Teaching philosophy
Let students generally understand the content of the poems and experience the author's thoughts and feelings. Memorizing the poems is an important and difficult point.
Teaching objectives
1. Be able to recognize 4 new characters, write 7 full characters, and correctly read and write words such as "jasper, makeup, cut out, scissors, colorful" and so on. .
2. Recite two poems.
3. Be able to express the meaning of the poem in your own words, understand the poet’s love for nature in spring, and appreciate the beauty of nature.
Teaching hours
3 hours.
Teaching process
First lesson
Learning "Ode to the Willow"
1. Recite ancient poems and introduce new lessons
Teacher: Spring is a colorful picture, and many poets praise it through poetry. Who will memorize the poems about spring? (Memorize by name) Today we will also follow the ancient poets He Zhizhang and Zhu Xi Walking into the charming song Spring, what did they praise about spring?
2. First learn "Ode to the Willows" and complete the following requirements through self-reading
1. Read the poem correctly , fluently, recognize and memorize the new words "Yong, Sui".
2. Read the poem by name, and be reminded to read "绦", "zhuang" and "tailor" correctly.
3. Understand the main idea of ??the poem based on the annotations.
4. Group communication: clarify each other’s doubts and discuss difficult points.
3. Read ancient poems aloud, understand the poetic meaning, and experience the feelings
1. Read the poems by name and talk about your understanding of the poetic meaning.
2. Communicate with the whole class and use the camera to point out:
⑴ What is compared to what in the sentence "Jasper is as tall as a tree"? (The branches and leaves of a willow tree are compared to jasper)
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⑵ What does "green silk ribbon" refer to? Why is Liuji called "green silk ribbon"? (Imagine and experience the length and softness of Liuji)
⑶ Talk about your understanding of "I don't know the details" The understanding and experience of "who cuts out the leaves". (Appreciate the small and neat willow leaves, and experience the great magic of nature)
⑷ What is the metaphor of "the spring breeze in February is like scissors"?
3. Combined with understanding, practice reading with emotion.
⑴ Practice reading by yourself and imagine while reading.
⑵ Read by name, teachers and students comment.
⑶ Reading instead of speaking, teacher-student cooperation: the teacher reads the prose aloud, and the students respond with appropriate verses.
Teacher: Look at the tall willow tree, which is covered with new emerald leaves. It looks like it is decorated with jasper. It is so green! The thousands of hanging willow branches are soft and long. , swaying in the wind, much like a green ribbon!
Health: The jasper is made up as high as a tree, with thousands of green silk ribbons hanging down.
Teacher: Look at the small, newly grown willow leaves. They are thin, pointed and neat. Who cut them? It turned out to be the scissors of February Spring Breeze. Ah!
4. Recite ancient poems
Second lesson
Study "Spring Day"
1. Review introduction
< p> Recite "Ode to the Willow" by name and explain the meaning of the poem in your own words.2. Study "Spring Day" and complete the following requirements through self-reading
1. Read the poem correctly and fluently, and recognize the new words "Si" and "bin".
2. Read the poem by name, and be reminded to pronounce "sheng", "si" and "bin" accurately.
3. Understand the main idea of ??the poem based on the annotations.
4. Group communication: clarify each other’s doubts and discuss difficult points.
3. Read ancient poems aloud, understand the poetic meaning, and experience the emotions
1. Read the poem by name and talk about your understanding of the poetic meaning.
2. Whole class communication, camera guidance:
⑴ The author went to Surabaya to look for spring. What did he see? Can you imagine anything that is "new"? (Guide students to use Accumulating my own life, I can concretely perceive "the boundless sceneries are always new")
⑵ What does "all kinds of purples and reds" refer to in spring? Can you explain it in detail?
(Perceive the flowers with the help of pictures and images) The colorful colors, the beautiful scene of spring)
3. Combine understanding and practice reading with emotion.
⑴ Practice reading by yourself and imagine while reading.
⑵ Read by name, teachers and students comment.
⑶ Reading instead of speaking, teacher-student cooperation: the teacher reads the prose aloud, and the students respond with appropriate poems.
Teacher: On a bright spring day, I strolled to the Sishui River to look for the spring scenery. Ah, looking around, everything looked brand new, without the paleness and desolation of winter.
Biography: The sun is shining brightly, and the fragrance gradually reaches the waterside, and the boundless scenery is suddenly new.
Teacher: People usually know that there is a spring breeze, but if they really understand it, they can only see the colorful scene. You see, the spring breeze is coming, and all kinds of scenes take on a new look. Everywhere is colorful, and flowers are blooming. Only with the spring breeze can we have this boundless beauty.
Sheng: It is easy to recognize the east wind, and it is always spring with its colorful colors.
4. Recite ancient poems
The third lesson
(review old knowledge; guide writing new characters; exchange ancient poems)
1. Recite by name "Spring Day", use your own words to explain the meaning of the poem
2. Literacy and writing
1. Show the new words and read them: Yong, Bi, Zhuang, Tai, Shen, Bin, Zi
2. Learn the glyphs and communicate collectively:
Reminder: Yong, recited by mouth, is related to the mouth, so the word "口" is beside; Si and Bin are related to the river. , on the left is next to the three-point water; on the left is the sash, related to silk weaving, and on the left is next to the twisted silk. Cut is related to clothes. Inside is the word for clothes: scissors, to cut with a knife, and below it is the word for knife; makeup, for dressing up, women often dress up, and on the right is next to the word for woman.
3. First describe and observe the key strokes, and then communicate collectively:
"Cao" is a semi-enclosed structure, and the last stroke of the word "衣" inside is a dot, not a nip; " The seventh stroke of the character "shore" is one stroke, not two strokes; don't lose a little bit of "糳" below the character "zi".
3. Writing practice
4. Extended reading: What other ancient poems about spring do you know, communicate with each other, and recite them
Assignment: Recite ancient poems to your family , silently writing ancient poems.