Fan, the ink painting teaching plan for the third grade of elementary school
Teaching objectives
1, can read poetry with emotion, imagine the artistic conception described in poetry, and feel the happy life and good wishes of childhood.
2. Know the new words in this lesson, recite your favorite poems, understand the characteristics of children's poems, and try to write a children's poem.
teaching process
First, put forward the theme and read the poem aloud.
1. Show me the topic "Poems of Two Children" and tell me which children's poems you know? You can talk about the title of the poem or recite a sentence or two.
2, reading the text, can read poetry fluently.
Second, compare reading and understand poetry.
1. Read two children's poems repeatedly. Comparison: What's the difference between the two children's poems?
2. On the basis of full reading and thinking, discuss in groups.
3. Classroom communication and random guidance.
(1) I think it's a poem, and childhood ink painting is a group of poems.
Guide students to pay attention to the differences: the group poems have subtitles; Every poem is written in a different way ...
(2) "I want to" rhymes, but "childhood ink painting" does not rhyme.
Guide the students to read these two poems aloud, understand the difference between rhyming and non-rhyming, and understand that children's poems can be rhymed or not.
(3) "I want" describes some good wishes of "me", and "childhood ink painting" describes childhood life and learning scenes.
(1) What does "I want to" describe my wish?
I want to put my little hand on the peach branch.
◇ "I want to put my feet on the willow roots."
I want to put my eyes on the kite.
……
② Talk about the study and life scene described in Childhood Ink Painting.
Reading in the street
Fishing by the stream
Swimming on the river
(3) Read poems and experience the wishes and scenes described.
Third, emotional reading, experience the artistic conception
1, to guide the learning of "I want"
(1) Read poems and imagine my desires.
(1) Read poems and talk about "I" so many wishes, which one fascinates you the most?
(2) Read the desire that fascinates you most silently, and imagine what kind of scene it is?
What do you seem to see?
How do you feel? For example, what does it feel like to "lead the sunshine"? What's it like to be catkin and dandelion, fly, fly?
(3) Perceptual reading is your most fascinating desire.
(2) Imagine, under what circumstances did "I" produce these beautiful wishes? Tell me specifically.
When spring is blooming, sit on the green grass. ...
Dance in the sunshine and spring breeze ...
……
(3) read poetry with emotion.
2. Guide the study of childhood ink painting.
(1) Read the poem aloud and imagine the picture described by the poem with your eyes. What impressed you the most?
(1) Read Water Margin quietly in the street.
The fish was caught and jumped on the grass.
(3) Have a water fight on the river.
……
(2) Read the relevant poems carefully and experience the happiness.
(3) Read poetry with emotion and experience the beauty of childhood.
Fourth, read poetry and feel the language.
1. Read poems freely and draw the most special sentences you think.
(1) "Holding a thousand rays of sunshine,/leisurely, leisurely/leisurely singing spring day"
(2) "Suddenly the figure broke with a bang,/Fish and laughter jumped on the grass."
(3) "The sun climbs from toes to knees,/thinking of' black whirlwind' and' white stripes in the waves'."
……
2. What's so special about these poems?
(1) is very charming.
(2) There are pictures in the language.
……
3. Read or recite these poems.
Verb (short for verb) homework
1, choose to recite poems.
2. Write a children's poem.
Fan Wener, the teaching plan of ink painting in the third grade of elementary school
learning target
1, learn the new words 10 such as "ink, dye, extreme, broken, cool and wave" in this lesson, and read five new words such as "ink, cool and splash" in this lesson.
2. Be able to read poetry with emotion, imagine the artistic conception described in the poem, and feel the happy life and good wishes of childhood.
3. recite poems. If you are interested, try to write a children's poem.
Learning focus: imagine the artistic conception described in poetry and experience the feelings expressed in poetry.
Teaching preparation: courseware and excerpts prepared by students.
Class schedule: 1 class hour
Teaching design
First of all, an exciting introduction.
1. Play the song "Childhood". Students listen and imagine what you seem to see. What did you hear? (Students describe freely)
2. Guide: Yes! Childhood is a painting, which contains our colorful life; Childhood is a song that sings our happiness and happiness; Childhood is a dream, which contains our imagination and longing. Today we will learn a beautiful children's poem "Childhood Ink Painting". Blackboard writing: childhood ink painting
Second, read since the enlightenment and understand the main idea.
Self-study requirements for slide presentation:
1. To read the whole poem by yourself, you need to have a basic understanding of the main idea of the poem, mark the places you don't understand, write 10 new words such as "ink, dye, extreme, break, cool and wave", and correctly read five new words such as "ink, cool and splash".
2. Add a word indicating action after the title of each section to summarize the main content. Such as "reading in the street, fishing by the stream, playing in the river" and so on.
Please name this poem. Other students close their eyes and imagine the picture described in the poem. What impressed you the most? (slide presentation)
① street reading
② Fishing by the stream.
(3) Playing on the river
……
3. Read the relevant poems carefully and experience the happiness.
4. Read poetry with emotion and experience the beauty of childhood.
5. Students question and answer questions. In particular, teachers are needed to explain some profound sentences. For example, "Fish and laughter jump on the grass", let students understand how laughter jumps. What does this mean?
Third, feel poetry and learn from it.
1. How do you feel after reading "Childhood Ink Painting"?
Guide the students to feel that what the author wrote is really a picture, a shot of childhood life. )
2. Teacher: If the stream is a picture, what do you see in it? (Students speak freely)
3. Play music, read poems aloud, and pay attention to the described scenes.
Fourth, read poetry and feel the language.
1. Read poems freely and draw the most special sentences you think. (Slide) The sentences that the teacher focuses on.
(1) "weeping willows use the stream as a mirror to dress up, and the mountain stream is as quiet as a blue belt."
(2) "Suddenly the figure broke with a bang,/Fish and laughter jumped on the grass."
(3) "The sun climbs from toes to knees,/thinking of' black whirlwind' and' white stripes in the waves'."
……
2. What's so special about these poems?
(1) is very charming.
(2) There are pictures in the language.
……
3. Read or recite these poems to the music.
Beautiful poems seem to bring us into the picture of childhood. The teacher collected some pictures of childhood life, please enjoy them, and please review the fragments of your childhood life. (Multimedia display picture) Now tell your classmates a childhood clip, and then please draw it with your dexterous little hands.
5, the brushwork is vivid, and the teacher patrols.
6. Exchange of works and interactive comments between teachers and students.
Fifth, summarize the conversation and end the teaching.
Childhood life is a continuous ink painting, which contains many scenes worthy of our memory and collection. In the past, we read many literary works describing childhood life. Today, we learned this children's poem, which once again opened the door to the children's world. Please read other children's poems after class to enrich our memories of childhood.
Sixth, homework
1, recite poems.
You can try to write a children's poem if you are interested.
blackboard-writing design
Childhood ink painting
Street reading
Happy childhood fishing by the stream
Jiang Shang swimming.
Fan Wensan, the teaching plan of ink painting in the third grade of elementary school
Teaching objectives:
1. Know the new words 13, and learn to write the new words 10. Instruct to write a broken "Ten" part and a cool stroke order.
2. Understand difficult words and sentences with the method of "connecting life with reality and context", such as: from the "dyed" glyph to the green of the stream; Experience the joy of children fishing from the word "jump"; Compare the similarities between small mushrooms and children, and realize the cuteness of children picking mushrooms.
3. Read the poem with emotion and imagine the picture.
4. Continue to compose the fourth verse to reflect the joy of children's life.
Teaching focus:
Understand difficult words and sentences with the method of "connecting life with context", such as: from "dyeing" fonts to flowing green; Experience the joy of children fishing from the word "jump"; Compare the similarities between small mushrooms and children, and realize the cuteness of children picking mushrooms. Read poetry with emotion and imagine the picture.
Teaching difficulties:
Continue to edit the fourth paragraph of the poem to reflect the children's happiness.
Teaching preparation:
Teacher: Collect pictures and make courseware.
Student: Preview poetry.
Teaching time:
2 class hours
Teaching process:
first kind
First, introduce conversation, reveal and solve problems
1. Children recall interesting things when they were young, tell them to everyone and share happiness together.
Childhood is a painting, in which there is a colorful life, childhood is a dream, and in which there is our imagination and longing. Today we will learn "childhood ink painting" and share the happiness of childhood.
Design intention: Starting from students' existing experience, through recalling interesting childhood stories, to stimulate students' interest in childhood poems and arouse their enthusiasm for class.
(1) The sound hole and the teacher write on the blackboard. The teacher randomly instructed the writing of "ink".
(2) What do you want to know after reading the topic?
Second, read the text for the first time and learn new words.
1. The answers to these questions are hidden in the text. Please open the textbook, read the pronunciation correctly with the help of the after-class vocabulary, read the text thoroughly, and read the important and difficult points several times.
2. Ask three students to read the text, each with a section. The teacher pronounces at will.
Default point:
(1) dyeing, showing the evolution process. The original meaning of the word is to soak silk and silk fabrics with colored juice from vegetation to make them colored. Read sentences, read texts, and form words: dye green and listen.
(2) Crushing: the original meaning of coinage: small stones finally formed by repeated blasting of rocks. Similar characters: Cui, drunk.
Design intention: Guide students to remember new words by knowing the meaning of Chinese characters. Deepen students' impression and broaden their knowledge.
Third, review new words and guide writing.
1. Courseware shows new words and practices reading freely.
2. Create new words to consolidate literacy.
3. Lead to write "broken". Tip the last stroke, but don't write it on the word from.
Instruct the writing of Shuang. Pay attention to the order of strokes and cover the lower part like a roof.
Second lesson
First, create reading situations to stimulate interest
Play the song Childhood.
Teacher's introduction: Students, a beautiful childhood is like a series of ink paintings, thick or light, with beautiful artistic conception. Today, let's read the poem "Childhood Ink Painting" by children writer Zhang.
Second, the overall perception:
This lesson includes three short poems, namely: stream, river and forest (blackboard writing).
What can you find when you see these three topics? Students speak casually.
Teacher: Yes, they all wrote scenes of childhood life. What happened in these scenes? Let's take a look together.
Third, learn to "flow"
1. Read freely and read correctly and fluently.
2. Read alone.
3. Read silently and think while reading: What have you read? Those who don't understand?
4. Communication: What have you read? What don't you understand?
Default 1: Why do you say "fish and laughter jump on the grass"?
Design intention: Experience the exquisiteness of poetry.
Yes, why? Most students don't understand either.
Teacher's suggestion: If we read the above, maybe a sentence or a sentence will inspire you! Try to read and think by yourself.
Student: Teacher: I know from the sentence "There is a red dragonfly standing on the fishing rod" that there is a child fishing here. I am very happy to know that the child caught a fish from "suddenly plopped off". So "fish and laughter jump on the grass."
Teacher: Who will read it to you and read out the happiness of the child? Instruct the students to read the last sentence with emotion.
Premise 2: Health: Teacher, I don't understand the sentence "The stream is dyed green by figures". Usually our bodies are black. Why is the stream here dyed green by our figure?
Teacher: This student can think with life experience and is worth learning. Just now, we read the last sentence in context. Now, you can also read and think like this.
Health: Read silently and think.
Student: Teacher, I learned from "The Stream is Quiet as a Green Jade Belt" that the stream is very green, so the figure reflected in the stream becomes green.
Teacher: Why do you say that the stream dyed the figure green? Which word do you think is used here? Where's the good news? Communicate at the same table.
Design intention: Experience the exquisiteness of poetry.
Health: the word "dye". In this way, you write a stream as an adult, and you write a stream alive.
Health: This writing makes people feel that Xiaoxi is like a magician, which is particularly magical! Who will read this beautiful and profound scenery to everyone? Individual students read.
Teacher: What a wonderful imagination! Everyone has a very good experience. What else do you know?
Student: Teacher, I have a red dragonfly standing on the fishing rod. I know that the stream and figure in front are green, and the dragonfly here is red, and the color is particularly beautiful!
What a vivid picture! Who will read it to you, read the beauty of the scenery and read the happiness of the children? Free reading and personal reading.
6. Normal reading: Students close their eyes and imagine: What picture do you seem to see? Free communication.
Think about it. The author writes about children's happy fishing. Why write about scenery?
The teacher concluded: Writing about scenery highlights "peace", why should we highlight peace? Contact with children to fish and experience the key points of children's fishing. It can also better reflect the joy after catching fish.
Fourth, learn On the River.
1. If "By the Stream" is about children fishing by the stream, what is "On the River"? Please learn "On the River" by yourself in the way you have just learned: connecting with context, life experience and knowledge.
2. Show self-study tips and learn by yourself.
Think about what "On the River" is about. Is there anything you don't understand?
What are the similarities and differences between riverside and riverside?
Design intention: consolidate the learning method of poetry and find the similarities and differences of writing.
3. communication:
Teacher: What is "on the river"?
Health: swimming.
Health: playing with water
Teacher: Which word do you think is better?
Health (chorus): play with water!
Teacher: What are the similarities between the riverside and the riverside?
Health: It's all for the children.
Health: It's all about the happiness of childhood.
Health: It's all metaphors.
Teacher: What's the difference between riverside and riverside?
Health: "On the River" didn't write about the beauty of scenery, only about children playing in the water.
Teacher: If "Stream" is a combination of dynamic and static works, then "On the River" is a vivid and dynamic picture. What kind of picture can you see after reading it? Imagine how children will play in the water. What else did you hear? Guide students to experience children's high swimming level and the joy of playing in the water.
4. Perceptual reading. Look at the children swimming well and having fun in the water.
V. Learning "In the Forest"
5. Summary of learning methods: What method did you use to learn the first two lessons just now? Read poetry, find out what you don't understand, and understand it by connecting context, life experience and learned knowledge.
Please continue to learn "forest" in the way you just learned.
7. Communication: There are two hats in the article, "Little mushroom came out of the soil and put on a hat", and "I saw a hat like a mushroom in the pine forest." You mean the same thing?
Speak freely: the first hat refers to "mushrooms" and the second hat refers to "children"
8. What are the similarities between small mushrooms and children? Everyone is wearing a hat, which is very cute. Besides being cute, what else can you read? Children's happiness. Where can I read it?
9. Who will read it to you and read out the cuteness and happiness of children? Read it and imagine what kind of picture you seem to see.
Fifth, imitate poetry and express emotions.
1. The poem shows us the joyful fragments of childhood life in beautiful language. Your childhood life must be more interesting. Tell me about other places where childhood may happen.
2. Continue to compile the fourth section of the poem to reflect the joy of the child.
Design intention: to be a little poet, to stimulate students' creative interest and let students learn to write poems.
3.*** communicate with each other, and the teacher will order it on demand.
Sixth, summarize the conversation and end the teaching.
Teacher: Childhood life is a continuous ink painting, which contains many scenes worthy of our memory and collection. In the past, we read many literary works describing childhood life. Today, we learned this children's poem.
Please read other children's poems after class to enrich our memories of childhood.
Blackboard design:
Bian Xi
18. Ink painting on childhood river
forest