Frog writing poetry is a text in the seventh lesson of the first volume of the first grade of primary school Chinese published by People's Education Press. The original text is as follows:
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 bubble in the pond said," I can stop. " 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. "Gung, gung, gung, gung ..."?
This catchy little poem skillfully embeds several punctuation marks in the text, and guides students to know commas, periods and ellipsis through vivid, concrete and vivid things. Learning punctuation norms is interesting and suitable for children.
Extended data:
First, an introduction to frog writing poetry
1. This text is a lively children's poem with five bars. 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.
2. 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 know 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.
Second, the design concept of "frogs write poems"
1, good text content makes students never tire of reading it and be elated. According to the teaching materials and students' learning characteristics, vivid pictures and poems are used as literacy carriers, and reading and literacy teaching are integrated. Reading can bring literacy, literacy can promote reading, and students can read in reading. Based on students' rich life, we should guide students to master the rules of Chinese character configuration, use various methods to read, and strive to build a situational, life-oriented, open and vital classroom.
2. In teaching, fully optimize teaching resources, establish the concept of big language, expand and extend appropriately, enrich teaching content, stimulate students' individual expression, tap students' potential, and highlight the characteristics of school-based curriculum research. When designing and teaching, I try my best to embody "three innovations", namely, new ideas, new designs and new methods; Highlight the "triple", that is, attach importance to literacy, reading aloud and creation.