Chapter 1

1. "Village Dwelling" from two ancient poems

Teaching objectives

1. Recognize 13 new words including "ancient, poetry". Can write 6 characters including "古,声".

2. Read ancient poems correctly, fluently and emotionally. Recite ancient poems.

3. We know that spring is beautiful and we must cherish it.

Teaching focus

Literacy, writing, and being able to read and recite texts with emotion.

Class schedule

2 class hours

Teaching preparation

Slides, courseware or guzheng music

Teaching process

1. Stimulate interest and introduce topics

Spring is here, what do you like to do? When the poet Gao Ding of the Qing Dynasty lived in the countryside, he witnessed children returning from school in small groups. , the scene of flying kites in the spring breeze, so he left a relatively lively poem for future generations - "Village Residence". (Board question, students read the topic together and memorize "village, residence")

2. Model reading of the text and overall perception

Listen carefully to unknown words or unfamiliar words pronunciation.

3. Self-reading texts and self-learning Chinese characters

1. Use pinyin to read ancient poems to yourself, draw new characters in the margins, and be required to read the pronunciation of the characters accurately and read the poems coherently.

2. Work in groups and exchange literacy methods.

4. Understand the poems, appreciate them

1. It refers to reading ancient poems, which requires correct and fluent reading.

2. How do you remember "zui, cigarette, child, san, busy"?

Tips: (1) "zui" is a flat-tongued sound.

(2) The final of "Yan" is the front nasal final.

(3) "Tong" can be recognized by adding familiar characters (Lili).

(4) "San" has a flat tongue sound; the radical is the anti-text tense, not the fold-text tense.

(5) The word "busy" is empty; expand words; speak with "hurry".

3. Read ancient poems by yourself, and then talk about which line of this poem you like best and why?

Tips: (1) Paper Kite: Kite.

(2) The willows on the embankment are intoxicated by the spring smoke: The willows sway in the gentle spring breeze, intoxicated by this beautiful spring scenery. (Demonstrate courseware or show pictures to help students understand)

4. Let us close our eyes, listen to classmate xx reciting this poem with beautiful music, and then talk about your feelings. (Named recitation to music)

5. Share your feelings after listening and reading.

6． Please read the text emotionally and read out your feelings. (Practice reading with music, named reading, and evaluation reading)

7. Practice reciting the text.

5. Reproduce new words and guide writing

1. Show "drunk, smoking, child, loose, busy".

2. Conjunctions to recognize and read new words.

3. Observe the structural characteristics of "busy" and talk about what should be paid attention to when writing this character?

4. Guide and demonstrate how to write the word "busy".

5. Students trace and copy.

6. Exchange information and expand reading

Since ancient times, people have loved spring and cherished it. In addition to "Spring Dawn" and "Village Residence", ancient poets also wrote many Wing Chun poems. Share your accumulated poems with classmates in the group. (You can also show the poems excerpted by the teacher and let the students read them. For example:

When will the swallows fly back? The peach blossoms on the bank will bloom when dipped in water. ── Xu Fu's "Spring Tour on the Lake"

A moment of spring night is worth a thousand pieces of gold, the flowers are fragrant and the moon is cloudy. ── Su Shi's "Spring Night"

It is easy to recognize that in the east wind, it is always spring with its colorful flowers ── Zhu Xi's "Spring Day"

The grass and trees know that spring will soon return, and all kinds of red and purple are competing with each other.

──Han Yu's "Late Spring")

1. Two ancient poems, "Ode to the Willows"

Teaching purposes:

1. By understanding the content of the poem, inspire Students love nature and love the thoughts and feelings of life;

2. Understand the poems;

3. Understand the poet’s thoughts and feelings;

4. Understand the poetry On the basis of the content, guide students to understand the artistic conception of the poem;

5. Train students to learn independently and with mutual assistance.

Teaching focus:

Train students’ self-learning ability, cultivate students’ learning habits of thinking while reading; guide students to experience the thoughts and feelings of poetry.

Teaching aids:

1. Illustrations of "Ode to the Willows";

2. Profile of the poet (life, poetry);

3. Learning purpose items.

4. Guzheng tape, recorder;

5. Text of the poem.

Teaching steps

1. Import the Green Garden Primary and Secondary Education Network

1. Review what you have learned;

Teacher: Students have already I have learned many ancient poems. Can you recite a few for the teacher to listen to?

Memorize ancient poems.

2. Introduce a new lesson;

Teacher: Today we will learn another ancient poem. It is "Ode to the Willows" from the two ancient poems in Lesson 9. (Blackboard writing topic) Please read this poem freely and tick down the words you don’t know (students recite ancient poems)

3. Recognize and read new words

Teacher: What are the words? If you don’t know something, you can bring it up and we can solve it together. (New Chinese characters in phonetic notation) Okay, please recite this poem together.

4. Guide the recitation;

Teacher: The recitation is really good, but if you pay attention to the pauses, I think you can read better. Reading ancient poems is very particular, and you should generally follow certain principles when reading them. Now please listen to the teacher read it again and mark "/" where you pause. (Normal College reading, soundtrack) After listening to the teacher’s recitation, do you want to recite it again? (Individual reading, with music).

2. Explanation

1. Clarify the purpose of learning;

Teacher: What we need everyone to master in this lesson today is the following aspects (show the learning requirements : 1. Understand the poet; 2. Understand the title of the poem; 3. Be able to explain the key words "jasper", "zhuang", "one", "ten thousand" and "silk ribbon"; 4. Be able to explain the meaning of the poem; 5. Understand the poet's thoughts Emotions; 6. Understand the artistic conception of poetry; 7. Recite ancient poems)

2. Organize self-study;

Teacher: This is both a requirement for learning and a step for learning ancient poetry. Please work in groups to complete the first four learning requirements. If you have any questions, please ask for help.

Students self-study

The teacher projects the poet’s situation and conducts inspections. (Expected problems: 1. Unable to understand "one", solution: show a cup filled with water, guide students to understand that "one" here means full; 2. Don't know the meaning of "jasper" in the poem, solution : Show the illustration and ask, what is the color of jasper and what part of the willow tree is similar in color? 3. Can’t understand the meaning of “Silk Ribbon”. Solution: Look up the dictionary to explain “Silk Ribbon”, show the illustration again and ask: Which part of the willow tree? As soft as a ribbon)

3. Teacher-student exchange;

Teacher: Who can introduce us to the poet?

Teacher: The author of this poem. What does the title "Yong Willow" mean?

4. Analyze the whole poem;

Teacher: Please think about what season of willows this poem describes. Willows of this season What are the characteristics? Please feel free to read the entire poem and think about it as you read.

5. Guide students to experience the poet’s feelings;

Teacher: The whole poem not only describes the willow tree, but also mentions spring.

Now who can tell me what the poet's mood was when he wrote this poem? Tip: Please imagine yourself as a poet and follow the teacher for a walk in the countryside. On a sunny morning, you went to the countryside to play. At that time, many plants had not yet sprouted, and there was still a bit of chilly wind, which made people feel that now It is still winter, and at this moment, a tall willow tree attracts your attention because it has sprouted new leaves. The green and slender leaves cover the entire willow tree. From a distance, the willow tree looks like it is decorated with jasper, and the willow branches covered with willow leaves hang down softly, swinging with the spring breeze, like It's a strip of green ribbon. It is this willow tree that makes people feel that spring has arrived, thinking that the cold winter is finally gone and the spring full of vitality is coming. Before long, everything will revive and the colorful colors will dress up the whole world again. How do you feel when you think of this? Why is the poet happy because spring has come? What does it mean for him to feel happy about spring? (Written on the blackboard: The poet's joy of spring) We have understood the poet's thoughts and feelings when he wrote the poem. Please recite this poem again, paying attention to reflect the poet's feelings of joy and praise for spring. At the same time, you should imagine the scenery described by the poet while reciting (music, reciting). I think everyone can invest more and recite again with the teacher. (Teacher pays attention to posture when reciting poems) I feel like there are a group of amazing poets sitting below. You read so well.

6. Recite the entire poem;

Teacher: Now please take 1 minute to recite this poem.

(Student recitation) Ask this classmate to recite it. Okay, please memorize this poem together, and be careful to think of yourself as a poet. (Bear back)

7. Experience the artistic conception

Teacher: The poet has described for us the wonderful posture of the willow tree in spring. In addition to willow trees, there are other beautiful scenery in spring. Please Everyone close your eyes and imagine the scenery of spring. Let's see who has the best imagination. (Music)

Ask the students to tell you what beautiful scenery you think of?

8. Self-examination of knowledge mastery;

Teacher: Please check yourself against the learning requirements to see if you have achieved them all. (Show learning requirements) (Write on the blackboard: What you already know; what you don’t know yet; what you still want to know)

Practice (according to time arrangement)

3. End

1. Summary of study methods;

In what order should we study this ancient poem. How did you learn this poem. (Blackboard writing method)

2. Homework assignments

Spring is beautiful. Because of this, countless people at home and abroad describe and praise spring. Among these people are painters, musicians, poets, etc. After everyone returns home, collect relevant information. Of course, you can also collect your views on spring. Tomorrow we will conduct a "spring" exhibition.

Part 2

Teaching objectives

Knowledge and skills

1. Be able to read new words accurately and read them softly. Able to write 8 new characters correctly and standardly, and dictate 8 words after class.

2. Read and recite poetry emotionally.

Process and method

Cultivate students’ ability to use methods to understand poetry.

Emotional attitudes and values ??

Understand the poet’s emotions and the author’s love for spring.

Key points and difficulties

Teaching key points

1. Learn the new words in this lesson.

2. Understand the general idea of ??poetry and be able to read and recite poetry emotionally.

Teaching difficulties

1. Preliminarily master the methods of learning ancient poetry, and be able to use the learning tools in your hands to learn ancient poetry by yourself.

2. Understand the artistic conception of the poem and the poet’s feelings.

Teaching process

First lesson

(1) Revealing the topic, explaining the topic, and understanding the author

1. Students think about Think about it, what ancient poems did you memorize before? If anyone remembers it, please stand up and recite it to everyone. (Students get up and recite)

2. It’s great! It seems that everyone loves learning ancient poetry very much. Today we learn another one, this ancient poem, the content is related to spring. Do you like spring? (Like) Gao Ding, a poet in the Qing Dynasty, especially loved spring. He expressed his love for spring in the form of poems. This poem is a poem written by the poet living in the countryside, so the title is "Village Living".

3. Blackboard writing tasks, spelling tasks, explanation questions:

Village: Village.

Residence: residence.

Village: Living in the countryside.

(2) Combining pictures and text to get an initial understanding of the main idea.

1. (Multimedia display screen) Tell me what you saw? What do you hear (the grass is sprouting, the willow trees are blown by the wind, the orioles are flying and chirping, and the children are flying kites.) How do you feel when you look at this picture?

2. This ancient poem is about this beautiful scenery. Please read it yourself:

(1) Students practice reading.

(2) Nominated pronunciation, orthographic pronunciation:

Note that "zhuang" has a raised tongue sound, a back nasal sound, "jian" has a front nasal sound, "zui", "cut", " "Si" has a flat tongue sound, and "Ying" and "Yong" have back nasal finals.

(3) Introduction to ancient poems and feel the poetry.

1. Now look at the picture, read this poem again, read a sentence, think about it, what do you guess this poem means? Guess the meaning of each poem. After guessing it, tell the students around you and listen to what other students say. Everyone helps each other to learn this poem well.

(Students self-study)

2. Learn the first and second sentences:

(1) (Multimedia shows the first and second sentences of the poem) Who is coming? Say the first sentence? Name them, and everyone will add.

(In February, the grass grows vigorously, and the oriole flies here and there)

(2) The student questioned: I don’t think it is right, if “February, the grass grows vigorously, and the oriole flies here and there” "Fly away." It should be "The grass grows and the orioles fly in February." What's going on here is "The grass grows and the orioles fly in February."

(Teacher’s advice: This is a commonly used method in ancient poetry. Ancient people often wrote poems not in the normal order, in order to rhyme and make them read catchy.)

(3) Read together The first sentence, guide to pause:

The grass grows/orioles fly/February day,

(4) Name the second sentence and focus on understanding:

Fluff, drunken (The willows on the river embankment are blowing and swaying as if drunk in the vast spring smoke.)

　(5) Guided reading:

River embankment/willow /Drunk/Spring smoke.

(6) The teacher reads one or two sentences to the music. The students close their eyes and listen while imagining. What do they see? How do you feel after hearing this?

(Let students fully explain: In early spring in February, the grass grows green buds, and the orioles fly in the sky, singing happily. The long branches of the willows beside the embankment, gently Brushing the ground, as if drunkenly swaying in the spring smoke)

(7) How should we read such a mesmerizing scenery?

(8) Read the name repeatedly. Teacher guidance.

(9) The whole class reads one or two sentences to the music.

3. Study three or four sentences:

(1) Read three or four sentences by name. After reading, what do you seem to see?

(The children came back from school early and took advantage of the east wind to fly kites.)

(2) (Multimedia shows pictures of children flying kites)

Name the poetic meaning and understand the "paper kite".

Hearing the beautiful sound of the students reading, the new words in the text really want to make friends with us. Look, who are they?

1. Communicate and memorize glyphs. Show: Shi Cun Tong

Add one plus: "Shi" and "蠠 Temple"; "Village" means "Mu Cun", and "Tong" means "Li Li".

1. Teacher guides writing.

Show the Tianzi grid courseware of "Poetry Village Boy"

The left and right structure of "Poetry" is narrow on the left and wide on the right, the left and right structure of "Village" is equal width on the left and right, and "Wood" The nip becomes a point.

The upper and lower structure of "child", pay attention to the stroke order of "里" below:

The teacher performs on the grid on the blackboard, and asks the students to stretch out their fingers and make gestures with the teacher write. Remind students to pay attention to the upper and lower proportions of characters and write them evenly.

3. Students practice writing.

Student practice. Teachers inspect, provide individual guidance, and correct writing postures. Evaluation of individual assignments.

Second Lesson

(1) Knowing the poet and solving the problem:

Teacher: Students, do you still remember how we learned ancient poetry? (***Four steps: a. Understand the poet, interpret the meaning of the question, b. Interpret the words, understand the meaning of the poem, c. Think about the artistic conception, understand the poetic feeling, d. Expand reading.) In this lesson, we will use these four steps to learn Study "Ode to the Willows" using poetry techniques.

1. How much do you know about the author?

2. Learn the new words "Yong" and "Liu". What does the title "Yong Liu" mean?

3. How does the author praise the willow tree? Please read the ancient poem softly. What does it mean? Let's move on to the second step.

(2) Interpret the words and understand the poetic meaning:

1. Use the learning tools in your hands to understand the poetic meaning in a group format.

2. Report on self-study status.

The first sentence: The jasper is as high as a tree, with thousands of green silk ribbons hanging down.

A. Makeup: (courseware demonstrates the evolution of makeup), which means decoration and dressing up.

Who usually dresses up? So who is this poem talking about dressing up?

B. 绦: A rope made of silk. Silk ribbon: describes a strand of wicker like a ribbon.

This sentence means: The willow tree is like a beautiful woman dressed in jasper, and thousands of willow branches are like her green ribbon.

The second sentence: I don’t know who cuts out the thin leaves. The spring breeze in February is like scissors.

Custom: Use the radical search method to search for "Ge Zibu". To cut, use a knife or scissors to divide the sheet object into several parts.

This sentence means: Do you know who cut these delicate willow leaves? It’s that February spring breeze that looks like scissors!

(3) Think about the artistic conception and understand the poetry.

1. Read the first sentence again and tell me what kind of picture appears in front of you?

Like a graceful beauty appearing in front of us, the thousands of strands of draping silk became her skirt. The word "high" in the previous sentence brings out the graceful grace of the beauty Tingting; the word "hang" in the second sentence implies that the slender waist is swaying in the wind.

Who can read this wonderful picture through recitation?

2. The invisible and elusive "spring breeze" is visualized by the author as "like scissors". Please spread the wings of your imagination, what else can you cut out?

It is the symbol of natural vitality and the beautiful imagination that spring gives us.

3. This poem uses the willow tree to sing about the spring breeze, comparing the spring breeze to scissors, saying that she is the creator of beauty, and praising her for cutting out spring. Let us borrow the author's poems and read out the praise of spring in our hearts.

(4) Look horizontally and broaden your horizons:

Spring is coming to us! Let us recite the poems of spring and embrace spring...

Please choose one of the three poems below to recite and tell your reasons.

Show ancient poems: Zhu Xi's "Spring Day", Du Fu's "Quatrains" (Chi Ri Jiang Shan Li) and Ye Shaoweng's "A Visit to the Garden Is Not Worth It".

(5) Memorize new characters and guide writing.

A. Communicate and memorize glyphs.

(Production of courseware) Show the courseware of new characters: Bi Zhuang Green Silk Scissors

Is there any way to remember them?

Add one plus: "Wang Baishi" means "blue", "纺溟" means "green", "front knife" means "cut", and "纺纺" means "silk".

Change it up: remove the right part of "ji" and replace it with "female", which means "makeup".

B. Guide writing.

1. The teacher performs on the blackboard and asks the students to stretch out their fingers and write with the teacher. (Remind students to pay attention to the upper and lower proportions of words and write words evenly)

2. Students practice writing.

Teachers inspect, provide individual guidance, and correct writing postures. Evaluation of individual assignments.

(6) Summarize and improve, expand and extend

1. Today we study the poem "Ode to the Willows". You must have gained a lot! Share your understanding and thoughts with your good friends.

2. The willow tree is like a graceful woman. Take out your paper and pen and draw it!