Teaching material analysis:
This 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. The content of the textbook is illustrated, full of childlike interest, imagination and creativity, which is very suitable for first-year students who are lively and curious by nature to learn languages and understand things, and also prepares conditions for teachers' creative education!
Teaching objectives:
1. Recognition 14 The new words "poem", "tada", "give", "tease", "bubble", "string", "bead", "province" and "gung" are recited.
2. Read the text with emotion.
3. Feel the vivid images of children's poems, and know commas, periods and ellipsis through specific images in reading.
Teaching focus:
Use various methods to read in a specific language environment.
Teaching difficulties:
Know commas, periods and ellipsis, feel the content of poetry, and read the text with emotion.
Teaching preparation:
Pictures, new word cards, frog pictures
Research on Autonomous Cooperation of Teaching Methods
Teaching process:
Step 1: Create a situation.
The teacher took the new word card and told the students how to pronounce it.
The syllable "shι" is recognized as a whole. Composition: ancient poems, poems, poets, anthology of poems, writing poems ... Word combination: prophecy+temple = poem. Show the word "write a poem" and let the students read the cards.
Then ask the students to guess a riddle: the little hero in green is catching bugs in the field. Land and water are home, singing croak croak. (Beat animals) (Frogs)
The teacher posted pictures of frogs and wrote poems on the blackboard.
Second, reading poetry for the first time.
1. Teachers demonstrate reading. Students feel the content of the poem and listen to the pronunciation clearly.
2. Students can practice reading poems freely, circle new words and read them several times with the help of Pinyin. Read the correct pronunciation and sentences.
3. How many bars does this poem have? Mark the serial number.
4. By reading in sections at the same table or driving a train, the teacher reads in sections to guide students to read correctly.
The frog is going to write a poem in the drizzle, and many of its partners are going to help. Who's coming to help? Find out and draw a straight line. According to the students' reports, put pictures of tadpoles, blisters and water droplets on the blackboard, and write "tadpoles", "blisters" and "water droplets" on the blackboard in turn. )
(1) Know the new words "tadpole" and "tadpole". These are two pictophonetic characters, insect+family = tadpole, insect+bucket = tadpole.
(2) Know the word "bubble". The teacher demonstrated blowing bubbles. Do you have any good ways to remember word cards? Just add three drops of water and a bag, and then read the bubbles. Walnut+bag = bubble. Composition: bubble, bubble, foam, soap bubble, tea, light bulb ... What words look like "bubble"? (Hugs, running, guns, robes ...)
(3) Know the word "bead". Do you know the word "Wang"? Combination: Wang+Zhu = Zhu. Ingredients: pearls, beads, eyes, tears, sweat, dew, jewelry. ...
Three. Essay literacy
1. Learn the first part.
Use the situation map to guide students to understand the frog's happy mood and read this section well.
2. Learn the second section.
(1) What did the tadpole say? Let's read the second part. Say the names of the students and read them aloud.
(2) Know the word "give".
Read the new word cards. Here "give" means "for, for". Word combination: pay, pay and return. Say a word with this word. .
(3) Know the new words "tease" and "number".
Read the new word cards. A comma indicates a pause in the middle of a sentence. Guide the students to feel the similarities between commas and tadpoles.
(4) Guide students to read these two lines.
3. Learn the third section.
(1) What did the bubble do to the frog? Name the students and read the third part.
(2) Show the word "sentence" card for students to read. The word "sentence" on the blackboard. Emphasize the change of "ü" in syllables. Tell me what good way you can remember it. The radical "East" is called Bao prefix. What words are prefixed with package? (bags, spoons, hooks and even. ) read the "period" card. A period is used at the end of a sentence. Guide the students to feel the similarity between a period and a bubble.
(3) Guide students to read these two lines.
4. Learn the fourth quarter.
(1) There is a string of water drops on the green lotus leaf, and they also come to help. Name the fourth part that the students read.
(2) Show the word card and read the word "string". Show the evolution of the word "string".
Teachers use language to describe, students guess, and use the word "string" when guessing.
Yellow, curved, soft and sweet (a bunch of bananas)
Sweet, round, purple and green (a bunch of grapes)
Wearing a stick, red, with sugar hanging outside, tastes sweet and sour (a string of candied haws)
Wear it with a stick and barbecue it with fire. It tastes delicious (mutton kebabs)
(3) Understand the three new words "Yi", "Province" and "Slight". Read the new word cards. Group words. Read the word card "can" and say a word with "can". Ellipsis indicates the omitted parts in the text. Guide the students to feel the similarity between ellipsis and a string of water drops.
(4) Guide students to read these two lines.
5. Learn the fifth section.
(1) Now let's see what kind of poem the frog wrote. Read the fifth part aloud.
(2) Courseware shows the poems written by frogs. What did you find? Frog's poem is very interesting, and he keeps repeating the word "gung".
Know "Gua" pictophonetic word mouth+melon = quack. "Quack" is a frog's cry, and such a word is called onomatopoeia. What other onomatopoeic words do you know? (woof-woof, meow, ga-ga, ji-ji, oh-oh, hum, rustling, swish ...)
(3) Frog's poems are all the same word, but with the help of his friends, the poems have a pause and the rhythm is very pleasant. The pause time of comma is shorter, and the pause time of period is longer. Practice reading poems written by frogs freely. The teacher leads the reading (lively and brisk) and pays attention to the rhythm.
(4) Students, let's guess. What does the frog want to say in this poem? Guide students to imagine boldly with the help of the situation diagram in the courseware. )
4. Reread the whole poem
The scenery by the pond is so beautiful and the friends are so enthusiastic that the frog's poem is finally written. So happy! We're happy about it, aren't we? Let's read this poem written by the frog again. (Read the whole poem. )
Five summaries
1. Look at the picture again. How beautiful the scenery is in rainy days! How United the little frog's friends are! This is why the little frog can make such beautiful poems.
2. The teacher hopes to read your poem one day, ok?
Blackboard design: frogs write poems
Tadpole comma,
Blister. Period.
Droplet omission ...