#二级# Introduction "The Fisherman on the River" is a short story about the creation of an ancient poem. It was created based on the poetic flavor of "The Fisherman on the River" and the background of the time. Fan Zhongyan, a great poet of the Song Dynasty, was drinking, tasting fish and admiring the scenery when he saw a small boat undulating in the wind and waves. He thought of the hardships and dangers of fishing, and was moved to say goodbye. 》. The following is the original text, lesson plans and teaching reflection related materials of the Chinese language "The Fisherman on the River" for the second grade of primary school compiled by Kao.com. I hope it will help you.
Original text of "The Fisherman on the River", a second-grade primary school Chinese language article. Fan Zhongyan, a great poet of the Song Dynasty, often traveled to various places.
One day, Fan Zhongyan came to a restaurant by the river, drinking and enjoying the scenery. The restaurant was full of guests from all over the world, who kept praising the tenderness and deliciousness of the sea bass. Fan Zhongyan stood up and looked towards the river. I saw rough waves on the river, and a fishing boat was like a leaf, rising and falling with the wind and waves. It was swept up to the top of the waves for a while, and was knocked into the valley of the waves for a while. Fan Zhongyan thought, people only know that seabass is delicious, but they don’t know how hard it is for these fishermen and how dangerous fishing is! So he wrote the poem "The Fisherman on the River":
People who come and go on the river,
But they love the beauty of sea bass.
Look at the boat,
The first lesson of the second grade Chinese language "The Fisherman on the River" lesson plan
Teaching content: First reading text, games Literacy.
Teaching process:
1. Introduction of new lessons
1. Writing topics on the blackboard.
2. Read the topic together as a class. After reading the topic, what do you want to know?
2. First reading of the text, overall perception
1. Read the text freely, and use your favorite way to recognize new words and familiar words.
2. The students in the same seat read each other’s new words after class and check whether the pronunciation of the words is correct.
3. The whole class reads the new words.
4. Read the text by name and tell me what you know?
3. Learn to write new characters
1. Show the baby the new characters and read the new characters.
2. Tell me which word do you think is the most difficult to write? What do you want to remind students to pay attention to?
3. Teacher’s model writing.
4. Students draw red.
Second Lesson
Teaching content:
1. Be able to read the text correctly and fluently in Mandarin, and recite the poem "The Fisherman on the River".
2. By studying texts and reciting ancient poems, you can understand the hardships of fishermen’s labor and learn to cherish the fruits of their labor.
3. By studying the text, understand the poet’s experience in creating ancient poems. I discovered that poetry is created based on emotions arising from scenery and feelings about events, and I can also better understand the meaning of poetry through stories.
Teaching process:
1. Review introduction
1. In the last class, we read the text for the first time, got to know the new words, and also knew that seabass is delicious. Many people like to eat it, but fishermen in ancient times could only catch it in rivers.
2. Today we will follow the great poet Fan Zhongyan to continue to understand the hardships of the "fisherman on the river" and experience the creation process of this poem together.
3. Read the text together and talk about what you understood?
2. Independent experience and understanding of poetry
1. Read the first paragraph by name.
Teacher: One day, Fan Zhongyan came to a restaurant by the river. What did he see and hear?
(Guide students to read the text and outline the relevant sentences.)
2. Please read the sentences you found. (Nominate students to read out the sentences they sketched: The restaurant was full of guests coming from all over the world, and they kept praising the tenderness and deliciousness of the seabass meat.)
3. (Show the picture in the text) The teacher introduces Read the first natural paragraph "Fan Zhongyan, the great poet of the Song Dynasty, often traveled to various places." The teacher then read the first sentence of the second natural paragraph, "One day, Fan Zhongyan came to a restaurant by the river, while" - leading the students to continue reading "while drinking - while enjoying the scenery". Please imagine that the author was drinking and enjoying the scenery.
What did he hear? (Nominate students to answer according to the description of the text)
4. Guide reading "The restaurant was full of guests coming from all over the world, and they kept praising the tenderness and deliciousness of the sea bass meat." Imagine what the customers who tasted the sea bass in the restaurant would say when they praised the sea bass? (You can encourage students to read aloud or perform, and understand words such as "full of seats" and "constantly praising".)
5. The teacher counted the sentence that everyone just read. There are 26 words, but You see, the author Fan Zhongyan only used a very simple sentence to describe the scene at that time. (Show the poem: People come and go on the river, but they love the beauty of the sea bass.)
Who wants to read? (Guide students to read this poem)
6. What do you think of this sentence? What's so good about it?
(1) Students discuss and the teacher names answers.
(2) What did you understand from the poem? (Students answer while the teacher guides students to talk about where the guests come from? Where are they going? Understand the word "south and north" to understand the meaning of "travelers".)
(3) Let students with good answers and understanding read the poems, and you can also ask targeted questions: Why do you read it like this?
7. Seabass is very delicious. These guests come all the way to eat seabass and "constantly" praise its delicious taste. At this time, Fan Zhongyan stood up. Looking towards the river. What did he see? (Name students to read this sentence in the text. Use camera evaluation and cooperative guidance to read out the dangerous scene of fishing.)
8. The wind and waves on the river are so strong that you may be in danger if you are not careful. Guide students to talk about the possible consequences of shipwreck and death, and guide them to understand the hardships and dangers of fishermen.
9. But these people only know the delicious taste of bass, but they don’t know the hard work and danger of fishing.
10. Please read the text again. How do you know about the hardships and dangers of fishing? Read the sentences described carefully.
11. Name students for feedback. "I saw rough waves on the river, and a fishing boat was like a leaf, rising and falling with the wind and waves. It was swept up on the top of the waves, and then pushed into the valley of the waves." Good reading, (show the courseware: On the rough river, like The scene of a boat as fragile as a leaf being pushed and rocked by the waves) Think about it, a leaf can't be seen in the rough river, who knows where it will be washed away by the river.
12. Ask students to read this sentence again:
Tell me why you should read it this way? Evaluation student: Fishing on the river is really dangerous. The teacher can tell that you sympathize with those fishermen. You can also ask your classmates to evaluate whether he is good at reading and what is good about him? What's the shortcoming? You can give advice to your friends.
13. Show the poem: You see a boat floating in and out of the storm.
(1) Click "Jun" and let students think: Why use "Jun" instead of "you"? Then reproduce the picture, and students think while watching the courseware: Think about the scene you saw. Compared with the compliments you heard from the guests before, what do you think?
(Encourage students to read and understand on their own)
(2) Divide into groups of four to fully discuss their own perceptions, and then give feedback to the whole class.
14. At this point in teaching, the peak appears.
At this time, the teacher summarized in a deep and slow tone amidst the plaintive folk music, leading the students' thoughts deeper and further: On the vast river, fishermen will be attacked by strong storms at any time; The waves on the river are undulating and rough, making it dangerous for a small boat to travel. There is a danger of capsizing at any time, but these fishermen have to fish in the wind and waves in order to survive... This reminds the teacher of a poem we have learned about the hardships of farmers in farming - "Hoeing", teacher Reciting "Hoe the Crops", students will be inspired to read it too.
15. You are all good, compassionate children. When the great poet Fan Zhongyan saw such a scene, he felt sympathy for the fishermen just like you, so he wrote the song "Fishermen on the River". Come, let's read this poem again and read out all your feelings.
16. Teachers and students read the whole poem together with emotion.
3. Learn new words and guide writing
1. Everyone reads the text with such emotion, and the words must be beautifully written. Let’s write together.
2. Show the 8 characters in the grid that you are asked to know how to write: use the memorization method you have learned and try to memorize it yourself.
3. Bring up words that you can’t write in the group. If you know how to memorize words, share your memorization methods and use your own good methods to help students who don’t know how to memorize words. Teacher inspection and guidance. Timely evaluation of good literacy methods, such as: comparative literacy (Jiu Yiyu, Song Yike); self-composed children's songs; glyph imagination, etc.
4. The teacher selects a few key words to communicate with the whole class.
5. Keywords to pay attention to when writing the teacher's model.
6. Play soothing music: students practice writing. And remind students to pay attention to the way of writing key strokes. For example: "Jiu": narrow on the left and wide on the right, with "You" on the right written against the vertical center line. "Stand": The "standing" on the left becomes horizontally translated. "Jun": The middle horizontal line should come out first.
IV. Expanding learning and broadening horizons
1. Everyone wrote the words in this lesson very well. Let us once again review the poet’s experience when writing this poem. Read the text again.
2. This poem written by Fan Zhongyan, like many other articles we have learned, is not only beautiful in text, but also very thoughtful. In fact, there are many young writers in our class. As long as you pay attention to accumulating good words and sentences, learn to observe every bit of life like Fan Zhongyan, and add your own emotions and experiences, you can also write good literary works.
3. Show the courseware:
Reflection on the teaching of the Chinese language "The Fisherman on the River" in the second grade of primary school. In order to effectively teach the lesson "The Fisherman on the River", I did some things in my teaching Carefully designed as follows.
1. Introduction to the poet Fan Zhongyan, and put forward one of his famous sayings: Worry about the world first, then be happy about the world's happiness. This ancient poem written by the poet is a true reflection of his concern for the country and the people.
2. When studying the second paragraph, I asked the students to read the text independently and find out the sentences that the poet heard, saw and thought while standing in the restaurant. The first sentence "heard" focuses on the three words "going south and north, constantly moving, tender and delicious". There is an expansion here: "continuously praising". I let the students give full play to their imagination and think of daily life. That feeling in life when you go to a restaurant and eat something delicious, to say the least, to say it boldly! The children were very interested. In the second sentence, I captured "rough waves", a metaphorical sentence and a parallelism sentence. First, I used hand gestures to describe "rough waves, peaks and troughs". In order to give students an intuitive visual impression, I also use courseware to let students see pictures and experience the hardships and dangers of fishermen fishing. Only when students feel it can they understand! After learning this, students can’t help but think about this question: Why do fishermen risk their lives to fish? It turns out that they were forced by life. Seabass is sometimes the favorite fish of guests coming from north to south, and it can definitely be sold at a good price, so they have to go fishing. After teaching here, they have reached the **, and teachers and students are the same as poets. , I deeply sympathize with the fishermen’s fishing life. The fishermen are really pitiful! So the poet wrote the eternally famous poem "The Fisherman on the River", and finally asked the students to read the poem affectionately and then recite it.
3. Now that the text is over, it is related to real life. Learning this ancient poem also has practical significance. I teach students that we live a very wealthy life, with food and clothing, but some students often leave a lot of food behind when eating lunch and lunch. This is a waste. From today on, we will compare. Let’s see who eats from the cleanest bowl and who respects the achievements of working people the most!
Of course, this class also has some unsatisfactory aspects. Some children are not bold in learning, have insufficient subjective initiative, and lack of personalized reading. This is the direction in which I will improve and work hard in the future.