As a teacher, you usually need to prepare a lesson plan, with the help of which you can better organize teaching activities. What formats should you pay attention to when writing lesson plans? Below is the lesson plan of the ancient poem "Ode to the Willows" that I compiled for you (5 general articles). Welcome to read and collect. Lesson plan 1 of the ancient poem "Ode to the Willows"
Teaching objectives:
1. Learn 2 Category 2 new words and be able to write 7 Category 1 new words.
2. Read and recite ancient poems correctly, fluently and emotionally.
3. The spring spirit gives students a beautiful influence and cultivates their love for spring in their studies.
Teaching is important and difficult: understanding poems, imagining the pictures described in poems, and experiencing the thoughts and feelings expressed in poems.
Teaching preparation:
Slides.
Number of teaching hours:
1 class hour
Teaching process:
1. Introduce old habits into new ones and stimulate interest.
Introduction: Now is the season of spring and flowers are blooming. Poets from past dynasties have left many poems praising spring. Who can recite them to everyone?
The students memorized it very well. Today we will learn another song "Ode to the Willow". (Written on the blackboard)
2. Solve problems to understand people and feel the beauty.
Show the slides, observe the pictures, and talk about what you drew?
Solution: The poet He Zhizhang also loved the willow trees in spring as much as his classmates. He praised the willow trees in poetry. (Introducing the author)
3. Explain sentence by sentence to understand the beauty.
1. Read the whole poem in normal school.
2. Students try to read, get familiar with it, think about it while reading, and point out what they don’t understand.
3. Discussion between teachers and students.
4. Sentence analysis.
The first three sentences of the poem all describe willow trees.
The first sentence "Jasper makes up a tree as high as a tree" is written as a whole, saying that the tall willow tree looks like it is decorated with jasper. "Jasper" is used to describe the emerald green of the willow tree, highlighting the beauty of its color.
The second sentence "Ten thousand green silk ribbons hanging down" refers to willow branches, saying that the drooping willow branches are like thousands of ribbons, highlighting its softness and beauty. The third sentence "I wonder who cuts the thin leaves" refers to willow leaves, highlighting the exquisite and delicate beauty of the willow leaves. The three lines of poetry are divided into various parts of the willow tree, and each line has its own characteristics.
The third sentence and the fourth sentence form a hypothetical question. "I wonder who cuts out the thin leaves?" - Ask yourself; "The spring breeze in February is like scissors." - Answer to yourself. With this question and answer, the willow tree subtly transitions to the spring breeze. Speaking of cutting these delicate willow leaves, of course you can also cut green and bright red flowers and plants. It is a symbol of natural vitality and the creativity of spring.
This poem praises the willow tree and then praises spring, praising the infinite creativity of spring.
5. Ask students to talk about the meaning of this poem.
4. Appreciate the scenery and recite it to express the beauty.
Teacher inspiration: How beautiful the willow tree is in the poet's writings. Please read the ancient reading aloud with the love of willow trees and spring, and experience the beauty while reading.
5. Learn new words along with poems.
Chant: yǒng left and right structure words: chant, chant, chant
Willow: 1iǔ left and right structure words: willow tree, wicker, willow dark and bright flowers
Zhuang: zhuāng left and right structure Words: makeup, decoration, dowry, dressing-up
Green: around 1ǜ Structural words: green, greening, green mountains and green waters
Ripe: tāo around Structural words: silk ribbon, ribbon < /p>
Cutting: cái semi-enclosed structure close word: "zai"
Words: ruling, reduction, ruling, disarmament, ingenuity, tailoring.
Jiǎn: jiǎn has an upper and lower structure, lower shape and upper sound, next to the word "knife".
Words: cutting, ribbon-cutting, scissors, editing, silhouette
6. Complete the after-class exercises.
1. Show the students’ paintings that accompany the poems, and complete the second question based on the paintings.
2. Familiarize yourself with the words after class.
3. Accumulation of ancient poems.
①Read "Early Spring" thoroughly.
②Let students talk about their understanding of the poem, and then think back to the scene of early spring around them.
VII. Assignments:
1. Recite and write ancient poems silently, and write a type of new words.
2. Match the poems with pictures.
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Teaching purposes:
1. Be able to recognize the six words "Yong, Liu, Bi, Chui, Xi, and Jian".
2. Read and recite ancient poems correctly and fluently.
3. Use pictures to understand the general meaning of ancient poems, appreciate the beauty of spring natural scenery, and cultivate students' observation ability and aesthetic taste.
Teaching focus:
1. Be able to recognize the six words "Yong, Liu, Bi, Chui, Xi, and Jian".
2. Read and recite ancient poems correctly and fluently.
Teaching difficulties:
Use pictures to understand the general meaning of ancient poems, appreciate the beauty of spring natural scenery, and cultivate students' observation ability and aesthetic taste.
Teaching time:
One class hour
Teaching process:
1. Inspiring conversations and introducing new lessons
1. Teacher’s inspiring talk:
Students, how will the natural scenery change when spring comes? What do you think of when listening to music?
Spring is warm, full of vitality and beautiful. Since ancient times, there have been many poems praising spring. Today, we will read a poem by He Zhizhang, a great poet of the Tang Dynasty, who praises spring by describing willow trees.
2. Blackboard writing topic
Willow trees love spring. They always gently sway their long willow branches to tell us that spring is coming. Let's listen to how the poet praises the willow tree and praises spring.
2. Read the text for the first time, read it correctly and read it fluently.
1. Teacher’s model reading can make students feel the whole thing and arouse their interest.
2. Read the text yourself.
3. Draw the new characters in the text according to the new characters in the grid, and read them to each other at the same table to get the correct pronunciation of the characters.
4. Show the new word card and drive the train to read the new words.
3. Read the text carefully and understand the poems.
1. You must want to read this poem to your classmates. Then you should read it several times. (Students are free to read poems)
2. Name students to read poems.
(Ask students who are good at reading to read it again with music)
You can look at pictures or poems. What do you think of?
3. Boys and girls compete to see who can read better.
4. Read and recite aloud and experience the feelings.
Transition: In this bright spring light, the willow tree hangs its wicker like a girl's long hair. A breeze blows in the spring breeze, and the wicker swings with the wind. The jasper-like leaves are like little ones in the spring light. Life is trembling, what a charming spring!
1. Guide students to recite ancient poems.
Can you recite this ancient poem? Try it yourself first.
2. Name students to recite.
3. Divide into groups of four and choose the way you like to recite.
4. Recite ancient poems collectively.
5. Extracurricular extension and focus on accumulation.
1. What other stories related to spring have you collected? Recite it to your classmates.
2. How charming spring is. You can also be a little poet or writer and say a few verses praising spring.
Blackboard writing design:
Yong Liu
He Zhizhang
Jasper is made up as high as a tree,
Thousands of them hang down Green silk ribbon.
I don’t know who cuts the thin leaves,
The spring breeze in February is like scissors. Lesson Plan 3 of the Ancient Poetry "Ode to the Willows"
Teaching content:
Lesson 9 of the third unit of the 8th volume of Chinese language for six-year primary schools published by the People's Education Press "Ode to the Willows".
Teaching objectives:
1. Through understanding of the content of poetry, inspire students to love nature, love life, and love beauty.
2. Continue to use the method of "reading articles and thinking about pictures" to imagine the artistic conception depicted in the poem and deeply understand the emotions expressed by the poet.
3. Be able to understand the meaning of words and sentences, and cultivate students’ self-learning ability and ability to appreciate beauty.
4. Able to read and recite ancient poems with emotion.
Teaching focus:
Understand the meaning of the poem, appreciate the artistic conception of the poem, and imagine the beautiful scenery depicted in "Wing of the Willows".
Teaching aid preparation:
Multimedia courseware.
Teaching process:
1. Create a situation and introduce a new lesson - Perceiving Beauty.
1. Sing "Where is the Spring" before class to create a pleasant learning situation and arouse students' interest in learning.
2. Solve the problem, introduce the author: In this lesson, we will learn a poem about spring together with a happy mood - "Ode to the Willows" . Who can tell me what the title means? Do you know the poet He Zhizhang? Who will introduce it to you?
3. The courseware shows pictures of spring willows, allowing students to initially perceive the beauty of willow trees.
4. Transition: The willow tree is so beautiful. Even the poet He Zhizhang was intoxicated by the beauty of the willow tree, so he wrote this poem praising the willow tree.
(Courseware shows poems) Teacher: Students have previewed the text according to the preview requirements. Next, please read this poem a few times based on the preview. Can you show your reading ability to the teacher later? When reading, you should pay attention to find sentences that can reflect the beauty of the willow tree. Read it several times to experience it, and mark the parts you don't understand.
2. Read the whole poem aloud, and first understand the main idea - appreciate the beauty.
1. Students read aloud freely.
2. Check the reading situation.
3. Check the status of self-study: What did you understand through the preview and the reading just now? Please feel free to speak.
4. Students can speak freely and talk about what they understand.
5. It seems that everyone can understand the meaning of words and sentences by themselves through preview. After learning this, what do you find most beautiful about this willow tree? (The tree is tall and green; has many branches; thin leaves)
6. Summary: How beautiful this willow tree is. It grows tall and green. There are countless willow branches hanging from the tree, and its leaves are thin. Yes, how endearing! What tone should be used to read this poem? (praise, love) Shall we read it together? (Students read together)
3. Ask questions, communicate and read aloud - Taste the beauty.
1. Just now, the students exchanged what they understood. Is there anything you don’t understand?
2. Students ask questions. (Teachers sort out questions and share key issues before reading aloud)
3. Communication reading: (Mainly using courseware to help students understand, allowing students to understand the subtleties of the three metaphorical sentences in the text through repeated reading and group discussions, and taste the text The beauty of language and the beauty of willow trees)
(1) Show the first sentence of the poem courseware, understand the use of "jasper" to describe the newly grown leaves of the willow tree, and write about the willow tree's emerald green color and vitality The characteristics of the willow tree make people feel that the color of the willow tree is beautiful;
(2) Show the second sentence of the poem lesson, understand the use of "green silk ribbon" as a metaphor for "wicker", and write "wicker blowing in the wind" , its softness, beauty, and emerald green color make people think it looks beautiful.
(3) Show the lesson material of the fourth line of the poem and understand the subtlety of using "scissors" as a metaphor for "February spring breeze" and the author's love for spring.
4. Guide reading and read the whole poem together.
5. Summary transition: Through the exchange just now, we can know what method the poet uses to write about the beauty of the willow tree. (Student: Metaphor) Yes, the poet used three metaphors in a row. He used jasper to compare the branches and leaves of the willow tree to describe the beauty of the color of the willow tree. He also used silk ribbon to compare the willow branches to describe the beauty of the willow branches. It looks beautiful, and then uses bold imagination to think of the willow tree and the February spring breeze, and outlines a vibrant spring scene, thereby expressing the love and praise for spring. Next, please close your eyes and imagine the artistic conception of this poem while listening to the recitation to the music. I will ask the students to describe the artistic conception you think of in a moment.
4. Imagine the artistic conception, read it well and chant it - appreciate the beauty.
1. Students close their eyes and imagine the artistic conception. Then let the students share the pictures they think of, and then name them to describe the artistic conception.
2. Show the courseware of this poem with songs to let students appreciate the beauty of the poem.
3. Recite this poem: Now, what you are facing is the beautiful spring scenery. Do you want to be a poet and recite this poem? You can add appropriate movements to recite it, and students who can memorize it can also recite it.
4. Students recite poems, memorize poems, and evaluate each other.
5. Select poetry to expand your thinking - rich and beautiful.
1. Everyone puts so much effort into reciting poems. It shows how well this poem is written! Do you want to read more good poems like this?
2. The courseware provides several ancient poems related to this poem, and students can choose to read them according to their own preferences.
6. Autonomous operation, transferability - extending beauty.
After learning this poem, what homework do you want to give yourself when you go back? (You can find some poems describing spring to recite; you can draw a picture of spring; you can write a composition with the title "Ode to the Willows".) Lesson Plan 4 of the ancient poem "Ode to the Willows"
Teaching objectives: < /p>
1. Learn 6 new words in this lesson and recognize 3 new words. Understand the meaning of words.
2. Read the text correctly and fluently. Recite the text.
3. Appreciate the beauty of spring natural scenery and cultivate students’ observation ability and aesthetic taste in connection with life.
Teaching focus:
Learn the new words in this lesson, read and recite the text thoroughly.
Teaching process
First lesson
1. Check homework and introduce new lessons
1. Students, the teacher of the previous lesson I have assigned you a special assignment, have you completed it?
(Students show the collected willow leaves)
2. Do you know why the teacher wants you to complete such an assignment? Because today we are going to learn an ancient poem praising willow trees. (Write on the blackboard: 3 Yong Liu)
3. The whole class reads the topic together.
4. We have also learned an ancient poem before, called chanting... (student answer: chanting the goose)
5. Chanting the goose means praising the goose. So what does Yongliu mean?
6. (Show the picture in the text) What do you see in the picture? (The poet is looking at the willow tree and praising the willow tree)
7. The author of this poem is: He Zhizhang. (Writing on the blackboard: He Zhizhang)
2. Reading ancient poems for the first time and recognizing new words
1. How did the poet praise the willow tree? Please read the ancient poem by yourself first. While reading, underline the five new words after class. Read it several times to get the correct pronunciation.
2. Students read freely and recognize new words.
3. Check the self-reading of new words.
(1) Read by name. If you are good at reading, become a teacher.
(2) Read by driving a train.
(3) Read it as a whole class.
4. Read the three words "Yong, Zhuang, and Sui". Students are required to be able to read and read accurately.
5. Students are free to read ancient poems, and they are required to read smoothly and pronounce each word accurately.
6. Read by name and ask other students to pronounce correctly.
7. Read the whole class together.
3. Guide reading and understand the meaning of poetry
1. Guide the first and second sentences.
(1) (Look at the picture or video of the willow tree from a distance)
(2) What did you see? (Willow tree) What does a willow tree look like from a distance? What do the hanging willow branches look like? (Students are free to play)
(3) The poet saw the willow tree from a distance and sighed like this: The jasper is as high as the tree, and thousands of green silk ribbons hang down. (The courseware shows this sentence) He felt that the tall willow trees seemed to be decorated with jasper. Jasper is emerald green and crystal clear, extremely beautiful. The drooping willow branches are like thousands of ribbons. Look at how well the poet used metaphors. If you were a poet, how would you read these two sentences to express your praise for the willow tree.
(4) Read by name. Teacher's camera guidance: Jasper/made up/a tree high, ten thousand/hanging down/green silk ribbons.
The word "一" is pronounced with the second tone, which can be pronounced more strongly. The word "green" can also be read as the key point.
(5) The whole class looks at the picture and recites these two sentences.
2. Read the third and fourth sentences to yourself.
(1) Next, how does the poet praise the willow tree? Ask the students and their desk mates to read three or four sentences. Read it several times to get the feeling.
(2) Students read by themselves.
(3) Read by name, and ask questions on camera: How do you think you read? Where is the best place to read? Why do you read it this way.
(4) When reading the third sentence, let the whole class look at the collected willow leaves and talk about the appearance of the willow leaves.
(5) When reading the fourth sentence, guide students to understand that "by praising the willow tree, the poet also praised the creativity of spring."
3. Read the whole class together.
4. Those who can carry it stand up and carry it.
IV. Guidance on speaking and writing sentences
1. The poet praised the willow tree in ancient poems. Can you praise the willow tree in your own words? Everyone went down and talked to each other about the appearance of the willow trees with their friends.
2. Name theory.
3. Talk to your deskmate.
4. Write down what you said, only two or three sentences are required.
5. Assign homework
1. Go home and revise the sentences you wrote. Transcribe neatly.
2. Memorize ancient poems.
Second Lesson
Teaching Process
1. Check and Recite
1. Drive the train and recite.
2. Name the emotional back.
3. The whole class memorizes.
2. Commentary
Comment on the sentences about willow trees written by students (collect them before class and correct them)
1. Select the outstanding ones and read them on the stage .
2. Point out the shortcomings. (Be careful to write the words correctly and the sentences to be smooth)
3. Guide to writing new words
1. Show the five words to be written. Students observe and discuss: Which words are easy to remember and write.
2. Students suggested words that were difficult to write and remember. Teacher guidance.
The stroke order of "Han" should be blanked out several times so that students can remember that the four horizontal strokes are of different lengths when writing.
Pay attention to the order of strokes in the word "cut". The following parts should be distinguished from the word "clothes": 一捺 is changed to 一点.
If there is a "knife" under the word "scissor", do not write it as "force".
3. Students practice by themselves and the teacher guides them. Lesson plan 5 of the ancient poem "Ode to the Willows"
Teaching objectives:
1. Be able to recognize 4 new characters, be able to write 7 full characters, and be able to correctly read and write "jasper, makeup," Words such as "cut out, scissors, colorful".
2. Recite two poems.
3. Be able to express the meaning of the poem in your own words, understand the poet’s love for nature in spring, and appreciate the beauty of nature.
Important and difficult points in teaching:
Letting students generally understand the content of poems and experience the author’s thoughts and feelings, and memorizing poems are the most important and difficult points.
Teaching preparation:
Collect relevant information about two ancient poems; recite ancient poems about spring.
Teaching arrangement: 3 lessons
Teaching process:
First lesson
1. Recite ancient poems and introduce new lessons
Teacher: Spring is a colorful picture, and many poets praise it through poetry. Who will recite the poems about spring? (Recite by name)/Today we will also follow the ancient poets He Zhizhang and Zhu Let’s walk into the charming song of spring together and see what they praise about spring?
2. First learn "Ode to the Willows" and complete the following requirements through self-reading
1. Compose the poem Read correctly and fluently, recognize and memorize the new characters "Yong, 绦",
2. Read poems by name, and remind them to read "绦", "zhuang" and "tailor" correctly
3. According to the annotations Understand the general idea of ??the poem.
4. Group communication; clarify each other’s doubts and discuss difficult points.
3. Read ancient poems aloud, understand the poetic meaning, and experience the feelings.
1. Read the poems by name and talk about your understanding of the poetic meaning.
2. Communicate with the whole class and use the camera to point out:
(1) What is compared to what in the sentence "Jasper makes up a tree as tall as a tree"? (The branches and leaves of a willow tree are compared to jasper)
(2)What does "green silk ribbon" refer to? Why is Liu Ji called "green silk ribbon"? (Imagine and experience the length and softness of the willow leaves)
(3) Talk about your understanding and experience of "I don’t know who cuts the thin leaves" (feel the small and neat willow leaves, and feel the fullness of the willow leaves
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The greatness and magic of nature)
(4) What does "February spring breeze like scissors" compare to? Why is it such a metaphor?
3. Combined understanding, Practice reading with emotion.
(1) Practice reading by yourself and imagine while reading.
(2) Named reading, teacher and student comments.
(3) Reading instead of speaking, teacher-student cooperation: the teacher reads the prose aloud, and the students respond with appropriate verses.
Teacher: Look at the tall willow tree, covered with new emerald green leaves. It looks like it is decorated with jasper. It is so green! The thousands of hanging wickers are soft and long, swaying in the wind, much like green ribbons!
Health: The jasper is as tall as a tree, with thousands of green silk ribbons hanging down.
Teacher: Look at the small, newly grown willow leaves. They are thin, pointed and neat. Who cut them?
It turns out that it was cut by the scissors of February Spring Breeze!
4. Recite ancient poems.
Second lesson
(Study "Spring Day")
1. Review introduction
Recite "Ode to the Willow" by name and use your own Tell the meaning of the poem in words.
2. Study "Spring Day" and complete the following requirements through self-reading
1. Read the poem correctly and fluently, and recognize the new characters "Si, Bin".
2. Read the poem by name and be reminded to pronounce "Sheng", "Si" and "Bin" accurately.
3. Understand the main idea of ??the poem according to the annotations.
4. Group communication: clarify each other’s doubts and discuss difficult points.
4. Read ancient poems, understand the poetic meaning, and experience the feelings
], read the poems by name, and talk about your understanding of the poetic meaning.
2. Whole class communication, camera guidance:
(1) The author went to Surabaya to look for spring. What did he see? Can you imagine anything "renewed"? (Guide students to use their own life accumulation to concretely perceive "the boundless scenery is new")
(2) What does "a thousand purples and reds" mean in spring? Can you tell me more specifically? (Use pictures to perceive the colorful colors of flowers and the beautiful scene of spring)
3. Combine understanding and practice reading with emotion.
(1) Practice reading by yourself and imagine while reading.
(2) Named reading, teacher and student comments.
(3) Reading instead of speaking, teacher-student cooperation: the teacher reads the prose aloud, and the students respond with appropriate poems.
Teacher: On a bright spring day, I strolled to the Sishui River to look for the spring scenery. Ah, looking around, everything looked brand new, without the paleness and desolation of winter.
Health: The sun is shining and the fragrance is gradually approaching the waterside, and the boundless scenery is new for a while.
Teacher: People usually know that there is a spring breeze, but if they really understand it, they can only see the colorful scene. You see, the spring breeze is coming, and all kinds of scenes take on a new look. Everywhere is colorful, and flowers are blooming. Only with the spring breeze can we have this boundless beauty.
Sheng: It is easy to recognize the east wind, and it is always spring when it is colorful.
4. Recite ancient poems.
The third lesson
(Review old knowledge; guide writing new words; communicate and share poems)
1. Recite "Spring Day" by name and describe the poems in your own words meaning.
2. Literacy and writing
1. Show the new words to read: Yong, Bi, Zhuang, Tai, Jian, Bin, Zi
2. Reveal the main character Memorize glyphs and communicate collectively:
Reminder: chant, recited by mouth, is related to the mouth, so the word "bian" is related to the word "kou"; Si and Bin are related to the river, and the left side is the three-point waterside; 绦, and silk The weaving is related, and the left side is next to the twisted silk. Cut, related to clothes, inside is the word for clothes: scissor, to cut with a knife, and below it is the word knife; zhuang, dressing up, women often dress up, next to the word woman on the right.
3. First describe and observe the key strokes, and then communicate collectively:
"Cao" is a semi-enclosed structure, and the last stroke of the word "衣" in it is a dot, not a nip; " The seventh stroke of the character "Bin" is one stroke, not two strokes; don't lose a little bit of "糳" below the character "Zi".
3. Writing practice.
4. Extended reading: What other ancient poems describing spring do you know, communicate with each other, and recite them.
Homework:
Recite ancient poems to your family and write ancient poems silently.