A lilac teaching design article 1 A lilac is a modern children's poem, which is characterized by expressing full children's feelings and sketching a beautiful artistic conception with naive and concise language. This poem is no exception-in the lively language, lively rhythm and simple content, the children's deep love for the teacher is beyond words. So, how can we teach such beautiful children's poems? In my opinion, we should pay attention to the following two points: first, don't dismember the poem. Any kind of emotion can't be carried in one sentence. It must be supported by a whole to carry the deep feelings in the moving poem. Therefore, Heidegger said: "Where words are broken, nothing exists." Therefore, Mr. Zhu Guangqian thinks that "poetry is insoluble." However, poetry is literature, and its concise language makes it a compressed art. It is also very important to open this compressed text in an appropriate way so that students can understand the meaning between the lines.
In order to achieve this goal, it is an important and effective method for teachers to let students relate the emotions expressed in poems to their current life in an appropriate form. This method can help students read by themselves, and only when students read by themselves can the value of poetry be truly brought into play. Secondly, teachers should pay attention to guiding students to appreciate the artistic beauty of poetry in a way that children can easily accept. Although the reading object of this poem is Grade Two students, the teacher can't put himself on the level of Grade Two students to understand this poem. Only when he has a high level in mind can he lead the student by going up one flight of stairs. This requires teachers to have a certain understanding and grasp of the artistic beauty of poetry. I think we can pay attention to this poem from the following aspects: the beauty of rhythm, the beauty of imagination and the beauty of emotion. In teaching, teachers' concern is presented in a teaching form that conforms to the learning characteristics of junior two students, so that students can immerse themselves in reading, thus feeling the beauty of poetry in all directions and inspiring their love for children's poetry.
Teaching purpose:
1, read poetry with emotion, learn new words, correctly pronounce "plant", "blink" and "tired", and pay attention to the writing order of "fast".
2. Feel the beauty of rhythm, imagination and emotion in reading, and realize the deep love for the teacher contained in the poem in combination with life. Recite this poem.
3. Through the study of this poem, further stimulate students' interest in poetry, and urge them to enter the door of poetry.
Teaching emphases and difficulties:
Memorize and standardize the writing of new words, and feel the beauty in poetry through reading.
Teaching process:
First, know the author, arouse students' yearning for learning
1, students, I'll write a name. Do you know who he is? (Blackboard: Seo Woo)
2. Teacher's introduction: Seo Woo lives in a beautiful city-Dalian. He is a children's poet. Published 2 1 children's poems, and dozens of children's books such as scientific literature and art and scientific fairy tales. If you stack his works one by one, they may be taller than him. More than a dozen children's poems in Seo Woo's works have been selected into various teaching materials. Today, we will also study Seo Woo's poem A Lilac.
Second, read poetry and feel the rhythmic beauty of poetry.
1. What poem is this? See for yourself! In the process of students reading by themselves, the teacher walked into the students and found words that were easy to mispronounce. The blackboard is on the blackboard. After reading, students can be guided to read correctly. )
2. Who will read it to you? Read the whole poem by name and stanza, and correct the pronunciation mistakes in reading in time. A representative guide for all students)
3. Ask a classmate to read aloud. Suggest other students to read aloud quietly. Read it together.
4. Do you like reading this poem? Why? Judging from the cognitive characteristics of sophomore students, students may talk about poetry from the aspects of beauty, comfort and readability.
5. How does this poem read so beautifully? Guess what?
6. (On the basis of students' free answers) In addition to the reasons mentioned by students, there is another very important reason, which I believe you can also find. Show the whole poem, turn the words "Yuan", "Money", "Companion", "Tired", "Face", "Eye" and "Sweet" into red, and guide the students to find that their vowel is an. )
7. Yes, these words have the same vowel. Don't underestimate these words, because they make this poem beautiful to read. This is called rhyme! Only poetry rhymes!
9. Let's read this poem again and appreciate the beauty of rhyme. (Students are free to read and read together)
Design concept: every class should let students grow up, whether it is knowledge or ability. Poetry teaching in senior two should be different from that in senior one. After students are no longer unfamiliar with poetry, poetry teaching should not only read and recite, but also infiltrate a little simple poetry knowledge. I chose common sense of rhyme for this poem. Through a brief introduction, students can have a preliminary understanding of why poetry reads well and why rhyme plays an important role. )
Third, taste poetry and appreciate the beauty of imagination in poetry.
Learn the first part
1. The title of this poem is A Lilac Flower. Have you ever seen lilacs?
2. (Show pictures of lilacs) If students were asked to write a word for this lilac, (Show "Lilacs" under the picture) What word would you fill in the horizontal line?
The students planted such beautiful lilacs in front of the teacher's window. This lilac must have added a lot of spring scenery and beauty to this small courtyard. Watch the first section by yourself and experience the beauty here.
Who wants to read it to everyone, so that each of us can feel the beauty and warmth of this small courtyard.
(2) Learn the second and third sections.
1, lilacs are beautiful, and the author's imagination is even more beautiful. Listen, she said to the teacher (show the second part)
Teacher: Teacher, teacher-
2, students read together-let the green leaves,/walk into your window,/accompany you every night.
3. How does Lilac keep company with the teacher? (Show the blanks below) Choose one and say it.
The teacher is busy with housework, lilac-.
The teacher is preparing lessons, Lilac-
The teacher is going to rest, Lila-
As long as the teacher is at home, Lilac pays attention to the teacher's every move, dances for her, fans her and waits at the teacher's bedside. As soon as the teacher looks up, he can see. This is companionship.
5. (Show Section 3) A gust of wind is blowing, teacher-
Students read together:
Listen, listen,/Green leaves rustle in the wind,/That's when we were in song for you to help you get rid of the fatigue of the day.
6。 Your pleasant reading voice can best eliminate the fatigue of the teacher's day. Who will read these two sections?
Design concept: Only by linking the author's beautiful imagination with students' life can students realize this beauty. In these two sections, I choose the word "companionship" to open the text. In students' imagination, the green leaves of lilacs become vivid life and appear in children's minds. )
(3) Learning four or five sections
1, classmates, the teacher likes the green leaves that I accompany, and I like your smiling faces even more. Let me see, where are your smiling faces?
(Maybe hearing the teacher's question, the children will try their best to give their smiling faces to the teacher. If so, the teacher can guide them like this: "I see it, look!" What a beautiful smile you have! " )
2. The smiling face that the teacher saw at home is here! (Show Part IV)
Read all the students-
Look, look,/The trees are full of blooming flowers,/That's our smiling face,/Thank you for hanging around us all the time.
3. Flowers are flowers. How can flowers be smiling faces? I'm a little confused. Who can help me?
4. (Show pictures of lilacs) Which of these flowers is your smiling face? Find your friend's smiling face again.
5. Teachers like students' smiling faces best. Don't say that students are not around when they get home. (Show pictures of flowers with this poem next to them.) Teacher-
Read all the students-
Look, look,/The trees are full of blooming flowers,/That's our smiling face,/Thank you for hanging around us all the time.
Design concept: In the face of children's poetry full of interest, teachers should try their best to make it interesting, which requires us to keenly discover the interesting points of poetry. The interest in this section lies in "flowers" and "smiling faces", while the interest of grade two children lies not in the contrast and adhesion of words, but in finding themselves in words or pictures, so it is the key to open the door to interest for students to find their own and their good friends' smiling faces from flowers. )
6. It's late at night and the stars are sleepy. It's time for the flowers to go to bed. What should I do?
7, reading-let the flowers float into the teacher's dream, the teacher's dream must be fragrant and sweet.
8. Students are flowers, and fragrance is the soul of flowers. Dear students, the fragrance of flowers has drifted into the teacher's dream. Have you seen it? What did the teacher dream?
9. Students imagine communication.
10, our teacher is dreaming of her beloved flowers, read gently, don't wake up the teacher's dream. ...
1 1, read it together.
Fourth, recite poems and feel the emotional beauty in them.
1, yes, students are afraid of disturbing the teacher's dream, so they read aloud in a low voice. This is the truest love for teachers. There are many places in this poem where you can feel the deep love of your classmates for your teacher. For example, in the first part—
2. Students look for communication. Stand on tiptoe and walk into the thick green yard. ...
3. When do you walk on tiptoe? Children grow lilacs to do good for their teachers. How can they do it in secret?
Therefore, we say that the child is beautiful, just like this lilac. The children did not plant lilacs in the teacher's window, but expressed their gratitude to the teacher, so we said that this poem contains children's pure love. Come on, let's put our love together and talk to the teacher-
(Teachers and students read aloud together)
Teacher: stand on tiptoe and walk into the thick green yard.
Health: We planted a lilac in front of the teacher's window.
Living alone: teacher, teacher,/just let the green branches and leaves,/stick into your window,/accompany you every night.
Woman: Listen, listen,/Green leaves rustle in the wind,/That's why we in song for you help you get rid of the fatigue of the day.
Man: Look, look,/The trees are full of blooming flowers,/That's our smiling face,/Thank you for hanging around us all the time.
Teacher: It's late at night, and the stars are sleepy.
Hesheng: Teacher, put your lesson plan down quickly. /Let the flowers float into your dreams. /That dream must be sweet and fragrant.
5. Recite this poem.
Fifthly, intertextuality permeates the imagery beauty of poetry.
1, music, children's chorus "I love Milan", (the voice is light and far) the lyrics are displayed on the screen:
There is a Milan tree in front of the teacher's window. /Little yellow flowers are hidden in the green leaves. /It doesn't open for spring,/It silently spreads fragrance all over people's hearts! /ah! Milan, like our beloved teacher,/I love my teacher as much as I love Milan!
There is a Milan tree in front of the teacher's window. /Small yellow flowers are simple and overflowing. /Don't like it. /It quietly decorates the motherland with spring! /ah! Milan, just like our beloved teacher, I love my teacher as much as I love Milan!
2. Both Milan and lilacs are so beautiful and fragrant. They put the best flowers in the teacher's window and gave our best wishes to the teacher. All teachers will be deeply moved, and teachers will say that they love Milan more, lilacs more and classmates more.
Class is over,
Teaching Design of Lilac Plants Part II Teaching Objectives:
1. Read and recite the text correctly, fluently and emotionally.
2. Learn the new words in this lesson 10, and understand the meanings of words composed of new words. Know eight second-class new words.
3. Understand the text through reading, grasp the key words, let students contact the real life of teachers, experience the hard work of teachers, and inspire reverence for teachers.
4. Can read 3-5 articles in the data city. Consolidate the new words learned through reading; Have a deeper understanding of teachers and enhance their feelings for teachers. .
5. According to the actual life, say a few fluent and emotional words to the teacher and write them down.
Emotional goals:
1, arouse students' learning enthusiasm through Mid-Autumn Lantern.
2. By understanding words, looking at pictures and reading aloud. Let students understand the teacher's hard work and inspire students' love for the teacher.
Teaching focus
1, learn the new words in this lesson, read and recite the text correctly, fluently and emotionally.
2. Learn the first, second and third sections. Grasp the key words, let the students touch the real life of the teacher, experience the teacher's hard work, and inspire the reverence for the teacher.
Teaching difficulties:
Guide students to grasp key words and experience the feelings of poetry in connection with real life.
Teaching time:
2 class hours
The first class (omitted)
The second class (20 minutes)
First, read the words by name. (2 minutes)
The teacher's branches and leaves extended into the thick green yard to eliminate the fragrance of flowers.
Ask three groups to read by train.
Second, the new grant (18 minutes)
(1) import.
1, see the problem. lilac
2. Look at the picture and talk.
(The teacher points to the lilac on the picture) Ask: Who gave this lilac to whom? (Because it is simple, the whole class can answer it)
(2) Learn the first poem (5 minutes)
1. How did the students give this lilac to the teacher? Please read the first part aloud and draw a picture with your strokes.
2. Answer by name.
The teacher stood on tiptoe and said, "Oh, it's so hard to stand on tiptoe! Why do children walk like this? Who will say? "
I'm afraid to disturb the teacher. Then who can read what it feels like to walk on tiptoe? Give it a try.
(2) study the second quarter. (5 minutes)
Introduction: This gift is so special. I want to know why the students should plant a lilac in front of the teacher's window.
1. Let three students read parts 2, 3 and 4 respectively, and the other students draw pictures in the book while listening.
2. Branches and leaves will be companions, green leaves will sing, and flowers will say thank you? Really? Read it a hundred times, and its meaning will show itself. Read these three verses again and see how you understand them. Guide students to grasp the key word "fatigue and anxiety", contact teachers around them and understand the meaning of poetry.
This lilac is not only beautiful, but also considerate. I like it, too. Can you give this lilac to me and every teacher here by reciting? What a good book! Thank you for giving me such beautiful lilacs.
(3) Learn the fifth section.
1, (turn on the projector to see the caption) Students see this picture. It's late at night. The stars are sleepy and want to sleep. The teacher is still writing a lesson plan. What do you want to say to her?
This teacher is too hard, let's persuade her together in the whole class. Please read the last paragraph in a pleading tone and speak slowly.
Third, expand reading.
Teachers are engineers of the human soul; A teacher is a red candle, which lights itself and illuminates others. There are countless articles praising teachers since ancient times. Let's walk into the information city and enjoy some of them. Ten minutes, at least four articles. See which student reads more.
Teaching Design of Lilacs Part III Preparation before Class
① Students preview: Read the text, draw new words and know what kind of plant lilac is.
② Students make their own new word cards.
③ The teacher prepares word cards and teaching wall charts.
first kind
Introduce a new course
Teacher's introduction: Spring has come, flowers are blooming and lilacs are smiling. Have you ever seen lilacs?
Show the pictures and guide the students to observe: on a quiet night, the teacher is preparing lessons carefully under the lamp.
Read the questions together and guide the students to ask: Why is there a lilac in the teacher's window?
First reading perception
The first reading of the text is free of charge. Requirements: read the new words accurately with the help of pinyin.
② Students take out their new word cards and read them by themselves.
The group leader leads the students to learn new words, read alone, drive the train and read together.
(4) Students report the situation of learning new words, revealing that students use the following sentence patterns to report: I can read the word XX, please read after me.
⑤ Drive a train to look up new words. Teachers emphasize orthography: "Zhu" and "Chu" all read the tongue; Read the third sound.
Talk report: Is there any good way to remember these new words?
⑦ Students can practice reading texts freely, which requires them to read correctly and fluently, and choose their favorite reading partners to listen.
8 reading presentation: read by name or group, and read which section you like.
Pet-name ruby class read together, the overall perception.
Instruct writing
① The small blackboard shows the word 10 to be written. Ask students to observe the characteristics of fonts after reading, and the teacher will remind you to pay attention to writing.
② The whole class exchanged writing methods, and the teacher demonstrated writing with a camera. Focus on guiding "Song, You, Ling".
③ Practice writing "Rest, Stretch, Sweetness, Hospitalization, Removal, Rest and Sleepiness". The teacher asked the students whether their writing posture was correct and whether their handwriting was correct.
Second lesson
Review and consolidate
① Read the text aloud.
A. Practice reading in groups in your favorite way.
B. Read the whole class together to see who has the richest expression and the most emotional reading.
Read and write words.
Show the words in the exercise "I can read" after class. Students will read them.
Encourage students to learn from their "study partners" in the book and copy the words they can write.
read aloud
(1) Teachers demonstrate reading or name demonstration reading to guide students to read reverence and love for teachers.
② Students read the text with love for their teachers.
(3) Name the reader, and the student said, "Stand on tiptoe and walk into the quiet yard." We all planted a lilac in front of the teacher's window. Sheng Ling: "Teacher, teacher" chorus: "Let it be green ..." Sheng Ling: "Teacher-"chorus: "Green leaves rustle in the wind ..." Sheng Ling: "Teacher-"chorus: "The trees are full of flowers ..." Sheng Ling: "It's late at night, the stars are sleepy," chorus:
④ Read in groups. The teacher visits each group and guides the students to make pictures. In reading aloud, they can understand some key sentences, such as "stay with you every night", "help you get rid of the fatigue of the day", "that's our smiling face" and "let the flowers float into your dreams", and realize that the lilac represents the students' deep friendship with the teacher.
⑤ Students choose to read. Choose your favorite part to read and explain why you like it.
6 groups challenge reading. See which group of reading is the most emotional and can impress the teacher the most.
⑦ The whole class read the full text with deep affection for the teacher.
Writing instruction
Write the words "fragrance, song, pull, sleepy".
Sweet and Song: The width of the left and right parts is almost the same. The word "sweet" is high on the left and low on the right. The word "Song" is low left and high right.
La: the word "big" on it should be written smaller and changed; The bald cover in the middle is wider.
Sleepy: The box should be centered in the four-character box. Change the word "wood" inside.
Talk about the back
(1) Tell me what I want to say to the teacher at this moment.
Look at the pictures and practice reciting at the same table.
3 recite.
Outreach activities
Learn to sing a song praising the teacher. Ask to read the lyrics independently and try to know the words you don't know.