The original text and teaching plan of "two modern poems" in the third lesson of the first volume of Chinese in grade four

# Lesson Plan # Introduction This lesson selects two modern poems, both of which express the poet's feelings through the description of the scenery. I have prepared the following contents, hoping to help you!

The original text of the third lesson "Two Modern Poems" in the first volume of the fourth grade is edited one by one.

Birds homing on the river in autumn night,

Tired as it is,

And come back with the sunset.

Flap your wings,

Throw the sunset on the river;

White-headed reed,

And dressed up as a beautiful woman.

__________

The author of this poem is Liu Dabai.

Hua Niu Ge

Hua Niu sits on the grass,

Crush the ear of an autumn pineapple.

Hua Niu sleeps on the grass,

White clouds occupied half a day.

Hua Niu is walking on the grass,

The little tail kept swinging.

Hua Niu is dreaming on the grass,

The sun dived into the Qingfeng Mountain in the western hills.

__________

The author of this poem is Xu Zhimo.

Lesson 3 "Two Modern Poems" lesson plan 1, the fourth grade version of the first volume of Chinese.

Teaching objectives: knowledge and skills

1. Know the new words in this lesson.

2. Read the text correctly, fluently and emotionally.

3. Understand the contents of the two poems and imagine what kind of pictures the scenery in the poems constitutes.

4. Experience the beautiful artistic conception and rich imagination of poetry.

Process and method

It pays attention to reading aloud, feeling and association, and guides students to feel their love for natural scenery with the unique rhythmic beauty of poetry. At the same time, multimedia music and pictures are used to create an atmosphere for students to think independently and experience independently.

Emotions, attitudes and values

Carry out ideological education for students who love nature and the motherland.

Teaching emphases and difficulties:

focus

Understand the contents of the two poems and imagine what the scenery in the poems constitutes.

difficulty

Experience the beautiful artistic conception and rich imagination of poetry.

Teaching preparation:

Teacher: Making multimedia courseware.

Student: Collect poems about autumn.

Teaching time:

2 class hours

first kind

Teaching objectives:

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:

focus

Understand the content of the text.

difficulty

Imagine what the scenery in the poem is made of.

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

1. Students, do you like the poem Autumn Night on the River? Watch it if you like.

2. Students can read poems freely, pay attention to correct pronunciation and read sentences.

3. Draw a picture: Draw the new words in this lesson and read them several times.

4. Recognition: Show new words and drive a train to recognize them.

Go home, bring a white reed with the sunset, and make up a beautiful moment.

5. Help group: read the text in groups of four and help each other correct their mistakes.

6. Comparison: Choose a representative from each group to read poetry, and compare which group reads correctly and fluently.

Third, study poetry, understand poetry and experience feelings.

(1) overall perception.

1. Read poems freely, draw your favorite poems, and practice reading aloud repeatedly.

2. Say your favorite poem and reasons, and the teacher will read it out with a camera.

3. What is written in each section? Communicate with the whole class.

(2) Learn the first section.

1. Read section 1 by name.

2. The teacher demonstrates and recites with pictures and music.

Thinking about the problem:

(1) What does the bird want? What's the status? (The bird returns home, tired)

(2) What does the word "Tuo" highlight?

(Highlight the fatigue degree of birds; On the other hand, it is also a further rendering and beautiful imagination of the scenery)

4. Read with pictures and music.

(3) Learn the second section.

1. Read the second part by name.

2. What do the students think of the scene described in this section?

3. Students learn independently, draw relevant scenes in the book, and report after group communication.

Thinking about the problem:

(1) What is the rhetorical device of "birds flapping their wings and shaking off the sunset"? What are the advantages of writing like this?

(exaggerated; It embodies the spirit of birds getting rid of heavy burdens and pursuing freedom.

(2) What are the rhetorical devices of "makeup" and "beauty"? What are the benefits?

(personification, "makeup" and "beauty" personify reeds, adding a touch of interest and vitality to poetry)

5. Instruct students to read poems aloud.

6. Name reading and competition reading.

Fourth, feel the connotation of poetry as a whole.

1. What is the author's mood from the scenery depicted in the poem? (Very happy)

2. Why can poets write such beautiful poems? (Observe, feel, describe, imagine)

3. Transition: Let us feel autumn with beautiful eyes and poetic hearts. Close your eyes and imagine autumn. What do you have in mind? Communicate with your classmates.

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.

Teachers guide students to talk about their own learning gains and feelings.

Second lesson

Teaching objectives:

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. Write on the blackboard.

3. Look at the topic together.

Second, study poetry.

1. Self-reading comprehension.

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. Understanding 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-"Flower Cattle Sitting on Grass", "Flower Cattle Sleeping on Grass", "Flower Cattle Walking on Grass" and "Flower Cattle Dreaming Grass", which is catchy to read in the form of a simple and vivid three-sigh poem. (consistent structure)

B. Choose words carefully, use verbs accurately, and use words such as "pressure", "occupation", "dumping" and "smuggling" accurately and vividly. We should learn to use language. The same meaning can be expressed in different words to avoid monotonous repetition.

Lesson Three "Two Modern Poems" Teaching Plan II of Grade Four Chinese Volume I

Teaching objectives 1. Know six new words such as "nest, reed and Luo" in this lesson.

2. Read poetry correctly, fluently and emotionally, and grasp the rhythm and intonation of poetry.

3. Grasp the scenery depicted in the poem, understand the content of the poem and appreciate the poet's feelings.

Teaching focus

Imagine the picture depicted in the poem, understand the content of the poem and feel the poet's feelings.

Teaching difficulties

1. Read repeatedly and taste the beauty of poetry.

2. Understand the expression of poetry and learn to imitate poetry.

Class arrangement

2 class hours

first kind

Teaching objectives

1. Know six new words such as "nest, reed and Luo" in this lesson; Understand the meaning of keywords.

2. Read two poems with emotion, read the right rhythm and memorize them.

3. Grasp the main contents of the two poems, and make clear the level of the poems.

Teaching focus

1. Memorize new words.

2. Read poetry correctly and grasp its content.

Teaching process:

First, introduce new lessons and reveal topics.

1. The teacher shows pictures of natural beauty and plays soothing music to guide students to feel the beauty of nature.

2. Let the students talk about the beautiful scenery they have enjoyed and introduce the new lesson.

Health 1: My favorite place is the barren land behind my hometown, because after a spring rain, there are tiny green heads the size of a thumb. They grow sturdily, inadvertently grow into lush bamboo forests, standing tall, proud of the wind and rain.

Health 2: What I like best is the sunset in the evening, which dyes the mountains red and coats the green forests with gold. It goes down step by step, pouring bundles of soft light from the air, making everything look particularly magnificent.

Teacher: This is the scenery in your eyes. How beautiful! In this lesson, we will learn two modern poems about scenery, see what beautiful moments the poet has in his eyes, and feel the infinite charm of natural scenery from them.

3. Show the topic and understand it. (blackboard writing: two modern poems; On the river in autumn; Hua)

(1) Autumn Night on the River: Autumn Night reveals the time, and On the River points out the place. The title of the poem shows that this poem describes the picture on the autumn night on the river.

(2) Song of Hua Niu: "Hua Niu" is the core of poetry description, and poetry shows the scene of Hua Niu's action.

Second, read the text for the first time and check the preview.

Introduce the author.

Liu Dabai (1880— 1932) was born in Shaoxing, Zhejiang. Formerly known as Jin Qingbang, later changed to Liu, the word Dabai, a native of Beijing, alias Baijia, a modern poet and literary historian. Before the May 4th Movement, he began to write poems in vernacular Chinese, which was one of the advocates of the New Poetry Movement and one of the representative poets of the Trial School. His representative works include Old Dreams and Songs of Selling Cloth.

Xu Zhimo (1897— 193 1), a native of Haining, Jiaxing, Zhejiang Province, is a modern poet, essayist and representative poet of Crescent School. His masterpieces include Farewell to Cambridge and Cold Jade Night.

2. Listen to the audio reading, accurately read the rhythm and pause, and pay attention to the scenery depicted in the poem.

3. Read the text and circle the new words.

4. Test word preview.

(1) The teacher shows the new word card and calls the students to read it. Pay attention to the discolored words. The teacher corrects pronunciation and instructs students to memorize new words.

Recognizable words: Guichao (cháo) Reed (wěi) Jianqiuluo (luó) Mian (mián) Ba (bà) Battle (zhàn)

Third, read the text again and feel it as a whole.

1. Guide the students to read two poems and pay attention to the correct rhythm.

Tip: On the Autumn Night, the intonation is slow and the speech speed is slow, so you can experience the wonderful artistic conception of the sunset reflecting on the river. "Flower" is read in a cheerful tone, with a slightly faster speech speed, which shows the naughty and carefree nature of Hua Niu.

2. Guide students to draw the key words in the circle while reading aloud. Students communicate in groups first, and then the teacher gives key instructions.

(1) The homing bird, though (tired), carried it back in the sunset.

Default: Tired birds carry the sunset. What kind of scene is this? The meaning of poetry is rich, which can't be understood only by superficial words. In teaching, it is important to guide students to imagine, put themselves in that kind of scene, imagine that they are birds, and then realize the expression effect of the words "tired" and "shouldered".

Qing: In the evening, tired birds want to go back to their nests. At this time, the afterglow of the sunset shines on the birds' backs and wings, as if birds were carrying the sunset back to their nests. In the poet's pen, the evening scenery has a sad beauty, which is now reflected in the words "tired" and "pretending". Is the bird tired? Unknown, this is the poet's imagination, but also the refraction of the poet's emotions. The poet is tired of writing about birds. In fact, he is expressing his fatigue. The word "piggyback" deepens the poet's imagination and highlights the fatigue of birds, because piggyback is a load and piggyback is the sun. Here, the poet describes not only the scenery of tired birds returning to their nests, but also the poet's own unique experience of life.

(2) The white-headed reed has also become a temporary beauty.

Presupposition: first, guide students to understand the original meaning of "make-up"-"make-up", then find out the ontology and object of "make-up", and then realize the expression effect of this word.

3. Classification of guiding words.

◆ABB style: dripping, white, fragrant, golden and shiny.

It is watery, dark, heavy, red and irritable.

4. Guide students to grasp the text as a whole.

(1) Name the students and talk about the main contents of the two poems.

Qing: On the River in Autumn Night describes what the poet saw on the river at dusk in autumn, and expresses the poet's love for nature.

Song of the Flower Cow skillfully and vividly shows the movements of the Flower Cow on the grassland, and expresses the poet's love for life and yearning for freedom.

(2) Guide students to use their imagination and rewrite The River on an Autumn Night.

Change it into a five-character poem: tired birds bring the sunset to the sky. How can you be bitter and sweet in the wind, and your wings shine all over the river. Thousands of waves, cool to late autumn. Just as cold as ice, suddenly leaning on red makeup.

In the evening, the birds will go home after playing outside all day. They fly wearily, and the sunset seems to be carried on their backs. The birds flapped their wings as if to shake the sunset off the river. The white reeds on the river bank were instantly dyed red by the sunset.

Fourth, classroom review, exchange gains.

1. The teacher summed up the teaching content of this class and commented on the students' classroom performance.

Transition: classmate, tired birds return to their nests and the sunset reflects the river. Is it beautiful? Flowers and cows are sleeping soundly and walking on the grass. Is it beautiful? These are beautiful, the most beautiful pictures described by nature. Where is their beauty? Next class, we will continue to appreciate it through in-depth exploration.

Summary: This is a self-reading course, and the explanation will not be as comprehensive as intensive reading, but the understanding of words and the interpretation of texts are still the focus of classroom teaching. In this lesson, we have a simple understanding of the author, learned recognizable words and mastered their writing methods. The most important thing is that we have grasped the main contents of the two poems as a whole. The students' performance is very good, _ _ _ _ _ _ _ _ _ _ _ _ _ _ _

(Example: When learning new words, you can contact the words you have learned, so you have strong learning ability; When understanding circle painting words, you can combine specific poems and be very careful; When reading poetry aloud, you can grasp the pause and rhythm of poetry well and make full preparations before class; Think carefully in class and actively answer the questions raised by the teacher. The teacher hopes that all students can use their brains and answer questions actively in class like these students. Only in this way can we gain a lot in class and improve our learning ability. )

2. Guide students to exchange gains.

(1) The method of freely communicating and understanding words.

(2) The communication method summarizes the main content of the article.

Five, homework design, consolidate and improve.

1. Recite two poems.

2. Complete the corresponding training in this lesson.

Second lesson

Teaching objectives:

1. Appreciate key poems and appreciate the beauty of poems.

2. Understand the theme of the poem and feel the poet's emotion.

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, study 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: What kind of picture does the poem 1 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. meaningful: what scenes are 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. Pinyipin: What rhetoric is 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 the students to read "Hua" in sections and circle what they don't understand.

4. Teachers show their research topics, and students exchange and discuss in groups.

A. 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 become reciting. 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 the extracurricular reading content 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 for the natural beauty after the rain) Fourth, review in class and exchange gains.

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. The students' performance is very good, _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _

Five, homework design, consolidate and improve

Complete the corresponding training in this lesson.