1. Frog Writing Poems is a text of Lesson 7 in the first volume of the first grade of primary school Chinese published by People's Education Press. The original text is as follows:
It's raining, the raindrops are falling and the sand is falling.
the frog said, "I'm going to write a poem!" "
The tadpole swam over and said, "I want to be a comma for you."
The water bubble in the pond said, "I can be a small period."
A string of water drops on the lotus leaf says, "We can be ellipsis."
The frog's poem reads: "Quack, quack, quack.
quack, quack, quack ... "?
2. This catchy little poem skillfully embeds several punctuation marks in the text, and guides students to know commas, periods and ellipsis through vivid, concrete and vivid things, which is very interesting and suitable for children to learn punctuation norms.
Extended information:
1. Introduction to Frog Writing Poems
1. This text is a lively children's poem, with five sections. The author vividly describes the scene of frogs croaking like poems in rainy days, and vividly compares tadpoles, water bubbles and a string of water droplets to commas, periods and ellipses in poems, which makes people think.
2. The content of the textbook is illustrated, full of childlike interest, imagination and creativity. It is very suitable for the first-year students who are lively and curious by nature to learn languages and know things, and it also leaves a broad space for teachers' creative teaching. This children's poem is vivid, interesting and beautiful in language, which is very suitable for junior children to read and has certain significance for training children's imagination and reading ability.
Second, the design concept of "Frogs Write Poems"
1. Good text content makes students never tire of reading and be elated. According to the teaching materials and students' learning characteristics, with vivid pictures and vivid poems as literacy carriers, reading and literacy teaching are integrated, reading can bring literacy, and literacy can promote reading, so that students can read in reading. Based on students' rich life, we guide students to master the rules of Chinese character formation and use various methods to read, and strive to build a situational, life-oriented, open and vital classroom.
2. In teaching, fully optimize teaching resources, establish the concept of big language, expand and extend appropriately, enrich teaching content, arouse students' individual expression, tap students' potential, and highlight the characteristics of school-based curriculum research. When designing and teaching, I try to embody the "three innovations", that is, new ideas, new designs and new methods; Highlight the "triple", that is, pay attention to literacy, reading aloud and creation.