Goal:
1. On the basis of observing and understanding all kinds of creatures in the Spring Garden, feel the beautiful sentences and artistic conception of prose poems.
2. Understand the structural clues of prose poems on the basis of appreciation: "What is visible in the garden is …" "What is invisible in the garden is …" "Some things are sometimes visible and sometimes invisible" and the recurring sentence patterns "and …… and ……" "This is ……" and "Because ………".
3. Feel the language rhythm, rhythm and aesthetic feeling of prose poetry, and initially try to read literary works with different tones, intonations and speed, thus generating interest in reading literary works.
Prepare:
1. In spring, lead children to feel the scenery of the small garden, make children interested in the creatures in the small garden, and accumulate experience for children to understand the content of poetry.
2. PPT courseware designed according to the content of prose poems, Bandari's "Foggy Forest" (MP3 music), two small blackboards with "visible" and "invisible" words and pictures respectively, are paintings created by children after observing the garden.
Process:
First, review the experience and understand the content.
1. Guide children to watch the photos taken in the garden and stimulate their interest in learning literary works.
Teacher: Spring is coming, and children like to go to the small garden best. Please look at these photos (showing children playing in the small garden) and tell us what we are doing in the small garden.
2. Let the children recall and say what they observed in the small garden.
Teacher: What do you see in the garden? What can't be seen?
3. Let the children paste the works they drew when observing the emperor in the garden on the corresponding blackboard and classify them.
4. Inspire children to think further about what is sometimes visible and sometimes invisible in the garden.
Teacher: There are some things in the garden, sometimes you can see them and sometimes you can't see them. Do you know what they are?
(1) The teacher recited the paragraphs in the prose poem against the background of music.
Teacher: Some things, sometimes you can see, sometimes you can't see ... As long as they don't move, it's hard for you to see. Because leaves are the invisibility cloak of insects, because grass is the invisibility cloak of grasshoppers, because flowers are the invisibility cloak of butterflies, because ... when they put on invisibility cloaks, they seem to disappear.
(2) Guide children to understand the meaning of "invisibility cloak".
Teacher: Do you know what invisibility cloak is? (that is, after wearing it, others can't see their own clothes. )
Teacher: Why can't we see bugs, grasshoppers and butterflies? Put on invisibility cloaks such as leaves, grass and flowers, and they seem to disappear. )
Second, appreciate and feel, understand the language characteristics of prose poetry
1. Recite with music to let children feel the rhythm and beauty of prose poetry.
2. Guide children to further understand the characteristics of prose poetry.
Teacher: Is it nice? Do you think reading prose poems is the same as our usual speech in expression, tone and intonation?
Teacher: What does this poem say?
Teacher: Do you like listening? Which paragraph do you like best and why?
3. Guide children to appreciate prose poetry again and feel the language and sentence characteristics of prose poetry.
Third, learn to read prose poems and feel the language characteristics of prose poems.
1. Play PPT to match the poem with the picture, so that children can understand the sentence characteristics and content of prose poems.
2. The teacher recites and the children follow.
When the teacher recites, according to the picture content of the prose poem, there should be differences in tones, different tones, fast or slow speech speed, and some actions can be added. For example, when reciting the phrase "This is the root of the tree, this is the root of the grass, this is the sleeping cicada, this is the tunnel dug by the earthworm, this is the home of the little ant, and this is the egg of the little ant", you can be lighter and faster, and you can also add the movements of your fingers in different places.
3. Children read prose poems in groups.
After the children read aloud, the teacher should make appropriate comments on the tone, expression and intonation of the children when reading aloud, and give appropriate encouragement to help the children better feel the characteristics of prose poetry.
Fourth, recite prose poems again to keep children interested in learning literary works.
The teacher asked the children to choose a passage from the prose poems and recite it to the children with the accompaniment of music to stimulate their interest in further learning prose poems.