"Frogs write poems" original:
It's raining,
It's raining and the sand is raining.
The frog said, "I want to write a poem!" " "
The tadpole swam over and said,
"I want to be your comma."
The water bubbles in the pond said:
"I can have a little period."
A string of water drops on the lotus leaf said:
"We can omit it."
The frog's poem is written like this:
"Quack, quack, quack.
Quack, quack, quack ... "
Brief introduction to the text of frog's poems;
This text is a lively children's poem with five sections. The author vividly describes the scene of frogs croaking like poems in rainy days, and vividly compares tadpoles, blisters and a string of water drops to commas, periods and ellipsis in poems, which makes people think deeply. The content of the textbook is illustrated, full of childlike interest, imagination and creativity, which is very suitable for the lively and curious first-year students to learn languages and understand things, and also leaves a broad space for teachers' creative teaching.
The language of this children's poem is vivid, interesting and beautiful, which is very suitable for junior children to read and has certain significance for training children's imagination and reading ability.
Teaching Design of Frog Writing Poems
Teaching objectives
1, knowing new words such as 1 1 "Wen and Shi" and two radicals such as Bald Treasure Gai and Quarter Base; Can write four new words such as "Xia" and "Ge".
2. Read the text correctly and read the child's voice.
3. Understand commas and periods with specific things and feel the fun of imagination.
Emphasis and difficulty in teaching
Teaching emphasis: reading the text correctly; Understand commas and periods with concrete things.
Teaching difficulties: reading Hua Er Yin well; Write the word "rain"
Teaching strategy
Use a variety of literacy methods to guide students to know new words in reading class; In the process of writing instruction, teachers can learn to write by saying the names of strokes alive, and can also guide students to recognize writing by observing the similarities and differences of new words, thus guiding students to correctly write and hold pens. In reading instruction, guide students to experience the rhythm of poetry. Stimulate students' interest and motivation in reading and speaking through imagination and word comparison.
teaching process
(A) create a situation to stimulate interest
1, students, today the teacher brought you a riddle.
Little hero in green, catching pests in the fields,
It rests in winter and works hard in summer.
Students like frogs, which are small animals. What kind of frogs do you usually see? According to the students' answers, the courseware shows pictures.
3. In the pond in summer, it is raining lightly, and the little frog is going to write a poem! What a beautiful picture this is! Today, we learn to write poems by frogs.
4. Question the subject.
Please look at the topic together. Do you have any questions after reading this topic?
The design intention is to bring students into colorful life situations by creating situations, so that students feel novel and interesting and their learning mood is high. Encouraging students to ask questions can stimulate their curiosity and self-confidence.
(B) began to read the text, literacy and writing
1, score, the teacher demonstrates reading the text.
Let's walk into the text with questions and have a look. Open the Chinese book gently, with the book in your left hand and the book in your right hand. Listen to the teacher read the text and pay attention to the pronunciation of each word.
2. Students read the text by themselves.
(1) Please read the text and the following new words by yourself. Requirements: Read the pronunciation correctly. When we meet words we don't know, we can spell, ask and guess.
(2) Play the game you ordered me to watch at the same table.
3. Know new words.
(1) read.
Courseware demonstration:
Writing poems, poems, poets, before and after, you, them, writing, homework, a string of water drops.
Read these words in a low voice, drive a train and say their names.
(2) new words.
Courseware demonstration:
Write, poem, point, want, pass, give, pawn, string, friend, same, success.
Read each other at the same table, read individually, and learn the bald cover and the end at four o'clock.
4. Consolidate literacy and guide writing.
(1) Learn the words "Xia, Ge, Yu and You".
Guide:
Teachers demonstrate the writing of strokes and call students to read the names of strokes; Explain stroke order and number of strokes.
Instruct students to write a cross hook. The cross hook is square.
(2) Students practice writing.
Students draw a picture in the order of strokes, and then write a picture.
Students evaluate each other before writing.
In the course of design intention, we advocate independent, cooperative and inquiry learning methods to cultivate students' awareness and habits of independent learning. For example, practice reading the text by yourself, check the words with each other, and speak the words as a primary school teacher. What do you find and evaluate each other.
(C) overall perception, understanding the general idea
1. After learning the new words, let's read the text again. When reading, mark several parts of the text. (5 parts)
We invited five students to read it. Please listen to whether their pronunciation is correct.
How do you feel after listening to their reading aloud?
(4) Reread the text and read and understand.
1, learn the first section.
(1) (Show the courseware) Listen: Tick-tock, tick-tock ... What's that noise? (It's raining)
(2) Yes! What sentence did you write? Read by name.
(3) Little raindrops fall into the water, onto the lotus leaves, onto ... tell everyone what you see. Students can answer freely.
(4) If you are a little frog, imagine what it would feel like if a little rain fell on you.
Default: I will feel very cool, itchy and fun!
(5) If you were a little frog and saw such beautiful scenery, what would you do?
Default: I will be very happy; I will think the scenery is so beautiful!
(6) Guide students to read 1 section and read their own experiences. Free reading, named reading and group reading.
By listening, watching and thinking, the students will soon realize the happy mood of the little frog when it rains. Through imagination, strengthen students' understanding of words and sentences, read tones, promote language accumulation and cultivate students' language expression ability.
2. study sections 2 ~ 4.
(1) I heard that the little frog is going to write a poem. Who will help?
(2) Read verses 2 ~ 4 freely and think: What did they help?
(3) Why can it be a comma, a period or an ellipsis?
(4) Show pictures of tadpoles. What did you find?
(5) The teacher asked the children to blow bubbles. What did you find?
Default: the water bubble is round, much like a period; I think it is not only round, but also transparent and beautiful!
(6) Understand through hands-on operation. How interesting! Read it out loud quickly; Read by name.
(7) Understanding the word "a string of water drops" Why not say a drop of water? (The ellipsis is 6 o'clock. 1 No. I think a string of water drops is very interesting! The water droplets are United! ) What else can I say? (Name)
(8) Yes! What an interesting conversation! What a good friend! Try to read emotionally in groups.
(9) What an interesting poem. According to the text, what else can be used as commas, periods and ellipsis in Things in Nature?
The design intention of this link is to understand why a tadpole can be a comma, a bubble can be a period, and a string of water drops can be an ellipsis by observing pictures and hands-on operation. Combine literacy with understanding poetry and prose, and train language at the same time, fully mobilize students' enthusiasm, let students plug in the wings of imagination and activate unique emotional experience.
3. Learn the fifth part.
(1) With the help of so many good friends, the little frog finally finished writing this poem. Read it aloud. What did you find?
(2) Frog's poems are so interesting that there is only one word-gung. Read different tones.
(3) "Quack, quack" is the language of little frogs. Can you translate and explain what the frog's poem means?
(4) There are commas and periods in the poems written by frogs! Can you find it and circle it?
The design intention is to encourage students to spread their imagination wings, associate more and express more through language practice activities. In active learning, students improve their Chinese ability and promote the development of learning thinking. Then let the students know commas and periods by watching and circling.
4. Read the whole article with emotion.
5. Read freely and add actions while reading.
6. Students read.
The design intention is to let students give full play to their creativity by designing their own movements, guide students to read aloud individually, and accumulate recitation in various reading methods.
Extension after class
1. What did you learn from this course? What else do you want to know?
2. Interested students can go home and find information about frogs or punctuation marks.
The design aims to encourage students to collect information about frogs after class, broaden students' learning space, guide students to learn to learn in practice, and really let students regard themselves as the little masters of learning.