First, the teaching objectives
1. Learn the new words in this lesson 10 and understand the words made up of new words.
2. Be able to read the text correctly, fluently and emotionally.
3. Understand the characteristics of autumn and stimulate students' love for nature.
You can use some beautiful words to describe the autumn you have observed.
Second, cultivate education and training points.
Grasp the lyric clues in the text, and let students perceive the beauty of language and autumn through reading aloud and imagination.
Third, the focus of teaching
1, between the lines, I can feel the author's love and praise for autumn.
2. Have a preliminary appreciation of the meaning in the concise language of poetry, and be able to grasp one of the scenes and say a paragraph.
Fourth, teaching time.
2 class hours
Teaching process of verbs (abbreviation of verb)
first kind
First, the teaching objectives
1, learn the new words in this lesson 10 and understand the words composed of new words.
2. Be able to read the text correctly, fluently and with a little emotion.
3. Be able to arrange the order of poems and learn the first section.
Second, the teaching design
(A) reveal the passion of the topic
1, blackboard title: autumn
2. What words do you think of when you see these two words?
Autumn is crisp, autumn leaves fall, autumn water is long, autumn wind is bleak, autumn insects are chirping, autumn fruit is heavy, autumn osmanthus is fragrant, autumn rain in Ye Zhiqiu is continuous, autumn wind blows, LAM Raymond dyes leaves, small autumn mountains seem to wash the key spring flowers, autumn fruits and autumn chrysanthemums, and autumn leaves in Ao Shuang.
The teacher explained the meaning of the above words properly.
4. What is autumn like in your eyes? Can you describe it in a few words? Of course, you can also choose the above words.
5. There is a Shandong writer. His name is Wang Yizhen. He is a member of the Chinese Writers Association. Published works 65438 to 0975. Mainly writing children's poems, but also writing fairy tales and children's stories. He has published children's songs, children's poems, autumn wind dolls, a bunch of poems by middle school students, poems by boys and girls, etc. Let's see what autumn looks like in the eyes of this big child.
(B) the overall perception, sort out the context
1, students read the circle picture by themselves (specific requirements: ① Read sentences smoothly and correctly. Draw what you don't understand. (3) Choose one or two words and talk about their meanings in the context. )
2. Check the preview:
2。 Check the self-reading.
(1) Assign students to read poems. Mark the bars of this poem. (mainly check the degree of reading comprehension, reading fluency and reading accuracy)
Can you choose a word to say its meaning? Note: the teacher is not asking you to be the mouthpiece of the dictionary. Teacher, see if you really understand.
3. Encourage students to ask and ask difficult questions (including words, sentences and other questions).
The teacher should ask a challenging question to see what the students have gained after reading this book so many times. The question is: What do you think is the main content of this poem? Students finish at the teacher's prompt.
Introduced the charming scenery and harvest scene in autumn. )
5. So, where is the scenery mainly written in this poem? (The teacher writes on the blackboard according to the students' answers: in the field, by the roadside, in the orchard)
6. What can you see in fields, roadsides and orchards in autumn? So what did the author see? (According to the students' answers on the blackboard)
The first blackboard writing: ears of rice, sunflowers, wild chrysanthemums, apples, grapes, corn and sorghum. ...
The second blackboard: (golden) ears of rice (ripe) sunflowers (colorful) wild chrysanthemums (scarlet) apples (purple) grapes (holding red tassels) corn (scarlet) sorghum ...
(C) language contrast, a preliminary feeling of poetic language beauty
1, the teacher has an impulse now-I also want to be a poet and write some children's poems for you. Listen: (according to the blackboard, the teacher said-autumn is coming, and golden ears of rice can be seen in fields, roadsides and orchards ...) What do you think?
2. Guide students to compare the text and talk about their feelings. (You can also grab one of the scenes for comparison. )
3. Teacher's summary: The text is anthropomorphic, with beautiful and vivid language, strong interest and deep feelings. Language is used to express feelings. Otherwise, words will lose their lives.
4. Learn the first part:
Read the first section by name.
(2) I just said, a good poem, its language is alive. Let's see, in this paragraph, which word do you think makes this whole paragraph full of vitality?
③ Guide students to communicate.
The teacher concluded: Autumn is coming, red apples, purple grapes, red tassel corn and red-faced sorghum-can these make the sun redder and more charming? Osmanthus fragrans and chrysanthemums are in full bloom, and the air is filled with intoxicating flowers. As the saying goes, "Sweet-scented osmanthus blooms and thyme blooms", can all this make the air sweeter?
So the words "redder and more charming" and "sweeter and better" in the first paragraph are vivid, which shows that autumn is different.
Read and taste carefully, and you will find many such places in this poem. You can try to find it yourself after class, and we will communicate in class tomorrow.
(4) Transfer
1, practice reading the text with emotion.
2, preview thinking: read carefully, taste slowly, choose one or two places, taste some, and then make some records.
3. Copy words.
Second lesson
First, the teaching objectives
1, between the lines, I can feel the author's love and praise for autumn.
2. Have a preliminary appreciation of the meaning in the concise language of poetry, and be able to grasp one of the scenes and say a paragraph.
3. Be able to recite the text.
Second, the teaching design
(A) the introduction of review, emotional accumulation
1. Yesterday, we studied Autumn, and learned that this poem describes the beautiful scenery and harvest scene in autumn fields, roadsides and orchards. We also know that language is actually alive. Today, let's savor this poem written for us by this children's writer, and see if his language has vivid life and what kind of feelings are contained between the lines of this poem.
Name a student to read this text.
3. Teacher: This classmate's reading made me feel the life and vitality of the language, and the beautiful Qiu Jingtu seemed to appear before my eyes. I believe that students must have a lot of ideas when they taught themselves yesterday.
Then tell me your understanding by voice first-read the full text collectively.
(2) Taste the beauty of autumn scenery by analyzing sentences.
1. Autumn is coming, and the autumn wind blows gently, so where have the autumn winds been? What are they doing there? Can you say it in poetic language?
Board: Autumn wind is coming _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _
Yes, everywhere she went, she left the footprints of autumn. Can you give an example?
Signs: When the autumn wind is drifting towards _ _ _ _ _ _ _ _ _ _ _ _ _
★ The teacher randomly finds good words and sentences in the students' stories and makes comments.
3. Teacher's summary: It seems that students can also become poets, because you also have the ability to make the language full of life and vitality. Next, let's look at the text again and appreciate a sentence or a paragraph of this poem with your poet's eyes. Then I will exchange my appreciation with you. Today we will judge several "appreciation experts".
4. Students silently read poems, prepare speeches, teachers patrol to understand the learning situation, and cameras guide them.
5. Guide students to communicate.
★ "Rolling" and "Running" wrote a naughty and lovely autumn wind, from which I realized the author's love for autumn wind and autumn.
★ "Grab a handful of ... fragrance ... and gently smear it off" wrote a naughty and lovely autumn wind, realized the fragrance of the air at the turn of summer and autumn, and also showed the author's love for autumn.
Shouting, holding, wearing a red coat, wearing a purple robe and blushing bring the original still picture to life, which is the function of verbs. These sentences also make us love these scenery. It seems that these plants also have personalities. This is the role of personification. We read and read, and it is easy to feel an emotion in our hearts-autumn, I love you to death.
6. Students choose any paragraph to practice emotional reading.
7. Name the students and ask them to read aloud in sections (paragraphs 2, 3, 4 and 5).
(C) in-depth understanding of the meaning of the text
1. In the face of such a beautiful autumn scenery, what thoughts welled up in the poet's heart? Let's look at the sixth verse of this poem.
2. Read the name out loud.
3. How to understand these two sentences?
(1) "Flexible Comb" and "Orderly"-When many plants are ripe, their fruits are patchy, colorful and pleasing to the eye, and appear orderly.
② "Sparkling Sweat" and "Sparkling"-During the autumn harvest season, people work hard and sweat in the fields, but they are happy inside. They harvest not only ripe fruits, but also a kind of hope. This sentence also implies that only hard work can yield fruitful results.
4. Teacher's summary: You see, poets are poets, and their poems are often "meaningful in words". Therefore, when we read poetry, we should also learn to read between the lines.
5. The teacher will test everyone again. What kind of "moral" do you think the author contains in the last paragraph of the poem?
(Yellow Leaves is a symbol of autumn, because the author loves the beautiful scenery and the harvest scene in autumn. She wants this intoxicating scenery to stay on earth forever, even if it is only for one year. He also hopes to evoke good memories of autumn through this yellow leaf. Through "Treasure" and "Yellow Leaves", the world's praise and attachment to autumn are expressed. )
6. Practice reading the last part.
7. Practice reading the full text with emotion and try to recite part of it. (Music "Whispering in Autumn")
(4) Transfer
1, read and recite the text with emotion.
2. Choose a scene described in the poem and write a paragraph on the topic of "Walking into Autumn".
Reflection after teaching:
This article is beautiful in language and full of childlike interest. In teaching, I fully let students read with emotion, feel in reading and reread with feeling. At the same time, I joined the students' imagination of the beautiful scenery in autumn, and the teacher provided the text, which made the students truly experience the charming harvest scene in autumn and strengthened the cultivation of students' oral expression ability, with good results.