After the rain
The green treetops are shining with golden light,
The square has become an ocean!
A group of barefoot children are in the water,
Happy as a fairy.
Little brother stepped on the water hard,
How high is the splash?
He shouted: "Sister, be careful, slip!"
Said he slipped!
He patted his muddy pants,
He said, "Shit, shit!"
And his happy red face,
But it exudes excitement and pride.
My little sister has two short pigtails,
Right behind these muddy pants,
She bit her lip.
Carrying a skirt
Run gently and carefully,
I wish I could.
What a beautiful fall!
Lesson plan after rain
First, the teaching objectives:
1, can learn 4 new words and know 8 words.
2. Be able to match words properly and accumulate words.
3. Be able to tell the joy that rain brings to yourself and feel the beauty of life in combination with the reality of life.
4. Read the text with emotion. Recite the text.
Second, the focus of teaching: I can tell the happiness brought by rain and feel the beauty of life in combination with the actual life.
Third, teaching preparation: new word cards
Fourth, teaching time: one class hour
Teaching process:
I. Introduction:
Some time ago, we learned a text about spring: I like spring best. Many students found poems and articles about spring. Who wants to read it to you? Show students excerpts and collect works. )
Today, we are going to learn a poem after rain. Please open your books and learn Lesson 9: After Rain.
Second, reading the text for the first time
1. Read this children's song by yourself, pay attention to accurate pronunciation, and pay attention to children's voice and light tone.
2. Are there any difficulties in reading?
Guide reading:
(1), she bit her lip and carried a skirt.
(2), there is no mark in the poem. Some of them can still be used.
Check the new words.
Experience of text teaching after rain
In the first lesson of After Rain, I completed the following tasks: reviewing two ancient poems and introducing a new lesson-accurately reading the pronunciation of new words, especially flat-tongue, nasal, disyllabic and inflectional sounds-identifying fonts-reading the text correctly and fluently, and understanding the main content of the text-writing.
Everyone said it was good after class. In fact, I am still at a loss. After listening to everyone's reaction, I have to seriously reflect on this lesson.
In this class, I use a two-person group to organize teaching. Tasks such as checking preview and reporting new words are carried out in groups, with the aim of giving all students the opportunity to carry out activities in class. This is how I usually train in class. The difference is that I usually get extra points.
Guide the pronunciation of new words and solve difficult sentences in the text. For example, after instructing students to read aloud many times, they should read aloud in the text immediately, so that there will be no problem in reading the text in the next link. On the contrary, the words "excited" and "excited" are polyphonic words. When we read this, "excited" is nasal, which is difficult for us Taigu people to read. Although I corrected the words again and again, the students read the words accurately, but because I didn't put them in the text in time, I encountered great difficulties in reading the text later, and even when doing my homework, some students still made mistakes. So I think the words that are easy to make mistakes should not only be read correctly, but also be consolidated in the language environment in time.
The new words in this lesson are composed of pictophonetic words and cognitive words. I ask students to analyze the shape of pictophonetic characters and guess their meanings according to their characteristics. I solved six new words in a short time. Most of the time, the students took the initiative, and the teacher only added a little. For the study of knowing words, I use pictures to let students guess what words they are, and explain the source of words to help students understand the meaning of words. This kind of teaching is to highlight an interesting word and make students have a strong interest in Chinese characters.
In order to help students understand the main content of the text, I designed a fill-in-the-blank question. After the rain, (who) (what). When designing, I thought that the first empty student might answer my little brother and sister, so I wanted to let the students learn to express accurately, and let them refine into a pair of little brothers and sisters, including the number, age and the relationship between people, all of which were clearly explained. The second space should be exactly treading water. In teaching, I put all my attention on the students and never miss an opportunity to guide them to get closer to the text step by step.
When teaching students to write "Shooting", I imagine the left part as a person, holding his head up, not too big, holding his chest out, shoulders flat, his body straight, his two ribs flat, his left side not straight, and the third horizontal left side long, which means that his upper body is finished and his kicked leg should be straight. A student wrote the first half very big. I drew a stick figure with long legs and short upper body, which made everyone laugh. When I finished telling the reason, the students checked whether the human characters in their works were so ugly. I believe they have firmly remembered how to write symmetrically next to words.