The original text of "I want to" in the third grade of a primary school.
I want to put my little hand on the peach branch.
With a bunch of buds,
Holding thousands of rays of sunshine,
Yo, yo-
Sing the songs of spring.
I want to put my feet
Connected with willow roots.
Reaching out to the wet and soft land,
Absorb sweet nutrition,
For a long time-
Grow into a green tent.
I want to put my eyes
On the kite.
Look how soft the white clouds are,
Look at the sun, how bright,
Listen, listen-
Blue sky is my classroom.
I want to put myself
Plant it on the land in spring.
Turn into green and bright grass,
Turn into a small flower and bloom beautifully.
Into catkins and dandelions,
This is my wish.
I can fly, fly-
Fly to distant places.
However, flying to distant places,
I must discuss it with my parents. ...
"I want" teaching plan for grade two, three and three.
Teaching objective: 1. Know the new words in 13 text and understand the meaning of key words.
2. Instruct students to read and recite this poem correctly, fluently and emotionally.
3. Encourage students to imagine boldly and continue a paragraph according to the third section of the text.
4. Educate students on patriotism and love for their hometown.
Student analysis:
The students in our class have a good reading level, active thinking and rich imagination in class, and can associate many wonderful scenery. Students also have certain evaluation ability. Teachers should create a good learning situation, help them learn and feel the beauty of small poems, and try to continue to compile small poems.
Teaching material analysis:
The theme of this unit is "fantasy and imagination", and "I think" is a poem about the situation of the richest man with his children. In a child's tone, give full play to fantasy and imagination, write down my little wish, and encourage students to exert their creativity and pursue a better future. Poems in textbooks are poems close to students' lives. Let students expand their imagination by reciting this poem is the focus of this lesson.
Teaching process:
First, create situations and introduce new lessons.
Teacher: Please stretch out your finger and draw something with the teacher. The teacher and the students drew a circle in the air together. ) Guess what we just drew.
At the beginning of the class, the teacher used body language to complete a task with the students, and the students' enthusiasm came up immediately. The students let go of their thinking, stimulated their interest in imagination and made a good start for the new class. )
Teacher: What kind of dreams have you had before and now? Tell us. This problem is close to the reality of students' life, and students' interest in imagination is mobilized again. )
Teacher: Today we are going to learn a text that can expand our imagination. I think, please write on the blackboard with the teacher.
Second, read the text for the first time and solve new words.
1, Teacher: Read the text in your favorite way, write down your questions with your wise notes, leaving traces of the process of learning knowledge.
The good habit of not writing or reading has always been the teaching feature of this class. )
2. Communicate the questions you wrote with your classmates.
3. Report your learning experience and gains. What have you learned?
4. Teachers and students * * * put forward their own keywords, and the whole class * * * solves the keywords.
In this way, the teacher understands the students' cooperative gains and respects the students' leading learning. )
Third, read the text to deepen understanding.
1. Read the text again and discuss it in the group. What did you read by yourself? What did you think of when you were reading?
2. The whole class exchanges the key issues mentioned by the students.
3. Teacher: There must be your favorite part in this beautiful little poem. Practice it at once, and then see who reads it with the most emotion! We are all judges.
The design of this activity allows students to experience the artistic conception of poetry in the process of practicing and commenting before reading, and students have been trained in many aspects. )
Step 4 try to recite
Fourth, let imagination fly, expand and extend.
1, Teacher: Write down your imagination. You can copy the third section or write it yourself without copying it.
2. Teacher: Use your most beautiful voice to read your beautiful imagination and let the wings of imagination fly.
(Let the students take this poem as an example is the requirement of this paper, but the teacher did not completely let the students take the third quarter as an example, but let the students do it, so that the students will not be bound by any restrictions and give full play to their imagination to continue, which not only makes the students feel novel, but also pays attention to the cultivation of different interests and meets the different needs of different students.
Write today's poem in your diary and read it to your parents at home.
Reflections on the Chinese "I Want" Teaching in the Third Grade of Primary School
I think it is a children's poem full of pure fantasy, with pure and beautiful language and rhythmic beauty. The whole poem takes "I want" as the main line, shows the beauty of spring with a unique perspective and kind language, tells the children's daydreams about being in spring, and outlines a pure spiritual world and an imaginary world ... The lines are full of innocence and childlike interest. The "I" in the poem loves spring and nature, and is full of eager yearning for the vibrant spring. So the wish of "I" germinated in spring: a part of my body is connected with the natural scenery, and I feel the beauty of spring together, and finally I melt into the land of spring ... In the teaching of this text, I think there are two points that are better done.
The first is reading. The method of poetry teaching is reading, so in teaching, I teach students to question, understand and feel in reading through gradient reading of initial reading, intensive reading and reading aloud. Accumulate the thoughts and feelings of the article in reading, so that the feelings of the article can be deepened and sublimated, and the students' Chinese literacy can be cultivated subtly and appropriately.
Another point is to practice calligraphy. In the study of the text, students have a deep understanding of the scene described by Ke Wen, and are attracted by the beautiful verses in the text, and have a desire to write, and take the opportunity to guide students to expand their imagination and write what they think. For example, a student wrote: "I want to be a bird and fly to the blue sky to see how round the moon is and how many stars there are;" I want to become a white cloud, shake hands with the sun and hug the orangutan. ...
The disadvantage of this class is that it doesn't pay enough attention to students with learning difficulties, and there is too little time to show yourself in class, so we should pay more attention to it in future teaching.