Teaching objectives:
1. Inspire students' thoughts and feelings of loving nature, life and beauty by understanding the contents of poems.
2. continue to use it? Read the article, want to figure? Methods: Imagine the artistic conception described in the poem and deeply understand the feelings expressed by the poet.
3. Self-understand the meaning of words and sentences, and cultivate students' self-study ability and aesthetic ability.
4. Be able to read and recite ancient poems with emotion.
Teaching focus:
Read ancient poetry and understand the meaning of poetry.
Teaching difficulties:
Imagine the artistic conception described in poetry and feel the poet's emotions.
Teaching preparation: new word cards, teaching wall charts, and students collecting relevant materials.
Class arrangement: two class hours.
Teaching process:
first kind
Course objectives:
Learn the ancient poem "Yong Liu" and appreciate the beauty of natural scenery in spring.
First, create a situation and introduce new lessons? Perceive beauty.
1. Sing "Where is Spring" before class to create a pleasant learning situation and stimulate students' interest in learning.
2. Problem solving, Introduction Author: In this class, we will learn a song together with a happy mood.
Write poems about spring? Singing willow. Who wants to talk about the meaning of the topic? Do you know the poet He Zhangzhi? Who introduced you?
3. Courseware shows the picture of spring willow, so that students can initially perceive the beauty of willow.
4. Transition: The willow is beautiful. Even the poet He was intoxicated by the beauty of the willow, so he wrote this poem praising the willow. Teacher: The students have previewed the text according to the requirements of previewing the text. Next, please read this poem several times on the basis of preview, and show your reading ability to the teacher later, ok? When reading, you should pay attention to find out the sentences that can reflect the beauty of willow trees, read them several times and experience them, and make a mark where you don't understand them.
Second, read the whole poem and know the main idea first? Appreciate beauty
1. Students can read freely.
2. Check the reading.
3. Check self-study: What did you read through preview and reading just now? Please speak freely.
4. Students speak freely and talk about what they understand.
It seems that everyone can understand the meaning of words and sentences by previewing themselves. What do you think is the most beautiful thing about this willow tree after learning here? The tree is tall and green; There are many branches; Fine leaf)
6. Summary: How beautiful this willow is. It grows tall and green. There are countless wickers hanging on it. Its leaves are very thin, how lovely! What tone should I use to read this poem? (Like, love) Shall we read it together? (Students read together)
Third, asking questions is difficult to communicate and difficult to read? Taste beauty.
1. Just now, the students exchanged what they read. Is there anything you don't understand?
2. Students question difficult problems. (The teacher sorts out the questions and then exchanges the key reading questions. )
3. Communicative reading: (mainly using courseware to help students understand, so that students can experience the exquisiteness of the three figurative sentences in the text and taste the beauty of the text language and the beauty of the willow tree through repeated reading and group discussion)
(1) How to use the courseware showing the first poem? Jasper. It is a metaphor for the new tender leaves of willow, which shows the green and vibrant characteristics of willow, making people feel that the color of willow is beautiful;
(2) Show the courseware of the second poem and experience it? Green ribbon? Metaphor? Wicker? , wrote wicker fluttering in the wind, soft and beautiful, green color characteristics, people think it looks beautiful.
(3) Show the courseware of the fourth poem and experience it? Scissors metaphor? Spring breeze in February? Subtlety and the author's love for spring.
4. Guide reading aloud and read the whole poem together.
5. Summing up the transition: Through the communication just now, we can know how the poet wrote the beauty of willow. (Student: Metaphor) Yes, the poet used three metaphors in succession. He described the branches and leaves of willow with jasper, wrote the beauty of willow color, and described the beauty of willow appearance with silk tapestry. Then he boldly imagined that willow remembered the spring breeze in February and outlined a vibrant spring scene, thus expressing his love and praise for spring. Next, please close your eyes and imagine the artistic conception of this poem while listening to the soundtrack. Later, I will ask the students to describe what you think of the artistic conception.
Fourth, imagine the artistic conception and be familiar with it? Appreciate beauty.
1. Students close their eyes and imagine the artistic conception. After that, let the students exchange the pictures they think of, and then describe the artistic conception by name.
2. Show the courseware of this poem with songs, so that students can appreciate the beauty of the poem.
Recite this poem: Now, you are facing a beautiful spring scene. Would you like to be a poet and recite this poem? Appropriate actions can be added to recite, and students who can recite can also recite.
4. Students recite poems, recite poems and evaluate each other.
Fifth, choose poems to expand ideas? Rich beauty.
1. Everyone put more effort into poetry, which shows how well this poem is written! Do you want to read more such good poems?
2. The courseware shows several ancient poems related to this poem, and students can choose to read according to their hobbies.
6. Ability to work independently and migrate? Extend beauty.
What homework do you want to leave for yourself when you go back after learning this poem? You can find some poems describing spring to recite; You can draw a picture of spring and write a composition on the topic of "singing willow".
Two teaching plans of ancient poems in the second volume of the third grade of People's Education Press (2)
Teaching objectives
Knowledge:
1. Can know 4 new words and write 7 new words. Can read and write correctly? Jasper, makeup, cutting, scissors, colorful? Equality.
2. Recite two poems and express the meaning of the poems in your own words.
Emotion: Experience the poet's love for spring and nature and the beauty of nature.
Teaching emphases and difficulties:
Understand the content of the poem, understand the author's thoughts and feelings, and memorize the poem.
Teaching hours: 2 hours
first kind
First, import
Recall what spring looks like in your memory and tell us about it.
Second, check the preview.
1. Read the new words by yourself and make phonetic notes for the new words in the text.
2. read.
3. The little teacher teaches to write new words.
Error-prone pronunciations: make-up, seaside and tailoring.
Easily confused: brave, gentle, Zaijian, Zi Jin.
4. Read aloud and read in chorus
Third, learn from "Liu Yong"
1. Introduction He: A poet in the Tang Dynasty, whose masterpieces include The Return of the Native and Lotus Picking.
2. Solve the problem: What are willows like in spring? What is it like to have flowers blooming all day in spring? Can you describe it in words or poems you have learned? Look at how ancient poets describe spring scenery. Read the topic together:
Chanting willow: Chanting is a compliment.
3. How does the poet praise the willow? Read ancient poems by yourself and tell me what you have read. (Read in combination with notes), and mark the places you don't understand.
4. Exchange report 1.2 sentence
(1) Jasper: Emerald.
Make-up: dress up.
A tree: all trees.
Ten thousand: many branches
Tapestry: a kind of ribbon
The first two sentences mean that the tall willow is covered with new green leaves, which looks like it is decorated with jasper.
(2) Thinking: What does the author compare to? Is this a good metaphor? Guide the students to imagine that everything will revive in spring, and willows will also send out new leaves. The color of new Ye Gang is close to jasper. )
(3) Read aloud
5. Exchange report 3.4:
(1) Fine leaves: The leaves are thin and tender.
Like: like
Cut: cut
Who cut this thin young leaf? It turns out that scissors were cut by the spring breeze in February!
(2) Thinking: What form did these two sentences take? (Ask yourself and answer yourself) What to compare with what? What have you learned from this metaphor?
(3) Guide reading aloud
6. Read the whole poem and feel poetic.
The first two sentences are about willow, and the last two sentences are about willow to spring. From the description of the whole poem, what kind of feelings do you have for willow trees and spring? Recite it repeatedly, and experience the poet's mood of praising willow and singing praises.
Fourth, read deeply.
Speak at a moderate speed, be full of emotions, have a high tone, and pay attention to the pause.
Five, recite the whole poem
Second lesson
First, check the import.
Review Liu Yong and recite it collectively, and introduce Spring Day.
Second, solve the problem.
1. Zhu: a thinker, educator and writer in the Southern Song Dynasty.
2. Spring is in spring.
Third, first reading, first understanding poetry.
1. Read the whole poem by yourself and then read it.
2. Discuss and study in groups; Mark what you have read, mark what you don't understand and tick the words you don't understand.
3. Communication: Put forward words you don't understand, write them on the blackboard and look them up in the dictionary.
Defeat the sun: a sunny day, a sunny day.
Search for fragrance: visit and enjoy the beautiful scenery.
Surabaya: water name
Waterfront: the edge of water
Scenery: Scenery
A moment: the description time is very short.
New: fresh and wonderful.
4. Think between the lines: What kind of weather is the poet in, where is he going to play, and what is his mood? Where did you read it?
5. Sort out the meaning of the first two sentences: On a sunny day, the poet went to Surabaya to see the scenery, where the scenery was infinite and many fresh and wonderful scenery came into view at once.
6. Tell me what you learned from one or two sentences. Then guide reading aloud.
7. Learn 3.4 sentences in the same way.
Read, tick the words you don't understand, discuss, communicate, interpret the words, and then interpret the meaning.
Idle: ordinary and casual
Know: know
East wind: spring breeze
Colorful: describe the scenery with a hundred flowers blooming.
Always: both.
Poetry: Usually people know that there is a spring breeze, but what is it like? After seeing the colorful scenery, I realized that it was the spring breeze that brought this boundless scenery.
Guide students to read 3.4 sentences, talk about their own experience, and guide students to understand the philosophy contained in poetry.
Fourth, reread and feel the poetic realm.
Contact poetry, talk about your own understanding, and experience the poet's praise for spring.
Fifth, guide reading and reciting.