).
(2) Words expressing colors in the poem are (white and yellow).
(3) The number of words in a poem is (a thousand Li, one floor).
5. Discuss the scenery described in the poem in groups.
6. According to the poems, develop a reasonable imagination and draw the imaginary scenery. Encourage students to draw pictures that are not similar to the illustrations in the text. When drawing, consider where your observation point is. Where should the sunset, the mountain peak and the Yellow River be painted? Colour it, and then colour it.
7, slide show students stick figure, teachers and students combined with the poem * * * with notes.
8. In melodious music, students close their eyes and daydream, and the teacher uses language to describe poetry.
9. Enlighten the students to talk about the author's ideas expressed in the poem and their own experience of the poem, and go to the stage in groups to see which group of students speak brilliantly.
Fifth, summarize the full text and expand Shen Ting.
1, guide the students to recite this poem with emotion.
2. Practice writing extensively, and write the scenery you observed from a height in one or two paragraphs.
3. discussion.
What will the poet's mood, expression and action look like when he climbs the mountain to see the scenery? What would he say?
What kind of thoughts and feelings does this poem express? What have you learned after learning this text?
Sixth, homework
Read the text aloud and recite it.
Second lesson
Teaching objectives:
1, review and consolidate new words, and recite ancient poems.
2. Complete relevant consolidation exercises.
Teaching process:
First, review and check.
1, showing new words: Deng, analyze fonts by name and talk about radical names.
2. Recite the name of the text.
Second, teach students words
1, displaying new words.
Everything a building does is poor.
Instruct to read the above words.
2. Guide the use of new words.
Building (bell tower of high-rise building on the floor)
Relying on (relying on Iraq and relying on mountains and rivers)
Do one's best (finally do one's best)
Enter (into the entrance and exit)
Poverty (exhaustion and poverty)
3. Teach hieroglyphics.
(1) Analyze glyphs by name and talk about memory methods.
Comparison between "clothes" and "clothes", comparison between "entering" and "people", comparison between "poor" and "strong", comparison between "layers" and "clouds".
(2) Explain the order of "desire, promotion and architecture".
1, guiding writing.
2. Students practice painting red.
Third, classroom exercises.
Read and then copy.
The mountains and the sky are thousands of miles apart.
Haihe first floor
2. Say the poem according to the meaning of the sentence.
(1) The surging Yellow River flows to the sea. ( )
(2) In the evening, the sun gradually sets against the rolling mountains. ( )
(3) If you want to see a far place. ( )
(4) climb a step. ( )
Reflection after class:
In the current primary school Chinese textbooks, the proportion of emotional texts is quite large. Therefore, in the process of language training, teachers should try their best to explore the emotions contained in the teaching materials, determine the "emotional appeal", educate emotions with emotions, and thus stimulate students' learning emotions, so is the teaching of ancient poetry.
When teaching poetry in Lusu, although there are only four short sentences, the teacher can guide students to enter the scene and appreciate what the poet saw and felt when he boarded the building. "The mountains cover the daytime, and the ocean drains the golden river" tells that the poet boarded the stork tower and looked up to see that the sun was about to set off against the rolling mountains, and the Yellow River was rushing forward with great momentum in the afterglow of the sunset. A magnificent picture of mountains and rivers is composed of static scenery, dynamic scenery, distant view and close view. How can it not be fascinating? However, what kind of scene is the distance where the Yellow River flows? Nature causes the poet's association. What is written here is that the poet is intoxicated with the beautiful scenery in front of him, but he is not satisfied with these beautiful scenery. He wants to stand higher and see farther. The image of a poet with lofty aspirations will leap from the page. The first two sentences are the basis of the last two sentences, which are the sublimation of the first two sentences. The scenery is written in front, and the lyrics are behind, blending the scene and the scene. The image and artistic conception described by the poet not only reproduce the beautiful scenery of the motherland, but also stimulate students' yearning and pursuit of a better life. In this way, students can see the image described in the text through the language in the textbook and be infected. At the same time, they can experience the sense of language through the images they feel and deepen their understanding of the text.