.
The wildfire cannot be burned out,
The spring breeze blows again.
Translation:
The long plain grass is so lush. Every autumn and winter, the grass turns yellow and becomes thicker in spring.
The ruthless wildfires can only burn away the dry leaves, and the spring breeze blows the earth green again.
Part 2 Chinese "Grass" lesson plan for the second grade of primary school Teaching objectives:
1. Learn the 5 new words in this lesson. Understand the six words "living, withering, prospering, wild, burning, and extinguishing".
2. Read the text correctly and fluently. Recite the text.
Teaching process
1. Talk to introduce the topic.
1. The teacher held a piece of grass in his hand and asked: What is this? Do you know what its characteristics are? What season of grass are you most interested in? Why? (Students can search for information together.)
2. Today we will study the ancient poem "Grass" written by Bai Juyi, a great poet of the Tang Dynasty. Let's see what characteristics of grass are written in the poem?
2. Read the text and let students understand it.
3. Read the text by yourself and get a preliminary understanding.
1. Read the text by yourself with the help of Pinyin.
2. Read by name
(1) Pay attention to the pronunciation of the two "一"s. The first "一" is pronounced yí, and the latter "一" is pronounced yì.
(2) Pay attention to correcting mispronunciation.
(3) Pay attention to the rhythm of reading.
Lili/original/grass,
One year old/one withered/prosperous.
The wildfire / burn / will not be exhausted,
The spring breeze / blows / arises again.
4. Understand the poems and read them thoroughly.
1. Play the courseware and perceive the artistic conception of the poem as a whole.
The prairie with lush wild grass appeared first. Dubbing: The sky is blue, the fields are vast, the grass is blown by the wind and cattle and sheep are low. The autumn scenery with withered grass and yellow leaves appears again, and wildfires set fire to the prairie fire in the strong wind. Finally, it shows the spring returning to the earth, the grass emerging from the ashes, and a scene full of vitality.
2. Students work in groups to talk to each other about their understanding of the poems.
3. The whole class communicates, and the teacher provides key guidance.
Lili: Describes the appearance of lush weeds.
Sui: year.
Finish: finished.
生：Growth.
Rong: lush.
4. Ask questions and understand the poems deeply.
Question: Do you have any questions?
Student: Why is it said that "wildfires cannot burn them out, but spring breezes will blow them again"?
Answer: Wildfires can only burn the stems and leaves of grass, while the roots of grass are in the soil. It cannot be burned, so the grass will grow again next spring, so you can appreciate the vigorous vitality of weeds.
Student: Why did Bai Juyi write in cursive?
Answer: Bai Juyi admired Xiaocao’s tenacious vitality. Tell people to learn from Cao's tenacious spirit and not be afraid of setbacks.
5. Students practice reciting while imagining poetry.
5. Learn Chinese characters by yourself and guide writing.
1. Students analyze the glyphs by themselves on the basis of correctly reading the pronunciation of the characters.
2. Communication within the class.
3. Guide writing.
6. Blackboard writing design
Chapter 3 Reflection on the teaching of the Chinese language "Grass" in the second grade of primary school The ancient poem "Grass" is a popular poem about things written by Bai Juyi, a great poet in the Tang Dynasty. This poem is catchy when you read it, and vividly expresses the tenacious vitality of weeds. Many students can memorize it as early as kindergarten. In response to this academic situation, I did not proceed according to the pre-prepared lesson plan, but adopted various forms of reading to improve students' reading ability. Through repeated reading, you can think, understand, feel, and experience the feelings the author wants to express, and then express them yourself, so that the author, text, and readers can be organically integrated.
However, I don’t think any student would think that the word “lili” in the poem “Lili is on the grass” means “luxuriant”; while the word “lili” in “one year old and one withered” "Sui", "dead, prosperous", but for second grade children, it is not so easy to think of its meaning. Therefore, I use a variety of forms to inspire and guide students to understand the meaning of the poem. For example: What words can be formed with "original"? The students formed several words. I took the opportunity to say that the original meaning here was grassland, and then I asked how the grass in the grassland grew. Draw a picture of lush grass on the board, and the students immediately answer that the grass grows lush. I asked again what does "lili" mean? Students will quickly think of "luxuriant", and the meaning of "lili" will be easily understood. When understanding "Sui", I asked students to make a sentence using "Sui". Some students said, "I am eight years old this year." Then, I said, "How many years have passed since you were born?" "Eight years," the students rushed to say.
So what does "year" mean? Oh, the students suddenly realized that "Sui" means "year"! After learning this, students’ interest in learning and sense of accomplishment will arise spontaneously. By comparing the two pictures of lush grass and withered grass, students can understand the meaning of "withered grass" and understand the general meaning, which makes it easier to form a picture in their minds, which is more conducive to students' understanding and perception. Through the last two easy-to-understand poems, we can appreciate the tenacious vitality of the grass. After understanding the meaning of the whole poem, I guided the students to recite the verses repeatedly so that they had the poem in their hearts and the painting in their mind.