The original text of Colorful Dreams in the second grade of a primary school
I have a colorful dream, some long, some round and some hard.
They are lying in the pencil box chatting.
As soon as you open it, jump on the white paper.
Where the toes slip,
Big lawn, green;
Big wild flowers, red;
The blue sky,
Blue-penetrating-bright!
In the dense forest,
Cedar is holding hands,
Please leave a song for the bird.
On the chimney of the hut,
Be an apple-like sun,
Big and red!
My colored pencil,
It is the spirit of the big forest.
My colorful dreams,
It smells like fruit, sometimes it makes the wind.
And the reminder of purple grapes,
Teaching plan of "colorful dreams" in Chinese in grade two of second primary school
Teaching content: Colorful Dreams is a nursery rhyme about children weaving a beautiful fairy tale with colorful brushes. Let children plug in the wings of imagination and find that the world is actually so wonderful. Cultivate students' imagination.
Teaching objectives:
1, know 10 new words such as "box and chat", and write 10 new words such as "color and dream". Can write words such as "color, tiptoe, forest, cedar, song, apple, elf, season".
2. Understand all kinds of dreams and experience the colorful aspects of dreams.
3. Feel the color emotion of dreams, describe dreams boldly and happily with free and exaggerated expressions, and cultivate students' rich imagination.
4. Feel the fun of imagination and cultivate students' personality quality of loving imagination and daring to express.
Teaching emphasis: arouse students' memories and imagination, highlight their individuality and strive for innovation.
Teaching difficulties: feel the color emotion of dreams and cultivate students' rich imagination.
Teaching hours: 2 hours.
Teaching process:
first kind
Teaching objectives:
1, know 10 new words such as "box and chat", and write 10 new words such as "color and dream". Can write words such as "color, tiptoe, forest, cedar, song, apple, elf, season".
2. Understand all kinds of dreams and experience the colorful aspects of dreams.
First, create situations and introduce dreams.
Teacher: Hello, children. Did you sleep well last night? Did you dream? Who will tell me your dream?
2. Students tell their dreams.
3. Teacher: I was so excited that I couldn't sleep last night thinking about giving my child a class today. I think I had a good dream, too
I dreamed that I seemed to have magic. I stood on tiptoe and a large lawn turned green. There are red wildflowers everywhere, and the sky is blue, lovely and transparent. In the lush forest, cedars are singing and dancing hand in hand. On the chimney of a hut, a big red apple-like sun was formed. Everything is so beautiful.
Teacher: What do you think of the teacher's dream?
Health: magical and sweet.
Teacher: It seems that everyone has had a dream. Today, we will also learn colorful dreams.
4. Reveal the topic "Colorful Dreams".
Second, read the text for the first time and know the new words.
1, students read the text by themselves, and check students' preview before class. Complete the following requirements:
(1) Read the text fluently with pinyin.
(2) If there are words you don't know, use Pinyin to identify them. Please circle what you really don't know.
(3) Find out the new words in the text and understand them in the context.
(4) Tell me about a colorful dream in the text.
2. Check the students' initial reading.
(1) Divide the students into four small classes, and each small class will read a lesson to see which small class can read.
(2) Know new words. Learn new words from each other at the same table, see who has new words he doesn't know, and teach him at the same table.
(3) Emphasize the existence of difficult words.
Postnasal sounds: flat, upturned, thin, ding, yi.
Sidetone: chatting
(4) Take off the pinyin cap of new words and read them by train.
(5) Hide the new words in the words and read them.
Pencil box chat lawn lush treatment
Chimney elf ring colored toes.
Forest cedar sings the season of apples.
(6) Are there any words you don't understand? Think in context.
Lush: Cedar trees in the forest grow well and flourish.
Reminder: This article refers to the persuasion and confession of purple grapes.
3. What kind of colorful dream is the text mainly about?
(1) Students read the text again.
(2) Ask students to sum up what colorful dreams they mainly talk about.
(3) the teacher's summary.
The text mainly tells that I painted a colorful dream with a brush.
Third, guide writing.
1. Students are free to observe the new words that 10 need to write and see where they need to be reminded.
2. Students remind each other.
3. The teacher guides the new words that are easy to make mistakes.
(1) How to write the upper left part of the colored word?
(2) The upper, middle and lower parts of the blue word.
(3) Three different Moriki personalities.
(4) The difference between the word "elephant" and the word "boat".
(5) The "ratio" part of the word "order" is not prominent.
4, students painted red, the teacher patrol guide.
5. Students write new words.
Fourth, homework.
1, write new words.
2, read nursery rhymes, read well, read fluently.
Second lesson
Teaching objectives:
1, be familiar with the text, feel the color and emotion of dreams, and use free and exaggerated expressions to boldly and happily describe dreams and cultivate students' rich imagination.
2. Feel the fun of imagination and cultivate students' personality quality of loving imagination and daring to express.
First, review the introduction.
1. Review new words in colorful dreams.
Read the text and tell me what kind of story the text tells.
Second, read the text again to understand the content of each section.
1. Read the text again and tell me how many bars it has.
2. What does each section mainly talk about?
(1) The first section tells me that I have many colorful dreams.
(2) The second and third sections mainly focus on my colorful dreams.
(3) The fourth section mainly talks about my colorful dreams woven with colored pens.
Read the text and imagine colorful dreams.
1, learn the first section.
(1) Let the students in one small class read the first lesson, and the students in other small classes follow.
(2) Imagine: I have a colorful dream, some long, some round and some hard. Imagine what this colorful dream is.
(3) Student reports: colored pencils, watercolor pens, oil pastels, etc.
(4) What might be long? What might be round? What's the hard part?
(5) Teacher: From where, it may be colored pencils, watercolor pens and oil pastels.
(6) Health report. One comes from "They are lying in the pencil box chatting". The second one is from My marker is the spirit of the big forest.
(7) teacher: jump on the white paper as soon as you open it. How do they jump on white paper? Can you imagine?
(8) Student report. (Give full play to students' imagination)
2. Learn the second section.
(1) Look at the second section together. What a colorful dream is this?
(2) student reports.
(3) Teacher's summary: The lawn is green, the wild flowers are red and the sky is blue. Can this still be said?
(4) Student representative theories.
The clouds in the sky are white.
(5) Display the sentence "Blue-Pass-Bright!" What are the dashes here for?
Guide the students to understand that the dash here means the extension of the sound.
(6) Guide students to read.
3. Learn the third section.
(1) Show the girls the third section. What kind of tone should they read?
(2) Cedar holding hands, apple on the chimney. What an incredible thing! Let the children read the tone of surprise.
(3) "In the lush forest, cedars hold hands and ask the birds to leave their songs." What rhetoric is used in this sentence?
(4) To guide students to understand personification is to write animals and plants into adults and endow them with characters, such as cedars holding hands and birds singing here.
(5) Ask students to say an anthropomorphic sentence truthfully.
(6) "There is an apple-like sun on the chimney." This sentence is a metaphor, comparing the sun on the chimney to an apple.
(7) Let the children say a figurative sentence.
(8) "Red!" The dash here indicates the pause of the sound.
(9) Instruct students to read aloud and read the tone of surprise, surprise and surprise.
4. Learn the fourth quarter.
(1) Please have a look at the fourth section.
(2) My marker is the spirit of the big forest, which depicts beautiful scenery. What else do you know except the cedar handle and the sun on the chimney mentioned in the third section?
(3) Let students report.
(4) What are my colorful dreams like?
(5) There is also a reminder of purple grapes. What does the purple grape remind? Contact the context and let the children say what the purple grapes say.
(6) Please report to the students.
(7) Guide students to read aloud.
Fourth, expand and extend.
1. Tell me what you want to draw with a colored pencil.
2. Write according to the second and third parts of the text.
3. Communicate with the whole class.
4. The teacher praised you.
Fifth, the teacher summed it up.
Everyone has a colorful dream. Let's try to weave this beautiful and colorful dream!
Sixth, homework.
1. Write down your colorful dreams with colored pencils.
Reflections on the teaching of colorful dreams in the third grade and the second grade of primary school.
Colorful Dreams is a text in the second volume of Grade Two. This is a children's poem, full of innocence and wisdom. Poetry is beautiful in language, clear in rhythm and catchy. The author uses personification and rich imagination to make sentences more vivid, show the expressive force of language and get closer to the inner world of children. First, the overall impression, reading poetry: this poem is very rhythmic and pays attention to words. In children's poems, crayons incarnate the spirits of nature and glide with light steps, drawing beautiful pictures from green lawns, bright wildflowers, blue sky to lush forests. At this time, a multimedia courseware is presented with wonderful music. In this artistic conception, students can imagine the picture while reading and feel the beauty of poetry as a whole.
Second, imagine dreams with the help of multimedia courseware: in class, I read poems with music first, so that students can feel the beauty of reading poems and further stimulate their interest in reading poems. When they are free to read poetry, I ask to read it. Please tell the students what you think. Some say that "the lawn is green", which shows that everything grows in spring, with lush vegetation and a thriving scene; Some say that "most wild flowers bloom", which makes people feel that flowers are everywhere in spring "the apple-like sun on the chimney of the hut"; The sunshine is warm, so soft and comfortable that birds dance with it. Multimedia courseware "Big Lawn", "The Wildflower" and "Big Sky" are presented here, guiding students to "from painting to characters" step by step and cultivating students' rich imagination. Students read poems, use their imagination and immerse themselves in a series of wonderful fantasies with the author.
Beautiful poetry is full of affection. I let students read poems with a love for nature. This design is intended to awaken students' emotions and emotions through the inspiration, guidance and inspiration of teachers, so that they can experience the language of the text they read with true feelings, deepen their understanding and feel something.
Third, dig the text to fill in the blanks. Imagine: What will happen where the toes cross? The problem here is to spread students' thinking. When learning the whole poem, I give students a free space to show, so that interested students can also learn how to write colorful dreams and create a children's poem. From the initial parody of changing words, to the parody of later sentences, and then to the parody of bars, several parody poems are combined into one poem. Finally, let them read their children's poems with music, and the students' pride will be displayed. It's a good idea to think of it!
Fourth, build a stage to show wonderful: children with answers can feel the fun of showing on the stage. In this class, some students read the original poems and poems written by students with music many times. The exhibition brought enough confidence to the students and set up a happy stage for them.
Childhood is the most imaginative period in a person's life. The only way is for teachers to give children the wings of imagination with the help of courseware, show them the space of self and let them fly their ideals.