This poem describes the interesting spring. With fresh and beautiful language, the poet guides people to appreciate the moving scene of spring returns, endowing the natural scenery with pure life: all the plants and trees in nature are full of vivid colors, and all the small creatures become close friends of children. It expresses the author's deep love for spring and nature.
The whole poem consists of six sections, which describe the children's longing for "the whole winter", their searching for and feeling the news of spring in nature, and their playful enjoyment, and their joy is fully expressed.
The first section seems to be close-ups. Spring breeze, spring water, branches and ducks form a picture full of spring, and the beauty of spring is vividly on the paper.
In the second section, children who have changed their spring clothes are always laughing and throwing themselves into the embrace of nature to find the news of spring.
The poems from the third section to the sixth section "push" four pictures of spring play for us: catching and flying butterflies is love, pity and treasure; Greeting the open daisy is joy, and it is even more intimate as a friend. Branches spit out green buds, and streams are awakened by spring; The bright sun, the tender grass tickling the cheeks ... Everything is so full of vitality that children who like spring are intoxicated by the news of spring.
The children in the poem laugh in nature, so the children who read the poem wander in the nature described by the poet, and they also have the feelings as broad as nature and deep love, thus they love nature and our world more!
on instructional design > Teaching design:
This is a poem about spring, which is beautiful and catchy, suitable for students to read. In teaching, students should be guided to read more, so that students can understand the content, experience the emotion and taste the beauty in emotional reading, so as to achieve the integration of reading and feeling.
according to the characteristics of poetry and children's emotions, the teaching idea of "going into spring-looking for spring-feeling spring-recalling spring-looking for spring again-writing about spring" is adopted. First of all, with the guidance of "the enlightenment of finding spring", the interest in finding spring is aroused. Then I feel the beauty of spring through constant reading. Reading the articles about spring after class makes the perception of spring more abundant. In the after-school expansion, let students write back to friends of Chun to become a small collector, a small writer, a small singer and a small painter, so that the classroom can be extended indefinitely and children can look for news about Chun after class.
Speaking teaching objectives:
Knowledge and skills:
1. Being able to read and recite poems with emotion.
2. Expand your imagination, talk about your understanding of poetry, and tell me what other spring news you have captured, and communicate with you.
Process and methods:
1. Guide students into the world of spring by various means.
2. Intensive reading of poems by paragraphs, with students fully participating in various ways such as individual reading, inspiring thinking, discussion and competition, and interaction between teachers and students to learn and understand poems.
Emotion, attitude and values:
1. Spring is the season when everything recovers. We should inspire students to enter spring with a happy and joyful mood, feel spring and love spring.
2. Let students feel that they should cherish the wonderful time of spring and enrich the whole spring with meaningful actions.
Talking about the importance and difficulty of teaching:
The focus of this lesson is to effectively mobilize the enthusiasm of students, stimulate their enthusiasm for participation, guide them to imagine the way of spring and poetry, and experience the beauty of wonderful words.
The difficulty lies in helping students imagine the spring vividly and reproductively, and accurately express the news of spring captured by themselves according to their own experiences, so as to communicate with you smoothly.
Speaking of teaching preparation:
Pictures of spring scenery, grass and daisies.
Talking about the teaching process:
1. Entering the spring-communicating before class
1. Communicating poems and songs about spring before class.
2. Play the music where spring is, and let the students sing together.
The design of this link is to let students cultivate aesthetic interest in beautiful poems and beautiful music, stimulate their love for spring, and let everyone walk into spring with joy.
second, looking for spring-the enlightenment of looking for spring
1. Lead: Children, there is a special guest in our class today. She wants to put an advertisement in our class. I can't make up my mind, so I have to ask for your opinions. Do you agree to let him put an advertisement in the class?
2. Show the advertisement:
Inspiration from seeking spring
Dear friends, a friend of mine is lost. She is dressed in beautiful clothes, and wherever she goes, she becomes lively and interesting. Her name is Spring. Can you tell me her news?
Spring's friend
3. Speaking of spring, looking for spring (communicating with spring)
(1) Oh, it turns out that Miss Spring has lost her way, and her friends are anxiously looking for her everywhere!
(2) Who knows the news of spring? Where is it hidden?
This session creates a scene in which a spring friend looks for spring, with the purpose of stimulating students' desire to look for spring through the setting of the scene, so that students can integrate into the classroom as soon as possible.
third, feel the spring-read each section
1. Lead: Spring is like a shy little girl, hiding and hiding, so we have to look for it carefully! Eye-catching students in our class, please keep your eyes open and look for the news of spring in this beautiful poem! Please open page 152 of the book and choose a section by yourself. Read this section first, and then find out what spring news is in this section you choose.
The design of this link is mainly to enable students to read and feel by choosing their favorite paragraphs independently, to stimulate students to wander about the spring scenery, to cultivate students' interest and ability to capture details, to guide students to feel the feelings expressed in poetry on the spot, to appreciate the wonderful features of poetry and to stimulate students' love for spring.
2. Communication: Which section did you choose? Please read this section first. What news of spring did you find in this section? (After the students tell the news of spring, the teacher gives appropriate instructions and summarizes them for the students to remember. In which paragraph the students choose, the teacher will lead the students to learn this paragraph first. )
In order to give full play to students' imagination, the link of being a little poet is designed.
(1), the first section
1, the branches are green.
be a little poet: the wind shakes the branches of trees, and the wind ———. The wind,--.
2. The feathers are white.
To be a little poet: water, dyed green —————, water, reflected ————, ...
In order to let students read their feelings, we designed the following two points to really melt into textbooks:
3. Looking forward to the arrival of spring. The following inspiring language can be used to motivate students to read boldly.
(1) Lead: Miss Chun is so beautiful, do you welcome her? Who wants to read the third and fourth lines, and express your desire by reading aloud! Call Miss Chun out with your reading aloud!
(2) She's got a little idea. Who will call her out again? She is so glad to hear that you want her to come so much!
(3) Let's bring her to us together! (read all together)
4. Feel the beautiful spring.
(1) Look, spring has come! (Appreciate the pictures of spring)
(2) Children, let's pass the news of spring to this friend who is looking for spring, just like the flowing wind. (Read this section together)
(2), Section 2 (Let students expand their reasonable imagination and embrace spring with their hearts)
1. Where else have we flown like birds? Fly over-,fly over-.
2. Then let's take off our thick cotton-padded jacket and put on our relaxed and comfortable spring clothes. Let's embrace spring with our hearts!
(3), the third section
1. Feel the butterfly flying. (You can design the following questions)
(1) Who wants to make friends with this beautiful butterfly?
(2) The butterfly will definitely want to be your friend. Who else wants to be the butterfly's good friend? Why?
(3) I feel that you can't help being drawn by butterflies. Who else is attracted by butterflies?
(4) The beautiful butterfly is flying everywhere, and our feet can't help running with it. What do you want to say to it?
2. Protect small animals. (Infiltrate the idea of caring for animals, life and nature)
(1) Playing with butterflies, you like it so much, why do you want to let it go?
(2) This beautiful butterfly can play in the boundless sky again. What will it want to say at this time?
(3) Yes, butterflies are alive, and they want to fly freely. Let's fly around with beautiful butterflies! (Read the third section with emotion)
(4), the fourth section
1. Walk into the beautiful daisy. (Show the pictures and let the students know about daisies)
(1) Show two pictures) Here are two pictures. Do you know which one is daisies? Why this picture?
a newborn like this is called a chick.
(2) A newborn bird is called a chick. Do you know what its name is?
what else are there?
123 Next page 2. Feel happy and happy. (Let students express their feelings with body language)
(1) Lead: What will happen to you when you see the first daisy? (Happy, excited) Let me feel your happiness with your actions, ok?
(2) At the same time, show your joy boldly!
(3) You found the first daisy that just opened, which is really gratifying! Who can read this happy mood?
(4) I can't help jumping like a bird when I see such a beautiful daisy in bloom. Who wants to tell you the good news? (Read the text)
3. Talk to Xiaohua. (thinking in images)
(1) Who wants to say hello to such a lovely little flower? Who else wants to talk to it? What do you want to say to it?
(2) practice sentence patterns: little flower, ——————?
4. Bigao ring. Let the students read the text with pride and envy. )
(1) Who will kindly greet the lovely daisy again? (Show: Little Flower, do you still remember me? Look how much I've grown! )
(2) Let's compete! Who has grown taller?
(3) I'm so proud. I envy you. You've grown taller again! Who else wants to grow taller?
(4) Who else wants to compete with them? Who can read this proud feeling?
5. Feel the beauty of daisies again.
Proud children, let's feel this beautiful daisy together!
(5) Section 5 (Understanding and imagining the appearance of green buds and sleeping streams)
1. What is "green buds"? (A green bud is a flower and bone flower in bud, which can make students feel when they look at pictures)
2. What is a sleeping stream? (Default: The stream freezes in winter, and the stream melts when spring comes. )
(6), the sixth section (zero distance contact with grass, experience different grass)
1. Close contact with grass.
(1) Who wants to have a close contact with the grass?
(2) Let the students close their eyes, touch his cheek with grass, let him say his feelings, and then let him read them out.
(3) Who else wants to try ...
2. Show different grasses by reading aloud.
(1) Sometimes, the same sentence, but different readings can show different feelings. For example, the last line (ah, there is a bright green grass around ...) introduces grass, but different people can see different grass. Who wants to have a try?
(2) This grass is sneaking out (students read gently)
(3) This grass has long been tempted to show itself (students read heavily)
(4) This is really a naughty grass (students read fast)
(5) It seems that this grass took a long time to drill out (students read slowly).
iv. reminisce about spring-recite the full text with music.
1. Lead: Spring is so beautiful and makes people so happy. Let's experience the happy spring in beautiful music again!
2. Media pictures demonstrate the colorful beauty of spring, accompanied by beautiful light music, and guide students to recite.
5. Find Spring Again —— Read the articles on spring after class
1. Introduction: Spring returns to the earth, everything is revived, and the news of spring is conveyed to us everywhere. Let's look for spring again. What else is there? Please read it yourself, find it, and cross the information you find with a pen. You can read and cross at the same time.
2. Communication: What news of Chun have you found to tell Chun's friends? (Students read the horizontal sentence)
6. Express feelings and deepen their feelings: Write about spring-write back to echo
1. Lead: Spring is everywhere. When reading, spring is hidden in poetry, when singing, it jumps on notes, and when painting, it becomes colorful under the brush.
2. Extracurricular expansion: (Write back)
Just now, at the beginning of the class, a friend of Chun was looking for Spring. Let's write these spring news after class, and then put it in this mailbox, tell him and help him find Spring, ok? Let's find this beautiful spring together in our daily life!
3. Draw spring. Draw the spring in your heart with your colorful strokes.
4. A year's plan lies in spring. Spring is so beautiful, what do you want to do most?
design of writing on the blackboard:
news of spring
branches turn green
birds change feathers
butterflies fly
daisies bloom
spring comes to love spring
streams sing and run
sunshine is bright
grass gets out of the ground and tickles cheeks.