1。 The two ancient poems in this paper are Bai Juyi's On the Pond in Tang Dynasty and Yang Wanli's Little Pond in Song Dynasty. "On the Pool" tells the story of a child stealing a lotus flower in summer, and outlines a lovely urchin image; "Xiaochi" depicts a small scene composed of summer and spring, running water, shade, lotus leaves and dragonflies, which is full of summer life interest. The language of poetry is easy to understand and catchy, which is helpful for students to read and understand.
2。 The text is accompanied by two Chinese paintings, and the poems and paintings correspond to each other, which not only edifies students with China traditional culture, but also helps to stimulate their interest in observing and speaking, and is conducive to understanding the contents of poems by combining pictures and texts. But the painting on the pond may highlight the image, and "duckweed blooming together" is not enough, and there is no "opening"; "Little Pool" failed to show that "the shade of the tree shines on the water and loves softness", and because of the composition, it looks like a "small pool". It needs to be perfected and displayed through PPT to facilitate teaching.
3。 Although this text is composed of two ancient poems, a text is relatively a whole. From the perspective of optimization, the teaching content that can be handled as a whole should be handled as a whole, such as literacy, writing, correct reading, reading through the text and so on.
Analysis of learning situation:
1。 Before learning this text, students have learned 10 ancient poems through the text and China Garden. They have understood and practiced what ancient poetry is, the reading requirements of ancient poetry, the recitation of ancient poetry and monosyllabic words in ancient Chinese. This is a favorable condition for learning and should be fully utilized.
2。 Because of the long history, monosyllabic words and ancient poems have different meanings, which makes it difficult for students to understand or even know, such as "pity" and "gentleness" Different teaching strategies and methods should be adopted according to the specific conditions of students.
Teaching objectives:
1。 With the help of hanyu pinyin, you can read and recite the text correctly.
2。 Combine pictures and texts with real life, understand the meaning and content of poetry, and experience the naughty and innocent image of children and the beautiful summer scenery of Xiaochi.
3。 Can correctly read 12 new words such as "longevity" and 8 words such as "spring water".
4。 Be able to read and write the seven words "shou" correctly, pay attention to the position of the middle parts and strokes, and try to correct the writing posture and posture according to the writing requirements.
Teaching focus:
1。 Can read and recite the text correctly.
2。 Can correctly read 12 new words such as "shou", can correctly read and remember 8 words such as "spring water", and can correctly read and write 7 words such as "shou".
Teaching difficulties:
Combine pictures and texts with real life, understand the meaning and content of poetry, and experience the naughty and innocent image of children and the beautiful summer scenery of Xiaochi.
Teaching preparation:
Teacher: 12 can read Tian Zige word card, 7 can write word card; PPT text drawing, writing, "reading and recording" words.
Student: Everyone has a set of 12 cards (no phonetic notation) and can read every word.
Teaching time:
Two classes.
Teaching process:
First, review, stimulate interest, explain problems, and clarify the main learning objectives.
Lead: Students, before entering the new lesson, let's review some words we have learned before.
(1) Review the spelling of words and related syllables that can be read in writing.
1。 PPT display related text:
Zò n ɡ-ZH not n ɡ Ninu-Lin Kun-Gio
Zongzi China cattle and sheep neighbors are silent lotus leaves with two sharp legs and feet.
Presentation task: correctly spell and identify red words and their constituent words.
2。 Feedback guidance: name spelling or recognition reading, camera guidance. Spell or read together.
3。 Conclusion: Students, it is difficult to spell the three pinyin, so we should practice more. Attention should be paid to distinguish and pronounce the edge sound "L" and nasal sound "N", as well as tongue sound and flat tongue sound. The word baby is a word that we have studied and read. Today, after learning the text, they are required to write correctly.
(2) Stimulate the introduction interest, explain the topic, and define the main learning objectives.
1。 Recite the learned ancient poems.
Lead: Students, we have learned some ancient poems. Who remembers one of them? Can you recite it for everyone?
Recite by name; Recite "Spring Dawn" after it is named.
Follow-up: When was the scenery in the ancient poem "Spring Dawn" written? (Default: Write the scenery in spring. )
2。 Ask questions, explain problems, and define the main learning objectives.
Lead: Students, today we continue to learn the text about ancient poetry. Look at the title of the text on the blackboard.
1。 Teacher's blackboard title: 12 two ancient poems ("first" phonetic notation)
2。 Presentation task: Read the topic correctly by yourself in Pinyin.
3。 Feedback guidance: read the topic by name; After the revision, the whole class read the questions together.
4。 Explain the topic and define the main learning objectives.
Transition: Students, after reading the topic, we will know how many ancient poems we need to learn in this text. (Default: Learn two ancient poems. By the way, from the title, we know that we have to learn two ancient poems. So, when were these two ancient poems written about things or scenery? We learned the new words and phrases in this lesson and read the ancient poems accurately and fluently, so that we can know.
Second, learn to read the text aloud and learn the words you can recognize.
(1) Read the text as loudly as possible and learn the words you can recognize.
1。 Show tasks:
(1) Please read the text carefully. When you meet a word you don't understand, spell out the syllables on the word and see if you can read the words.
(2) After reading the text, circle the words that can be read in the text, and then read these words correctly with the help of Pinyin, baby.
2。 Feedback guidance:
(1) The pie chart of recognized characters has been modified.
(2) Show the recognized word cards (phonetic notation) and spell them by name (2-3 students with moderate learning speed) for camera guidance.
(3) Fight freely and fight in the whole class.
(4) Name spelling (slow learners) for camera guidance.
(2) Read the text correctly and learn.
1。 Lead: when we read word baby correctly, we put them back in the text. Can you read them correctly?
Presentation task: Please read the text aloud and pay attention to the pronunciation of the word baby.
2。 Feedback guidance:
(1) Read out the names loudly, and make other students pay attention to the lecture and order the wrong words.
(2) After each poem is read aloud, the students comment and correct the wrong words, and then read aloud freely or read ancient poems together after summing up.
(3) will recognize the pronunciation of difficult words and continue to read the text correctly.
1。 Lead: (After summarizing the activities of reading the text correctly) Please read the words you can read softly again, see which words are easy to mispronounce, and bring them up to attract everyone's attention.
Presentation task: Read the words you can recognize softly, see which words are easy to mispronounce, and bring them up for your attention.
2。 Feedback guidance: (pay attention to the classification guidance, that is, after pointing out a word all one's life, let the students find out the same type of words and pronounce them together. )
Preset: three pinyin: spring and angle; Flat-tongued woman: traces; Warp: first, soft; Sidetone: flowing and revealing; After nasal vowel: flat.
After the pronunciation is correct, check and consolidate the words through training (direct calling).
3。 Read the text correctly and practice.
(1) Presentation task: Read the text freely, and on the basis of accurate pronunciation, do not add words, omit words or read back.
(2) Students can practice freely.
(3) Feedback guidance.
(1) Specifies a person to read a read comment. (A song called two or three people)
(2) Teachers and students will evaluate the pronunciation of the recognized words, without adding words, missing words or reading back.
③ After evaluating a song, read a song together.
4。 Summary: to read the text aloud, we must first read the pronunciation correctly, without adding words, missing words or reciting. This is the so-called correct reading of text.
(4) Continue to learn the words that can be read.
1。 Lead: Just now we read the pronunciation of the words that can be read correctly, read the text correctly, and then continue to learn the words that can be read correctly.
Display task: read the text carefully, find friends for the words you can read, and draw a horizontal line below (hint: you read with your good friends). (Note: Some words in this article are monosyllabic words. These monosyllabic words should not be difficult to find friends, and can be left to find friends orally. )
2。 Feedback guidance:
(1) feedback on word correction. The camera emphasizes that "those who study together are good friends".
(2)PPT shows the words in the text, and the words that can be read are phonetic. Read the words directly, such as "the first song, the first song, the first song, the first song of two songs". Read together and read freely.
3。 Oral combination of "trace, trace, float, spring, flow, love, softness, lotus, dew and horn"
(1) Post a word card that can read words and requires oral word composition (at the back) Presentation task: Please think about these words. Which word baby will they be combined with in life? Talk at the same table.
(2) Feedback guidance:
(1) feedback one by one. If students group words correctly, they will write words on the blackboard with the word card as the center; If students combine words with homophones, write this word on the blackboard to show the difference and correction.
Read the words in the student group once or twice.
(3) Summary: Students are really diligent and can know so many words in life. In fact, life is a big classroom, through which we can know many words and characters.
Third, the preliminary evaluation of word reading ability.
(1) Disrupting the order of word cards at the same table and checking and correcting each other.
(2) Game literacy (Note: 1. The presented words are disyllabic; 2。 This game should allow all students to participate. )。
Fourth, the combination of graphics and text with real life, to understand the general idea of poetry.
(1) Try to ask a question.
1。 Lead: Through the words in the text and the words in our group, we know the meaning of the words that can be read. However, because ancient poems were written in ancient times, some words have different meanings from the present ones, so students may not understand them very well. It doesn't matter if you don't understand. Find it and we'll work it out together, okay?
Display task: read the text carefully, think about what words you don't understand, write a question mark under the words, and ask your classmates and teachers to help you solve them later.
2。 Feedback guidance.
Default: pond: meaning pond. White lotus: In poetry, it refers to lotus. Don't understand: I don't know, it doesn't mean. Cherish: the meaning of love and cherish. Soft sunshine: the meaning of gentle scenery in sunny days. Shine on the water: it means to be reflected on the water.
(2) Learn "On the Pool" by combining pictures with real life.
1。 Explain the topic and introduce the poet.
(1) Lead: Students, you should think about reading. If you don't understand or understand, bring it up and try to find out. Be good at thinking, learn to ask questions, and your reading ability will be stronger day by day. Let's open page 67 of the textbook and begin to learn the first ancient poem. Please look at the title of the teacher's poem on the blackboard. (Look at the questions together after the board)
Question: Do you know the meaning of the topic from the question just now? (Default: The title means on the pond. )
Lead: By the way, "on the pond" means on the pond. What did the poet see on the pond in summer, which made him write this poem happily? Let's meet Bai Juyi, the poet who wrote this poem.
(2) Introduce Bai Juyi (see Teacher's Book for details).
2。 Combine pictures and texts with real life to understand the general idea of "On the Pool".
(1) Lead: So, what kind of picture on the pond does the poet bring us? What's he trying to tell us? (PPT shows the illustration of "On the Pool")
Presentation task: Read the text aloud, observe the pictures on PPT and think. According to the picture, which poem can you find? Combining pictures and words, can you guess the meaning of this poem? Then use "The poem I found in the picture is ...". I guess the meaning of this poem is: ... "Say it. (PPT shows spoken sentences)
Read, watch and speak individually, and communicate at the same table (the teacher visits and guides to understand the learning situation and prepares the class exchange report); Class communication report.
(2) Feedback guidance. (requirements: point out the relative places on the PPT picture while talking; After speaking, guide the reading of related poems, focusing on the rhythm of reading poems. )
Default value:
1 verse: the first and second lines. Guess what it means: a little boy secretly picked lotus leaves and went home by boat. (Note: Only the same meaning is required, but the same words are not required. The following answers are the same as the speeches, so they are not indicated. )
② Poetry: the third and fourth lines. Guess what it means: he doesn't know how to hide his tracks, but a waterway full of duckweeds tells others about his tracks.
(3) Perceive the image of the little boy.
Introduction: We understand the general idea of On the Pool by combining pictures and texts with what we have learned in our life. (Retell the main idea of the poem) It turns out that the poet saw something like this on the pond in summer.
Presentation task: So, what kind of child do you think this little boy is from this story told by the poet? What line of work did you feel from? Draw this line with wavy lines.
② Feedback guidance.
Default value: 1. Naughty children; Poetry: Stealing Bai Lianhua back. 2。 Lovely child; I don't understand traces.
(4) try to recite.
Introduction: (After summarizing the children's images) In the learning process just now, we have read On the Pool many times. Can you recite it? Reciting should also pay attention to the rhythm of poetry.
② Individual back test; Back to back deskmate; Search by name (PPT has pictures).
(5) Summary: (After retelling the theme of the poem and the image of the child) Through practice, we know that combining pictures with real life is a good way to understand the meaning of the poem and the theme of the whole poem. So, let's study Koike like this, shall we?
(3) Learn "On the Pool" by combining pictures and texts with real life.
1。 Explain the topic and introduce the poet.
(1) Lead: OK. Please look at the title of the teacher's poem on the blackboard. (Look at the questions together after the board)
Question: Do you know the meaning of the topic from the question just now? (Default: The title means small pond. )
Lead: Yes, "small pond" means small pond. What the poet saw was a small pond in summer, which made him write this poem happily? Let's meet the poet Yang Wanli who wrote this poem.
(2) Introduce Yang Wanli (see Teacher's Book for details).
2。 Combine pictures and texts with real life to understand the general idea of "On the Pool".
(1) Lead: So, what kind of picture on the pond does the poet bring us? What's he trying to tell us? (PPT shows the illustration of "On the Pool")
Presentation task: Read the text aloud, observe the pictures on PPT and think. According to the picture, which poem can you find? Combining pictures and words, can you guess the meaning of this poem? Then use "The poem I found in the picture is ...". I guess the meaning of this poem is: ... "Say it. (PPT shows spoken sentences)
Read, watch and speak individually, and communicate at the same table (the teacher visits and guides to understand the learning situation and prepares the class exchange report); Class communication report.
(2) Feedback guidance. (requirements: point out the relative places on the PPT picture while talking; After speaking, guide the reading of related poems, focusing on the rhythm of reading poems. )
Default value:
1 verse: the first line. Guess what it means: the spring water seems to cherish its own spring water silently, and a small flowing water is flowing.
2 verse: the second line. Guess what it means: the shade reflected on the water likes the soft scenery on this sunny day.
③ Poem: The third and fourth lines, guess the meaning: The sharp corner of the light green lotus leaf has just emerged from the water, and the dragonfly has already landed on it.
(3) try to recite.
Introduction: (after retelling the main idea of the poem) What a beautiful summer pond the poet described for us! Can you recite this poem, too Also pay attention to the rhythm of poetry.
② Individual back test; Back to back deskmate; Search by name (PPT has pictures).
(4) Summary: (The themes and learning methods of the two poems are omitted)
Fifth, the evaluation of word recognition.
(1) Disrupting the order of word cards at the same table and checking and correcting each other.
(2) Game literacy (Note: 1. The presented words are disyllabic; 2。 The game should involve all the students and pay attention to the slow learners. )。
Six, after class, "read and write" learning.
1。 Lead: after learning the text, we have to complete a learning task, that is, learning "reading and remembering" words after class. When we learn the words we can read, we learn them. Now we must write them down.
2。 Read a book, read it freely and write it down.
3。 Sit together at the same table, play the game of "I say you pick it up" with each other, and check whether you can recite it. (One person says the words needed to form a word, and the other person says the words, such as: spring-spring water, clear spring. )
4。 Teachers and students play the game "I say you pick it up" for evaluation test. Please ask the students who can pick it up to stand up and say the words. Pay attention to the students who stand up slowly and let them play the test alone. )
Seven, writing guidance.
(1) Font teaching.
1。 PPT shows the words that can be written. Read it again.
2。 The deskmates talk to each other about how they remember these words, and then communicate with each other in class. (When students talk about similar words and sounds in oral English and memory, the word combination blackboard is located on the auxiliary blackboard, which helps to distinguish font details and remember fonts. )
(2) Guide writing.
1。 Classify these words that can be written according to their structures. Upper and lower structure: head, pick, love, tip and angle; Left, middle and right structure: tree; Monograph: None.
2。 Guide the writing of "adoption" and "love". (Before students begin to write, they are prompted to write and hold the pen. The following is the same, so I won't repeat it. )
(1) Observe carefully, talk about the occupation of each part of the word and the strokes that should be paid attention to when writing, and prompt the similarities and differences of the word "claw prefix" (the claw of "love" is slightly flatter than that of "Cai", and the apostrophe is also slightly flatter).
(2) Write "pick" and "love" respectively, and prompt: prompt the difference between "claws"; "Mining" emphasizes horizontal position and left-right stretching; The "friend" of "love" hides a bald treasure, which is long and vertical, and also long and stretched.
(3) Students write one in the textbook, correct the mistakes after feedback, and then write another.
3。 Guide the writing of "head", "tip" and "angle"
(1) Observe and talk about the strokes and order that should be paid attention to when writing "head", "tip" and "corner".
(2) Fan writes "head", "tip" and "corner", implying that "head" is slightly inclined in length and level, and "self" is smaller than the edge in two horizontal directions. The "tip" is almost as big as the top and bottom, and the bottom is bigger; The end of the "big" is almost on the same plane, and it is slightly lower. The "blade" on the "corner" should be slightly used, and the horizontal skimming should be in the vertical position of "use"; The two short horizontal sides of "Yong" cannot touch each other and are perpendicular to the vertical center line.
(3) Students write one in the textbook, correct the mistakes after feedback, and then write another.
4。 Instruct the writing of The Tree.
(1) Observe carefully and talk about the occupations of each part of the word and the strokes that should be paid attention to when writing.
(2) Write "tree" separately, implying that both sides are equal in height, and "you" is small and in the middle; Variation of "wood" and "re"; "You" is inserted horizontally under the "wood" point, and it is longer under the "inch" point.
(3) Students write one in the textbook in groups, correct the mistakes after feedback, and then write another one.
5。 Guide the writing of "nothing".
(1) Say the stroke order, and everyone will say the stroke order after modification.
(2) Observe and talk about the starting and ending position of each stroke of "nothing".
(3) Write "None" to indicate the beginning and end of each stroke.
(4) Students write one in the textbook, correct the mistakes after feedback, and then write another.
Eight, can write composition exercises.
(omitted)
Nine, summary. (Learning status and knowledge and ability)
Work design:
Read the text aloud and recite it.