Three excellent lesson preparation teaching plans for the first grade Chinese "Frog Writing Poetry"

This paper personifies things and vividly depicts the scene of frogs croaking and writing poems happily on rainy days. The content of the textbook is illustrated, vivid and full of childlike interest. Here are three excellent preparation plans for the first-grade Chinese "Frog Writing Poems" that I brought to you, hoping to help you!

One teaching plan of "Frog Writing Poetry" in Grade One Chinese

Teaching objectives

1, I know the new word 14, "Poem tadpole omits croaking for a string of funny numbers", and I can write seven words such as "give bubbles".

2. Understand the content of poetry, expand thinking and develop language, imagination and creativity.

3. Be able to read the text correctly, fluently and emotionally.

4. Learn the text to enhance the feelings of loving nature and aesthetic taste.

Teaching focus

1, review the new words and write "Bubble, Quack".

2. Understand the content of poetry, expand students' thinking, develop language and cultivate students' imagination and creativity.

Teaching difficulties

Feel the content of the poem and read the text with emotion.

Teaching preparation

Wall charts, word cards, pictures.

Arrange two class hours.

first kind

First, interest introduction

1. Create situations to stimulate interest and develop children's language.

Children, look: (Showing courseware) Our blackboard has become a beautiful lotus pond. What's in the lotus pond? (Lotus leaf, lotus flower, tadpole, water bubble, a string of small water drops) At this time, a big frog jumped out of the pond. Suddenly, it began to rain lightly in the sky (the big screen shows the first paragraph of the text)

2. The teacher reads the first paragraph to guide the students to read the happy mood of frogs writing poems.

3. What kind of poem did the frog write? Today, we are going to learn from frogs to write poems. The teacher writes on the blackboard, and the students raise their hands to read the questions together.

4. Learn the word "poem". Memorize new words by positioning association. Group words.

Read the text for the first time and feel the new words.

1, the teacher reads the text and the students perceive the pronunciation of the new words.

What interesting children's poems! Listen to the teacher reading the text and pay attention to the pronunciation of the new words you circle.

2. Students can read the text freely and feel the pronunciation of new words.

The following students read the text freely with the help of pinyin, so as to be correct and fluent, especially when encountering difficult sentences, and read the new words several times.

Third, check reading aloud, create situations and read after the text.

1, check the first part

In the drizzle, the frog wants to write a poem. Who will read the first part? Other students will listen carefully.

2. Check out the second and fourth parts and learn how to make a string of beads for interesting numbers to save time.

(1) Learn the word "Tadpole water bubbles a string of water drops"

Who helped the frog when he was writing a poem? Read freely and bring out the circle of friends who help it.

(1) (blackboard writing: picture of tadpoles, water bubbles and a string of water droplets) Know "tadpoles, water droplets and water bubbles" (word cards) and read them.

② Look at the picture. Can you tell me what tadpoles look like? (Literacy is combined with understanding things and developing language)

(2) teaching "bubbles"

Do you want to see blisters? (Blowing bubbles) What kind of bubbles did the teacher blow out?

(2) Send the word "bubble", (blackboard writing) (word card), and say it yourself. Can you remember riddles? A bag on the water is a bubble.

Three groups of words.

(3) What did they do for the frog? Name parts 2, 3 and 4.

(4) Learn "comma" and "give"

First, let's see how tadpoles help frogs. ("I'll give you a comma!") ) (screen) means reading, reading together, and reading while doing actions with the cooperation of teachers and students.

The teacher showed the students the word card "comma".

The word "give" here means "for and for". Now let's learn "gei" (blackboard writing) (word card). Please speak and write your own compositions.

(5) learning "sentences"

How does the water bubble help the little frog? (I can be a short time) (screen) refers to reading, reading.

(2) Look at the word "sentence" in this "period". (blackboard writing) (word card) Note that it is a semi-closed structure. Different from "spoon", word combination.

(6) Learn to "string"

How does the water drop help the frog? (a string of water drops) (word card)

② Why not say a drop of water? Obviously, there are only two or more things in a string.

The teacher took the word card and read it. Screen demonstration of ancient and modern changes.

(4) What is a string? A necklace, a pepper, a banana, a lantern, a grape, a sugar-coated gourd and a mutton.

(7) learning mathematics.

Students look at the blackboard and observe their shapes. What did you find? Can you talk about it? Who looks like who?

These are punctuation marks. What other punctuation marks do you know? (? ; ! ) (Punctuated song screen)

(3) Think about it. Besides punctuation, what other words can be formed? (card)

3. Learn the fifth section, learning "quack?

With the help of so many good friends, the little frog finally finished writing this poem. Refers to reading.

(1) What did you find after reading this poem? (There is only one word "gung") refers to both students and students.

Show me "gung" and see what it is. (formal word)

(2) Find out what pictophonetic characters are left in this lesson. Tadpole, Bubble, Doby. . . The purpose is to guide children to remember with pictophonetic characters)

4, palindromes of new words, combined with reading and rereading.

(1) The teacher shows the new words, read them together and check them.

(2) Will you read it back in the article? Practice reading freely and check reading in sections.

Fourth, write

Complete the "sentence string"

1, which guides the observation of the position in the virtual palace and the main pen of each word.

2. Teachers demonstrate writing one by one.

3. Students practice writing (reminding writing posture)

Verb (abbreviation of verb) summary.

Second lesson

teaching process

First, create a situation, review and consolidate Chinese characters

1, (courseware demonstration) (little frog picture) Students talk to the frog and say hello.

2. Look at the picture and read the new words with pinyin. (Show the words: write a poem, tadpole, comma, bubble, period, a string of water drops can be omitted) Read by yourself, read in groups and report to the class.

3. Get rid of Pinyin and read new words by train with cards.

Second, palindromes of new words, the overall perception of the text.

Listen to sasha vujacic, it's raining! Rain falls on the lotus leaf, in the water and on the smiling face of the little frog, so! The little frog made a poem with these new words on a beautiful rainy day. do you want to see it ? Open your book and read freely! Pay attention to accurate pronunciation, pause, and read the bad places several times. The teacher pays attention to the pause in the fifth quarter. ) Think about it: What did you read?

Third, create a situation and feel the text.

(1) Learn the first section to create situations, stimulate imagination and feel the beauty of rainy days.

1. (Showing courseware) Listen: Tick-tock, tick-tock. . . What's that noise? (It's raining) Yes! What sentence did you write! Rain, rain, rain! ) How do you feel? Where did you feel it? Introduce the feeling of light rain (by reading aloud to understand the word "Xi Lala" in the context).

Small raindrops fall into the water, on the lotus leaf, and on the lotus leaf. . . . . Tell everyone what you see.

The rain drops on the green lotus leaf and rolls around.

Raindrops fall into the water, and the water in the river is beautiful round after round!

All the tadpoles in the water have come, showing their little heads.

Raindrops fell on the green lotus leaves and rolled around.

Raindrops fall into the water, and the water in the river is beautiful round after round! All the tadpoles in the water have come, showing their little heads. ) It is mainly to cultivate children's imagination and develop language.

2. If you are a little frog, think about what it feels like to have a little rain on the little frog. It will feel cool, itchy and fun! )

If you were a little frog and saw such beautiful scenery, what would you do? I am very happy; It thinks the scenery is so beautiful.

4, guide the mood to read the first sentence, it's raining, the rain is falling, falling! .

Read your feelings quickly.

So he said happily-read the last sentence together: I want to write a poem!

(2) Learn Section 24. Read the dialogues of different roles and experience childlike interest.

1, I heard that the little frog is going to write a poem. Let's see who will help.

(Blackboard: Little Tadpole Bubbles a String of Water Drops) What plates do you know? (2、3、4)

2. Free reading and thinking: What did they help?

(blackboard writing: tadpole figure comma bubble figure period a string of water droplets ellipsis)

3. After reading the summary on the blackboard, why can it be comma, period and ellipsis?

Show me pictures of tadpoles. What did you find? Understand why tadpoles can be commas by observing the pictures. Literacy is combined with understanding poetry and training language at the same time)

The teacher asked the children to blow bubbles. What did you find? (Water bubbles are round, much like a period; I think it is not only round, but also transparent and beautiful! ) Learn by hands-on operation.

How interesting! Read quickly. Refers to reading.

The teacher (blackboard writing) knows the ellipsis and shows the picture to understand the word "a string of water drops". Why not say a drop of water? There are six ellipses and one doesn't work. I think it's interesting to line them up together! The water droplets are United! ) What else can I say? (Training language)

Teacher's Guide: Read your ideas quickly. Refers to reading. Read it together.

5. Yes! What an interesting conversation! What a good friend! Try to read emotionally in groups.

6. Guide students to read the text in different roles. Competition reading.

How interesting! How closely things in nature are connected with our lives! We are good friends everywhere. The teacher pointed to the blackboard and led the children to recite the dialogue emotionally again and recite it down.

8. Expand and train the language.

What an interesting poem! Think about things in nature according to the text. What else can I do? Comma, ellipsis, period?

(1) round, when the period.

(2) a string, when the ellipsis.

③ It can be a small comma.

(3) Learn the fifth section, recite poems beautifully and enlighten spirituality.

1. With the help of so many good friends, the little frog finally finished writing this poem. Read it quickly. What did you find?

Frog's poem is so interesting that there is only one word. This word is onomatopoeic and pictophonetic. Read it again and read different tones.

2. "Gaga" is the language of the little frog. Can you translate it a little and explain to everyone what the frog's poem means? (Enlighten children's spirituality with imagination)

3. The teacher read the little frog's poem:

As you said, the little frog praised the colorful spring with his poems. It recited loudly: Gaga.

The little frog thanked his friend for helping him write a poem. He read aloud: Gaga.

The little frog expressed his inner joy with his poems. He read aloud: Gaga.

(D) The end of the sublimation of beauty reading

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 a beautiful poem, and we will read the whole text with such joy.

2. The teacher hopes to read your poem one day, ok?

Fourth, guide the writing of "Bubble, Gua".

1, guiding the observation of the structural characteristics of the characters. (left narrow and right wide)

2. Focus on writing "hexagrams".

The teacher summed up the children's song: the word "mouth" is on the left. Look at how the word "melon" is left upright and pressed like a person striding forward! So spread it out when you write.

Teachers demonstrate writing and students practice. Guide children to write good words on their own initiative according to the methods of writing, reading and comparing.

Verb (abbreviation for verb) class summary.

Teaching plan 2 of "Frog Writing Poetry" in Grade One Chinese

Teaching objectives

1. Cultivate the feelings of loving nature and protecting animals by reading the text carefully.

2. Understand the function of comma, period, exclamation point and ellipsis, and use them appropriately in different language environments.

3. Use various methods to memorize 7 words that require writing and 14 words that require recognition.

Teaching focus

Understand the usage of several punctuation marks by studying the text.

Teaching difficulties

Correct use of several punctuation marks.

teaching process

first kind

First, import

Students, do you like listening to poetry? Today, we are going to learn a beautiful poem called "Frogs Write Poems". Let's read the topic together.

Second, read the text for the first time and feel it as a whole.

1. Students read the text by themselves. When they encounter unfamiliar words, they can use Chinese Pinyin to ask their classmates and teachers to pronounce them correctly.

2, normal reading, students draw the words required to write.

3. Read by name and see who can read.

Third, a variety of ways to read new words

1. The media shows new words in Chinese Pinyin, and students recognize and teachers correct inaccurate pronunciation.

2. Guide students to read new words through group study.

(1) Pay attention to the polyphonic words "give, sentence, bubble and sign".

(2) The "string" can adopt the literacy method.

(3) To guide students to learn the word "treasure" when learning "sentences", we can list several such words: spoon, tick, ten-day and treasure.

(4) Pay attention to the proportion of the word "no" and keep your mouth flat.

3. Practice expanding words and spoken English.

Third, read the text again and feel the sentiment.

1, read the text together and tell me how many punctuation marks have been withdrawn from the text.

Write these punctuation marks on the blackboard.

3. Read a sentence in Exercise 2 after class and pay attention to the usage of punctuation.

Fourth, homework

1, familiar with the text.

2. Writing requires written words.

3. Find information and understand the usage of punctuation marks such as commas, periods and ellipsis.

Second lesson

First, review and consolidate new words.

1, a word that can be written.

2. do exercises.

3. Read the words to be recognized.

Read and recite the text.

1, read by name.

2. Read in groups.

3. read at the same table.

4. Practice reciting.

5. Understand the text and tell me what the frog wrote.

Third, learn the usage of punctuation marks.

1, report what you have learned about punctuation by looking for information.

2. The teacher summarized the usage of punctuation.

3. Follow the book and do exercise 3.

4. Try to say a sentence with your favorite punctuation.

Read the text again in your favorite way to see who is the most creative.

Verb (abbreviation for verb) homework after class

1, recite the text.

2. Write a sentence with comma, period, ellipsis and exclamation point.

The first grade Chinese "Frog Writing Poetry" Teaching Plan III

(A) the characteristics of teaching materials

This little poem * * * has five sections, which is a short and pithy text in the next semester of senior high school. With the help of tadpoles, blisters and water droplets, this paper vividly depicts the scene of frogs croaking and writing poems happily in rainy days. The content of the textbook is illustrated, vivid, full of childlike interest, imagination and creativity, and it is a rare good text that children love to see.

(2) Annual characteristics

The psychological characteristics of junior students are lively, innocent and lovely, and easy to accept intuitive things. As far as the learning foundation is concerned, they have studied for a semester, and they are no strangers to the classroom requirements, and they have basically adapted to their study life. Although I have accumulated some literacy methods and experience, due to the lack of literacy and vocabulary, the relationship between words, sentences and paragraphs is not very clear, so my sensitivity to Chinese is poor, and it is often difficult to read an article accurately and fluently, let alone understand and recognize the text. How can we solve these problems as soon as possible and improve our reading ability? An effective way is to choose appropriate teaching strategies according to students' cognitive rules, so that they can read as soon as possible, open the small window of books, broaden their horizons, accumulate reading and accumulate Chinese literacy.

(C) Teaching characteristics

Teachers actively create a warm and positive emotional atmosphere, and strive to create colorful teaching situations, so that students can learn happily in their favorite activities, and at the same time feel the happiness and healthy growth of their childhood.

Ideas and goals

Ideas:

As teachers in the new era, we should look at Chinese teaching from a new perspective and actively explore the laws of Chinese teaching under the new curriculum. Although literacy teaching is the main course in lower grades, reading teaching can not be ignored, and there is a close relationship between them. At the same time, I don't deny that some experts think that literacy teaching is also a reading view. How to explore a new teaching way to cultivate students' independent literacy and connect with life literacy in reading teaching, achieve a win-win situation and finally improve students' Chinese literacy? According to the characteristics of textbooks, students and teachers, the teaching of this course is designed with reading teaching as the carrier, starting with reading, moving out of Chinese character learning, and then returning to text reading, thus consolidating and deepening the sound, form and meaning of Chinese characters. In this way, words can't be separated from words and sentences. Words are learned in a language environment, which improves literacy efficiency and cultivates students' reading ability.

Goal:

1. Feel the content of the text, experience the harmony between people and animals, get close to beautiful nature and lovely animals, and cultivate students' imagination and creativity, thus developing children's thinking and language.

2. I know 14 new words in the article and can write 4 new words. Highlight the distinctive characteristics of students' life literacy and self-literacy. Master a variety of literacy methods, improve literacy, and pay equal attention to reading and writing.

3. According to children's cognitive rules, create a variety of situations and use a variety of teaching methods, such as intuitive courseware demonstration, colorful and vivid pictures intuitive teaching, so that students can learn happily in activities.

4. Be able to read the text correctly, fluently and emotionally; Know punctuation marks: comma, period and ellipsis, and learn to use them initially.

First of all, an exciting introduction.

1. Students, Mr. Fu is going to take the students to see the lotus pond. (Show courseware) What's in the lotus pond? (Lotus leaf, lotus flower, tadpole, water bubble, a string of small water drops) At this time, a big frog jumped out of the pond. Suddenly, it began to rain lightly in the sky (the big screen shows the first paragraph of the text)

2. The teacher reads the first paragraph to guide the students to read the happy mood of frogs writing poems.

3. What kind of poem did the frog write? Today we are going to learn "Frog Writing Poetry" and read the topic together.

Second, the new lesson

(1) Section 2-4

1. Know the word "poetry", read and write: poetry, ancient poetry, writing poetry,,,

2. Open the book on page 12. In a poem, a blank line in the middle of several sentences indicates a section. The teacher is reading the text now. Please mark how many bars there are in this poem (***5 bars).

Who helped the frog when he was writing a poem? Read freely and bring out the circle of friends who help it.

(blackboard writing: tadpoles, water bubbles, a string of water droplets) Know "tadpoles, water droplets, water bubbles" (word card).

4. Teaching "bubble"

(1) Do you want to see the water bubbles? (Blowing bubbles) What kind of bubbles did the teacher blow out?

(2) Just read the word "bubble", (blackboard writing) (word card), and say it yourself. Can you remember riddles? A bag on the water is a bubble.

(3) Word formation.

5. What did they do for the frog? Name parts 2, 3 and 4.

6. Learn "comma" and "give"

(1) Let's first look at how tadpoles help frogs. ("I'll give you a comma!") ) (screen) refers to reading, reading together, and cooperative reading between teachers and students.

(2) The teacher gives the students the word card "comma" to read.

(3) The word "give" here means "do what you want". Now let's learn "gei" (blackboard writing) (word card). Please speak and write your own compositions.

7. Learn "sentences"

(1) How can blisters help little frogs? (I can be a short time) (screen) refers to reading, reading.

(2) Look at the word "sentence" in this "period". (blackboard writing) (word card) Note that it is a semi-closed structure. Different from "spoon", word combination.

8. Learn "Strings"

How does the water drop help the frog? (a string of water drops) (word card)

(2) Why not say a drop of water? Obviously, there are only two or more things in a string.

(3) The teacher reads with a word card. Screen demonstration of ancient and modern changes.

(4) What is a string? A necklace, a pepper, a banana, a lantern, a grape, a sugar-coated gourd and a mutton.

9. Learn numbers

(1) Look at the blackboard and observe their shapes. What did you find? Can you talk about it? Who looks like who?

These are punctuation marks. What other punctuation marks do you know? (? ; ! ) (Punctuated song screen)

(3) think about it. Besides punctuation, what other words can be formed? (card)

(4) There is also the pronunciation of "good" in the word "good", which means crying loudly, such as "wailing"

10. With the help of so many good friends, the little frog finally finished writing the poem (out of the word card), learned to write on the blackboard, (screen, empty book) compose words, and (successfully, completed) make sentences. Write raw. With the help of so many friends, the little frog succeeded, which shows that friends are too important to us. Let's read sections 2, 3 and 4 together, shall we? (Teachers and students read aloud together)

(2) Section 5

1. Now let's see what the frog wrote. Read part 5.

2. The poem made by frog is very interesting, with only one word. Learn this word first. (Writing on the blackboard) Tell me about this word (pictophonetic word, pictophonetic word). Read it again and read different tones.

3. "Gaga" is the language of the little frog. Can you translate and explain what the frog's poem means? (imagine)

Now you are a lovely little frog. Come and read your own poem.

Other small animals join in the fun when they see frogs writing poems. What poems did they write?

Third, expand

1. The little frog can make such a beautiful poem. Let's read the whole article with such joy.