1. The teaching plan of the third lesson "Two Modern Poems" in the first volume of Chinese in grade four.
Teaching objective: 1. Know the words in this lesson.
2. By reading poetry with emotion, imagine the artistic conception described in poetry and feel the happy life and good wishes of childhood.
3. Cultivate students' imagination and stimulate students' interest in writing poems.
Teaching focus:
Can you tell me what scenery is depicted in the poem and what kind of picture these landscapes make up?
Teaching difficulties:
Feel the poet's "originality"
Teaching process:
First of all, talk about introduction.
3. Next, we use these methods to read two poems. First, let's read the first poem "On the Autumn Night".
Second, learn the first song.
(A) Reading rhythm
1. Show me Autumn Night on the River, read it by yourself, and pay attention to pronunciation. (Students read by themselves and read by roll call)
Teaching skills:
(1) pronunciation, do (jǐn) tube, reed (wěi).
② Contrastive teaching, with different typesetting of poems and sentences, allows students to understand the characteristics of modern poetry branches in reading aloud, and read out the rhythm of poetry through reading aloud.
2. Read poems together.
(2) Imagine the picture
1. What a beautiful reading, it makes us feel as if we were there. At this moment, we are enjoying the beautiful scenery by the river. Take a closer look. What are the scenes in this picture?
Teaching skills:
① Students find scenery from reading: birds, sunset, rivers and reeds. The teacher sketches rivers, reeds and birds.
With the aid of the teaching aid "Sun" board, students try to put the sunset in the appropriate position of the picture in combination with the meaning of poetry. Students feel the setting sun in the stickers, and time goes by slowly.
2. Imagine the picture and read the poetic mood.
(3) Feel ingenious thinking
1. Some people say that a good poem must have the poet's ingenious ideas. Since ancient times, poetry has always emphasized ideas. Did you find the poet's ingenious idea in this poem?
Teaching skills:
(1) the clever thinking of understanding the word "trust". Tired birds return to their nests and the sun sets, which is the most common sight in nature, but the author says that this is to bring the sunset back and connect seemingly unrelated things. This is the poet's unique thinking.
(2) the clever thinking of understanding the word "drip". Sunset sets on the river, which is a common sight in nature. In the poet's pen, all this seems to be brought by birds.
3 Feel the ingenuity of "dressing up". This white-headed reed seems to be dressed up as a beautiful girl because of the reflection of the sunset. What a wonderful coincidence.
Let's walk into this poetic picture together. (Students read aloud to the music)
3. Let's close our eyes gently, the sun sets, the tired birds return to the forest and the river rustles ... Let's imagine this picture and listen to the students read aloud. Let's recite it together, print it in our minds and keep it in our hearts. Recite the whole poem with music.
Third, teach yourself the second poem.
1. Display self-study requirements:
Please teach yourself Chinese by reading poems, telling scenes, thinking about pictures and thinking skillfully, and complete the self-evaluation on the study list.
(2) deskmate cooperation, exchange self-study, mutual evaluation.
2. According to the requirements of self-study, students study Niu Ge in groups. The teacher reminds students that "clever thinking" is a challenge and can be completed.
3. Teachers, students and students communicate with each other on the basis of self-study.
Teaching skills:
(1) said the scenery. Understanding "Cutting Autumn Radish" with pictures. Distinguish whether the "small tail" is a landscape.
Think about the picture. Imagine the freedom and leisure of Hua Niu with sentences.
(3) Realize ingenious thinking. Feel the repetition of poetry. According to students' reading comprehension, students can be guided to feel the ingenious ideas in Occupation and Smuggling.
4. Read and recite poems with music.
Fourth, summary.
When we read modern poetry again, we can try to teach ourselves by reading poetry, telling scenery, thinking about pictures and thinking skillfully.
2. The teaching plan of "two modern poems" in the third lesson of the first volume of Chinese in grade four.
Teaching objective: 1. Know the new words in this lesson.
2. Read the text correctly, fluently and emotionally.
3. Tell me what scenery is depicted in Autumn Night on the River, and imagine what kind of picture the scenery in the poem constitutes.
Teaching emphases and difficulties:
Key point: understand the content of the text.
Difficulty: imagine what kind of picture the scenery in the poem constitutes.
Teaching process:
First, dialogue import
Lead in with a picture: The sun is setting, the river is red, and the birds returning late are flying low on the river, which makes students think. What kind of brushwork will our modern poet Liu Dabai use to describe such a beautiful scenery? Let's have a look. (blackboard writing topic)
Second, the first reading of poetry, the overall perception
Third, study poetry, understand poetry and experience feelings.
(1) overall perception.
(2) Learn the first section.
(3) Learn the second section.
Fourth, feel the connotation of poetry as a whole.
Five, passionate recitation, sublimation of emotion
The whole class is characterized by reading aloud and competition. Teachers and students * * * with the evaluation, awarded the "class reading award".
6. since the enlightenment is complacent.
3. The teaching plan of "two modern poems" in the third lesson of the first volume of Chinese in grade four.
I. Teaching objectives Knowledge and ability objectives:
1. Know "Luo", "Sleep", "Ba" and "Zhan", and accumulate words such as squash, occupation, Tuan Tuan, smuggling and breeze.
2. Read poetry correctly, fluently and emotionally.
Process and method objectives:
Through various forms of reading aloud and cooperative inquiry, we can taste the beauty of poetic language, learn anthropomorphic rhetoric in poetry and improve our ability to appreciate poetry.
Emotional attitude and value goal;
1. Experience the author's love for life and yearning for freedom, cultivate students' love for prose and poetry, form a good habit of actively accumulating poetry after class, and cultivate a correct aesthetic view.
2. Learn how to imagine the picture while reading, experience the artistic conception of poetry and feel the beauty of nature.
Second, the difficulties in teaching
Through the expansion of words, learn to imagine the picture while reading, experience the artistic conception of poetry and feel the beauty of nature.
Iii. Teaching time: 1 class hour
Fourth, the teaching process:
(A) Reading poems and imagining pictures
Writing on the blackboard, guiding communication: Today, we will learn a modern poem-Flowers and read the topic together. Say: What kind of picture do you seem to see in front of you after reading the poem?
Design intention: Starting from the topic, encourage students to imagine boldly, instead of sticking to the picture and artistic conception of poetry, so that students can ignite their interest in poetry learning in full and free communication.
(B) reading the text, the overall perception
1. Read the text and mark the parts of the poem with serial numbers.
2. Group cooperative learning.
(1) Read poems aloud, pay attention to correct pronunciation and understand sentences.
(2) Read the new word card and form words with new words.
(3) methods of exchanging and memorizing new words.
3. Students read aloud in sections to guide students to correctly read the pronunciation of "sleeping, nesting, occupying, circling and slipping" in teachers' and students' comments, and read the sentences of "squeezing one ear to cut the autumn" and "the sun slips into the Qingfeng Mountain in the Western Hills".
4. The teacher reads the whole poem with music, and the students close their eyes and imagine: What is the cow doing on the grass?
Design intention: On the basis of students' initial reading of poetry, the teacher instructs students to imagine the picture depicted in the poem according to the text, and focuses the subject of imagination on the free, leisurely and lovely heifer. Through this link, help students form four pictures of sitting, sleeping, walking and dreaming in their minds.
(3) Imagine the picture and experience the emotion.
1. Teaching part 1
(1) Displays the text illustration. What part is this illustration about?
(2) Students are free to read the section 1 to find out what scenery is written here.
(3) Guiding imagination: color, appearance, action, etc. Flower cow's; Color, appearance, etc. Grass cutting autumn; What will Hua Niu and Luo say?
Students write down key words as they talk, such as (black and white) flower cow, (soft grass) and (American) cut autumn Luo.
(4) Instruct students to tell the picture described in section 1 by imagination, and tell them what kind of flower cow it is.
(5) Read section 1 with imagination and feelings.
(6) General imagination: Grasping key words and imagining from the aspects of color, appearance, action and language can make the picture more vivid.
2. Study parts 2, 3 and 4 in groups.
Choose your favorite section and use the imagination method learned above to learn.
Group learning steps:
(1) Read the poem aloud and circle the scenes in it.
(2) Imagine the picture content sentence by sentence, and then talk about it together.
(3) What do you think this is?
(4) Read aloud with imagination and emotion.
Share with the whole class, focusing on the imagination of "sleeping" and "occupying a seat" in the second quarter, "going around" in the third quarter and "smuggling" in the fourth quarter.
Summary: What a free and carefree little cow, guiding students to tell the picture of the whole poem.
Design intention: The teacher imagines the poem 1 through words, so that students can know how to imagine from the aspects of color, appearance, movement and language by grasping the key words, which can make the picture more vivid; Let the students study the last three parts in groups. Through the practice of word expansion, let students master the method of imagining pictures and feel the freedom, playfulness and leisure of Hua Niu.
(4) Transfer:
What else happened to the naughty cow in the grass? Use your imagination and imitate the poem 1-2.
Design intention: By guiding students to imagine what Hua Niu might do on the grass, imitate poetry, enrich students' imagination and stimulate students' enthusiasm for writing poetry.
Extension after class
Find a beautiful prose poem to read after class.
4. The teaching plan of "two modern poems" in the third lesson of the first volume of Chinese in grade four.
Teaching objective: 1. Appreciate key poems and appreciate the beauty of poems.
2. Understand the theme of poetry and the poet's feelings.
3. Perceive the expression of poetry and imitate it.
Teaching focus:
1. Taste the language features of poetry and appreciate it.
2. Try to imitate writing and improve the ability of language use.
Teaching process:
First, review old knowledge and introduce new lessons.
Guide the students to review the last lesson and introduce the new lesson.
Second, the study of the text, focusing on exploration
1. Let the students read "On the Autumn Night" in sections and circle the places they don't understand.
2. Teachers show their research topics, and students discuss and communicate in groups.
A, think about it: 1 What kind of picture does this poem depict?
Presupposition: Guide students to read section 1 carefully, master the scene and its movements, and draw pictures in their own language on this basis. When drawing, you should be good at imagination and vivid description.
B: What scenery is depicted in the poem?
Default: Specify students to answer questions, and other students can add them. The scenery depicted in the poem includes returning birds, sunset, rivers and reeds, which isomorphically form a beautiful picture of dusk in Qiu Jiang.
C. distinguish: what is the positional relationship between the bird and the sunset in the poem "flapping its wings and setting the sun on the river"? Analyze it in detail.
Presupposition: first, guide students to understand the active and passive aspects of the sentence, that is, the two sides of the "drop", and then analyze the relationship between them in detail to understand the image of the bird created in it.
Clarity: The poet originally only paid attention to the birds on the river and the sunset shining on them, but as the birds turned their wings, he noticed the reflection of the sunset on the river. The reflection of the sunset seems to fall from the wings of birds. The birds are very tired, but they still carry the sunset on their backs. They don't think it is a heavy burden. In the poet's view, it is birds carrying the sunset to dye the river. The scene is very touching. These two sentences are the continuation and development of the first scene. It's not that the sunset sank to the bottom of the river, but that the sunset was turned over by the wings of birds in the river, which is very expressive. It is an extremely exaggerated and logical dynamic description. It is not so much a natural extension of the birds carrying the sunset as a deepening of the poet's imagination, which makes the scene of the sunset sinking into the river more superb. At the same time, it is also an emotional development for birds to flap their wings and shake off the sunset. It shows that the bird is overwhelmed and wants to live a free life.
D. Taste: What rhetorical devices are used in the poem "White-headed reed,/also dressed as a temporary beauty"? What is the performance effect of the contrast between the two colors?
Presupposition: Guide students to experience the wonderful use of personification rhetoric. "White reed" presents a kind of "beauty", which is the result of the afterglow of the sunset. The afterglow of the sunset dyed the rivers and reeds red. In an instant, the white reed turned into a beauty. The contrast between white and red highlights the beauty of the river scenery.
E. writing: this poem is vivid and beautiful, with harmonious rhythm. Can you write another one after it?
Presupposition: Guide students to understand the writing characteristics of this poem, that is, choose natural things to organize the picture and express their feelings. This is an idea that can be used for reference when copying.
Example: The winding path in the sunset,/Falling autumn leaves,/Even though I am weak,/I still dance against the cold wind. /a pair of hands,/spread the sunset over the path; /golden earth,/also harvested the eternity of all things. ?
F. Recitation: Read the poem several times, get familiar with it gradually, and realize the feelings contained in the poem.
3. Ask students to read "Hua" in groups and circle what they don't understand.
4. Teachers show their research topics, and students exchange and discuss in groups.
Discussion: What are the expressive features of this poem?
Presupposition: Guide students to appreciate poetry and understand its uniqueness in expression. There are four sections in this poem, and there is a poem with similar words at the beginning of each section: "Hua Niu sits in the grass", "Hua Niu sleeps in the grass", "Hua Niu walks in the grass" and "Hua Niu dreams in the grass", which makes the poem appear symmetrical and tidy in structure and has the beauty of reciprocating rhythm.
B, Pinyipin: From this poem, what kind of thoughts and feelings can we realize the poet?
Presupposition: understanding the poet's emotion should be based on understanding the content of the poem. Teachers should guide students to understand that poetry mainly tells the scene of flowers and cows moving on the grass, and poets express their love for life and pursuit of freedom.
C. Write: This poem is beautiful. Can you copy a paragraph?
Presupposition: the key to guide students to understand parody. When imitating writing, we should first observe the content and format of the original text, and then write new descriptive points in the same or similar format around the theme. This poem first describes what Hua Niu is doing on the grassland, and then describes his own state or natural environment when he is doing it. Can make students think about what Hua Niu will do and what will be the result?
Example: Hua Niu sat on the grass and squashed a red rose. /Flowers and cows lie on the grass,/Sunset holds up half the sky. /Hua Niu is walking on the grass,/His ears are flapping. /Hua Niu dreams in the grass,/Mingyue visits Qingfeng in Xishan.
D. Recitation: instruct students to read it several times and get familiar with it. The deskmate is back to back, and the teacher comments.
Third, expand the extension and improve the quality.
Transition: Students, if we are conscientious in our life and are good at observing nature, we can also write poems as touching as the two authors. Please enjoy Lin's Days after Rain and see what kind of beauty you can get from it.
1, show extracurricular reading items and read by name.
Days after rain
Lin
I like this rainy day,
The plain is covered with grass!
My heart is always floating in the wind,
The wind blows:
Blow away vanilla, fallen leaves,
Blow away a cloud, like smoke-
Like smoke.
2. Reading and communication.
(1) What scenery is this poem about? (Plain after rain)
(2) What scenery is described in the poem After the Rain? (Grass, wind, fallen leaves, clouds)
(3) What emotions did you get from the poem? (Love of natural beauty after rain)
Fourth, classroom review has paid off.
The teacher summed up the teaching content of this class and commented on the students' classroom performance.
Transition: Students, beautiful scenery in nature is everywhere. Rivers in the sunset, flying birds and leisurely strolling cows all attract us deeply with their beautiful feelings. As long as we are serious in life and carefully observe our feelings, we will certainly find unique scenery.
Summary: In today's lesson, we learned two short poems in detail, from which we realized the beautiful scenery. We also learned to recite poems and experience the emotions expressed in them. We also imitated poetry and improved our expressive ability.
Five, homework design, consolidate and improve
5. The teaching plan of "two modern poems" in the third lesson of the first volume of Chinese in grade four.
Teaching objective: 1. Know the new words in this lesson and read the text correctly, fluently and emotionally.
2. Understand the content of the poem and imagine what kind of picture the scenery in the poem constitutes.
3. Experience the beautiful artistic conception and rich imagination of poetry.
Teaching emphases and difficulties:
focus
Guide students to understand the content of poetry and experience the thoughts and feelings expressed in poetry.
difficulty
Encourage students to imagine boldly, imitate the text and continue to compose a poem.
Teaching process:
First, the introduction of reading guidance to stimulate interest
1. Last class, we enjoyed a beautiful autumn night picture together. In this lesson, we will read a poem written by Xu Zhimo describing a flower cow.
2. blackboard writing topics.
3. Look at the topic together.
Second, study poetry.
1, self-reading perception.
Please read the text freely several times, read the pronunciation accurately, read the poem fluently, and think about what you feel from the poem after reading it.
Hint: You can understand it from the key words, words and sentences in the poem, from the content of the whole poem, from the form of the poem and from the thought of the poem. )
2. Inspiration:
(1) Read the names in sections, correct the pronunciation and recognize the new words.
(2) From this poem, we know how Hua Niu feels in the grass.
What words did you learn? Guide students to master the words "squeezing", "seizing", "dumping" and "smuggling" and imagine their feelings when reading the sentences of these words.
(3) Read aloud with emotion.
We have to imagine this short poem while reading it, so that we can do as the Romans do. Please read freely and see who can show the author's love for life through reading.
Students practice reading aloud, name reading aloud, boys and girls reading aloud in competition.
3. Comprehend writing:
(1) Read poems silently. What are the characteristics of this poem in form and writing, or what is worth learning from?
(2) Tell me about your findings.
(3) Summary:
A, the first line of each section begins with a poem with similar words-"Hua Niu sits in the grass", "Hua Niu sleeps in the grass", "Hua Niu walks in the grass" and "Hua Niu dreams in the grass", which is catchy to read in the form of simple, clear and lively poems. (consistent structure)
B, pay attention to the words, verbs are used accurately, and words such as "pressure", "occupation", "dumping" and "smuggling" are used accurately and vividly. We should learn to use language. The same meaning can be expressed in different words to avoid monotonous repetition.