Introduction: The autumn wind blew the leaves all over the ground, some were swaying, and a few fell on my shoulders. I shook them off vigorously, as if shaking off the autumn. Same. The following is the original text and lesson plan for the second grade text Autumn Arrival compiled by me. Welcome to read! "Autumn has arrived"
Original text
Autumn has arrived, autumn has arrived, and the crops in the fields are growing well.
The cotton flowers are white, and the soybeans are full. The sorghum's face is red,
The rice is bent over with a smile. Autumn is here, autumn is here, and the fruits are growing well in the garden.
There are bunches of grapes and persimmons hanging on the treetops. The yellow ones are pears, and the red ones are dates.
Autumn is here, autumn is here, and the vegetables in the vegetable garden are growing well. The winter melon is covered with white gauze, and the eggplant is wearing a purple robe.
A piece of cabbage is green, and some green and some red are chili peppers. "Autumn Arrives" lesson plan
1. Teaching objectives
1. Learn the 10 new words in this lesson and understand the words composed of the new words.
2. Able to read texts correctly, fluently and emotionally.
3. Understand the characteristics of autumn and inspire students to love nature.
4. Be able to use some beautiful words to describe the autumn you observe.
2. Develop education and training points: Seize the clue of lyricism in the text, let students perceive the beauty of language and appreciate the beauty of autumn through reading aloud and imagination.
3. Teaching Focus
1. The author’s love and praise for autumn can be felt between the lines.
2. Have a preliminary understanding of the concise language of poetry, and be able to capture a scene in it and say a paragraph.
4. Teaching time: 2 classes
5. Teaching process
1st class
1. Teaching objectives
1. Learn the 10 new words in this lesson and be able to understand the words composed of the new words.
2. Ability to read texts correctly, fluently and with some emotion.
3. Be able to initially clarify the organization of poetry and learn the first section.
2. Teaching design:
(1) Revealing the introduction of passion for the topic
1. Writing topic on the blackboard: Autumn
2. Seeing What words do you think of these two words?
Autumn mountains are like washing, one leaf knows the autumn spring blossoms, autumn fruits, autumn chrysanthemums are proud of the frost, and the leaves fall in the autumn wind)
3. The teacher explains the meaning of the above words appropriately.
4. What does autumn look like in your eyes? Can you describe it in a few words? Of course, you can also use the words above.
5. There is a Shandong writer named Wang Yizhen. He is a member of the Chinese Writers Association. Started publishing works in 1975. He mainly writes children's poetry, but also writes fairy tales and children's stories. He has published a collection of children's songs "Songs in the Cradle", a collection of children's poems "Autumn Wind Doll", "A Bouquet of Poems for Middle School Students" and "Poems for Boys and Girls". Let’s take a look at what autumn looks like through the eyes of this older child.
(2) Overall perception and clarifying the context
1. Students read circles and draw by themselves (specific requirements: ① Read the sentences thoroughly and smoothly, and read the pronunciation of the characters correctly. ② Draw incorrect words ③Choose one or two words and explain their meaning in context)
2. Check the preview:
2. Check the self-reading situation
① Name students to read poetry. Underline the verses for the poem. (Mainly check the achievement of goals of reading through, reading smoothly, and reading accurately)
② Can you choose a word to say its meaning? Note: The teacher is not asking you to be a microphone for the dictionary. The teacher is asking you to See if you really understand.
3. Encourage students to ask questions (can include words, sentences, etc.)
4. The teacher should ask a very challenging question to see if the students have read this What I learned after reading the book several times. The question is: What do you think the main content of this poem is about? Students complete it under the teacher's prompts.
(Introducing the charming scenery and harvest scene in autumn.
)
5. So, what scenery is mainly written about in this poem? (The teacher writes on the blackboard based on the students’ answers: in the fields, by the road, in the orchard)
6. In autumn, what can you see in the fields, along the paths, and in the orchards? So what did the author see? (Write on the blackboard based on students’ answers)
The first blackboard writing: Ears of rice, sunflowers, wild chrysanthemums, apples Grapes, corn and sorghum...
The second writing on the blackboard: (golden) rice ears (ripe) sunflowers (colourful) wild chrysanthemums (blushing) apples (purple) grapes (holding up Red-tasseled) corn (red-faced) sorghum...
(3) Language comparison to initially experience the language beauty of poetry
1. The teacher now has an impulse - I I also want to be a poet and write some children's poems for you. If you don’t believe it, listen: (The teacher said based on the writing on the blackboard - Autumn is here, and I can see golden ears of rice in the fields, along the paths, and in the orchards...) What do you think?
2. Guide students to compare with the text and talk about their feelings. (You can also capture one of the scenery for comparison)
3. Teacher’s summary: The text uses anthropomorphic techniques, the language is beautiful and vivid, very interesting, and full of affection. Language is used to express feelings. Otherwise, every word will lose its life.
4. Study the first section:
① Read the first section by name
② I just said that a good poem’s language is living. Let’s take a look. Which word in this paragraph do you think makes the entire paragraph full of vitality?
③Guide students to communicate
④Teacher’s summary: Autumn is here, red Apples, purple grapes, corn with red tassels, red-faced sorghum - can these not make the sun redder and more delicate? Osmanthus and chrysanthemum are in full bloom, and the air is filled with intoxicating floral fragrance. As the saying goes, " Osmanthus flowers bloom, and the fragrance spreads ten miles away." Can all this not make the air sweeter?
Therefore, the two words "redder and more delicate" and "sweeter and better" in the first paragraph Just use it vividly to write about the uniqueness of autumn.
5. Read carefully and taste carefully, you will find that there are many places like this in this poem. You can try to find it yourself after class, and we will discuss it in class tomorrow.
(4) Assign homework
1. Practice reading the text emotionally.
2. Pre-study thinking: read carefully, taste slowly, choose one or two places, taste some flavors, and then make some notes.
3. Copy words.
The second lesson
1. Teaching objectives:
1. Be able to feel the author’s love and praise for autumn from between the lines.
2. Be able to initially appreciate the connotation of the concise language of poetry, and be able to capture a scene in it and say a paragraph.
3. Able to recite the text.
2. Teaching design:
(1) Review introduction and accumulation of emotions
1. Yesterday we studied "Autumn" and knew the description of this poem It captures the beautiful scenery and harvest scenes in fields, paths and orchards in autumn. We also know that language is actually alive. Today we will carefully read the poems written by this children's writer to see if his language is alive and what kind of emotions are contained in the lines of this poem.
2. Name a student to read the text aloud.
3. Teacher: This classmate’s reading made me feel the life and vitality of language and words, and beautiful autumn landscapes seemed to appear in front of my eyes. I believe that the students must have had many ideas during their self-study yesterday.
4. Then let’s first use our voices to tell me your understanding—read the full text collectively.
(2) Comprehension of words and sentences to feel the beauty of autumn scenery
1. When autumn comes, the autumn wind blows. So where has the autumn wind been? What are they doing there? Can you use Can you explain it in a poem-like language?
The board says: The autumn wind comes to _______________, where _______________
2. Yes, she leaves her mark wherever she goes. Leave the footprints of autumn. Can you give me an example?
The board says: The autumn wind blows to ____________________, __________________.
★Teachers randomly discover good words and sentences that appear in students’ narratives and comment on them.
3. Teacher’s summary: It seems that students can also be poets, because you also have the ability to make language full of life and vitality. Next, let’s look at the text again, and use your poet’s eyes to appreciate a certain sentence or paragraph of this poem. Then share your appreciation with everyone. Today we will name a few “appreciation experts”.
4. Students read poems silently and prepare for speeches. The teacher inspects to understand the academic situation and provides camera guidance.
5. Guide students to communicate
★"Rolling" and "Running" describe the naughty and cute nature of the autumn wind, from which we can experience the author's love for the autumn wind and autumn.
★ "Grab a handful...the fragrance...and gently apply it away" describes the naughty and lovely nature of the autumn wind. You can appreciate the fragrance of the air at the turn of summer and autumn, and you can also see the author's love for autumn.
★"Shouting", "holding up", "wearing a red coat", "wearing a purple robe", and "blushing" make the originally static picture come alive. This is the role of verbs. These sentences also make us love these scenery. It seems that these plants also have a personality. This is what personification does. As we read, it is easy to have an emotion in our hearts - Autumn, I love you so much.
6. Students choose any paragraph to practice emotional reading.
7. Name students to read aloud in sections (sections 2, 3, 4, and 5).
(4) In-depth understanding of the meaning of the text
1. Facing such a beautiful autumn scene, what kind of thoughts come out of the poet's heart? Let's look at the sixth section of the poem. .
2. Read aloud by name.
3. How do you understand these two sentences?
① "Flexible comb", "well-organized" - the fruits of many plants are ripe, scattered high and low, and distinct in color. , which is pleasing to the eye and appears well organized.
② "Shining beads of sweat", "shining" - In the harvest season of autumn, people work hard in the fields and shed hard sweat, but they are happy in their hearts. They harvest It is not only a ripe fruit, but also a hope. This sentence also implies: Only by putting in hard work and sweat can you reap fruitful results.
4. Teacher’s summary: You see, poets are poets, and there is often “something in their words” in their poems. Therefore, when we read poetry, we must also learn to read "the implication between the words and the sound between the strings."
5. The teacher is going to test everyone again. What kind of "implication" do you think the author has in the last section of the poem?
("Yellow leaves" means autumn symbol, because the author loves the beautiful scenery in autumn and the harvest scene in autumn. She wants this intoxicating scenery to stay in her heart and in the world forever. Even if it is only for a year, she hopes to see it through this withered yellow leaf. It evokes beautiful memories of autumn. It expresses the world's admiration and attachment to autumn through "treasure" and "yellow leaves")
6. Practice reading the last section.
7. Practice reading the full text emotionally and try to recite part of it. (Soundtrack "Whispers of Autumn")
(5) Assign homework
1. Read the text emotionally and recite the text.
2. Choose a scene described in the poem and write a paragraph with the title "Into Autumn".
Reflection after teaching:
The language of this article is beautiful and full of childlike interest. During teaching, I fully let students read emotionally, comprehend while reading, and read again while understanding. At the same time, I added students' imagination of the beautiful scenery of autumn, and the teacher's words provided, so that students can truly appreciate the charm and harvest scene of autumn, and also strengthened students' ability to read with emotion. The cultivation of oral language expression ability is more effective.