5 lesson plans for the fourth Chinese lesson "Three Ancient Poems" in the first volume of the third grade edition compiled by the Ministry of Education

# Teaching Plan # Introduction In the teaching of ancient poetry in middle grades, we should pay attention to guiding students to feel the content of the poem and fully understand the poet's emotions. However, the language of the poem is the concentrated essence, and the poet's creative background cannot be experienced by students at all. . Therefore, we cannot just understand the meaning of the poem line by line, but we should guide students to enter the situation and gain insights. The following is the content carefully compiled for everyone. You are welcome to read it.

1. Teaching objectives of the fourth Chinese lesson "Three Ancient Poems" in the first volume of the third-grade version edited by the Ministry of Education:

1. Learn the word "maple" in this ancient poem and pronounce "slant" accurately. ”, understand the words.

2. Understand "Mountain Journey" and use your own words to explain the meaning of the ancient poem.

3. Feel the scenery described in ancient poems and understand the poet's emotions.

Teaching process:

1. Ancient poetry stimulates interest

1. Students exchange ancient poems and recite ancient poems.

2. Recall the basic methods of learning ancient poetry

(1) Understand the topic and know the author

(2) Explain the words and talk about the poetic meaning

(3) Connect with reality and use your imagination

(4) Emotionally read aloud and experience the poetic scene

2. Reveal the title

Study "Mountain Journey" < /p>

1. Read the poems carefully and think about which ones you can understand.

2. Students read poems and communicate in their own way.

(1) Mountain walking: walking on the mountain road.

(2) Author: Du Mu (Tang Dynasty) Students use extracurricular knowledge to exchange their understanding of Du Mu, deepen their memory, and understand poetry more easily.

(3) Communication: stone path, sitting, frost leaves, red leaves, deep in white clouds...

(Students discover communication, combine students’ questions, and interpret ancient poems and fish. )

3. Understanding of the sentence:

A. The winding path paved with stones stretches far away to the top of the mountain in late autumn.

B. On the mountain where white clouds are shrouded, several families can be vaguely seen.

C. I stopped the car (to watch) because I was nostalgic for the beautiful scenery of the maple forest in the evening.

D. The maple leaves struck by autumn frost are brighter than the red flowers that bloom in February.

4. Students use their own words to describe the poetic meaning of ancient poems.

(Speak by yourself, by your deskmate, by name)

5. Connect with reality and use your imagination

6. Introduce ancient poems

(You can use little tour guides, little painters, little poets... to express the meaning of ancient poems.)

7. Communication: What feelings does the poet express?

On the basis of proficiency in reading aloud, experience emotions.

8. Read ancient poetry beautifully

There are various forms and you can experience the emotions. < /p>

1. Study the ancient poem "Mountain Journey" and feel the poet's love for autumn.

2. Learn the new words that appear in the poem. Can write the words "Yu and Feng".

3. Cultivate students’ love for ancient poetry and encourage students to recite ancient poems other than the text.

Teaching Focus

1. Learn new words that appear in poems. Can write the words "Yu and Feng".

2. Read the text correctly, fluently and emotionally. Recite the text.

Teaching difficulties

Cultivate students’ love for ancient poems and encourage students to recite ancient poems other than the text.

Preparation before class

Word cards, text illustrations

Teaching process

1. Conversation introduction

1 , Who can recite the poem "To Liu Jingwen" to everyone? Recite by name. This poem describes the scenery of that season? (Autumn)

2. Today we will learn another ancient poem describing autumn. The topic of blackboard writing is: read together.

3. Introduction to the author of the poem: Du Mu, a poet in the Tang Dynasty of my country.

2. Read ancient poems for the first time and learn new characters

1. Read ancient poems freely and draw new characters.

2. Show the card to read the new characters:

Yu, Jing, Xie, Feng

3. Talk about the method of memorizing characters:

Yu: Compare with "dry".

Maple: Use the old word "wind" to bring out "maple".

4. Draw red and write on the spot.

5. Read ancient poems again.

3. Cooperative learning and understanding of poetry

1. Group cooperation: choose your favorite way to read ancient poems.

2. Bring up words and phrases that you don’t understand:

(1) Self-study:

Understand the meaning of poetry with the help of annotations or reference books.

(2) Group communication.

(3) Collective reporting and communication.

3. Analyze the poems and deeply understand the feelings:

(1) When reading poems, from which places can you feel the poet’s love for autumn? (Express your own opinions based on the poem)

(2) Look at the picture and imagine: Deep in the autumn mountains with winding stone paths and shrouded white clouds, there are people living there. The poet was attracted by a fiery red maple leaf. He couldn't help but stop and watch, and sighed, "Frost leaves are as red as February flowers." If you were a poet, what would you think of at this time?

(3) Recite poems and enter the artistic conception:

Guided reading: free practice reading, named reading, teacher's model reading, and reading together.

Guide to recite.

Recite freely, recite by name, teachers and students memorize together.

IV. Expansion activities

3. The teaching objectives of the fourth lesson "Three Ancient Poems" of Chinese language in the first volume of the third grade edition edited by the Ministry of Education:

1. Recognition "Can, You, Ao, Jun, Orange, Orange" guides the writing of "Gift"

2. Be able to read ancient poems correctly and fluently. Recite ancient poems.

3. Be able to roughly understand the main ideas of ancient poems with the help of annotations, illustrations, and connections with life. Initial understanding of the emotions in the poem.

Teaching focus:

Read and recite ancient poems correctly and fluently.

Teaching difficulties:

Be able to roughly understand the main ideas of ancient poems with the help of annotations and illustrations and connections with life. Initial understanding of the emotions in the poem.

1. Introduction to the poem and reveal the title of the poem.

1. Reciting "Mountain Journey" leads to the ancient poem "Gift to Liu Jingwen".

2. The poem written on the blackboard is titled "To Liu Jingwen".

3. Instructions are given to write "gift".

(1) Students observe "gifts".

(2) Freely talk about what should be paid attention to when writing this word.

(3) Teacher’s model writing.

(4) Students imitate (emphasis on writing posture).

(5) Display and evaluation.

4． Guide to comprehension questions.

5． Understand the poet (understand briefly).

2. Read ancient poems for the first time, read the verses thoroughly, and read the rhythm well

1. Ask students to read the ancient poems freely, pay attention to reading the pronunciation of the characters, and read the verses thoroughly.

2. Show: The load is gone, the rain cover is held up, the chrysanthemums are still proud of the frost branches and oranges.

3. Check new words: (Teacher will lead reading, read in a small train, read together).

4. Put the new words into sentences and read them freely. Pay attention to reading the sentences thoroughly (read by name, read by teachers, read by boys and girls, read together).

5. Read the ancient poem again and read out the rhythm.

Poetry, there must be a beautiful song hidden in the poem. Invite students to read freely and read out the rhythm.

6. Reading in normal school, reading by name, reading together, teachers and students reading together (duplicate reading, overlapping reading), boys and girls reading together (duplicate reading, overlapping reading), and reading together.

3. Read the poem again, imagine the picture, and understand the scenery described in the poem.

1. People often say that "there are paintings within poems, and poems within paintings." So there are not only songs within poems, but also paintings within poems. Ask the students to read the ancient poem silently and circle the autumn scenery described in the poem while reading (do not read without writing or writing).

2. Report and exchange.

3. Camera writing on the blackboard.

4. Use the circled words to understand the poem.

(1) What do you think of when you see "Lot"? What does the "lotus" in late autumn look like to the poet (guide: look at the illustrations, supplementary blackboard: look at the illustrations)? Understanding the "rain cover" (auxiliary blackboard writing: with the help of notes)

What kind of sigh would the poet make when seeing such a scene? Please use an interjection. (Write on the blackboard: Alas!), read with this interjection: Alas! The load is gone and there is no rain cover (read by name, read together, read together)

(2) Based on the circled "chrysanthemum residue" and "proud frost branch", what kind of picture do you see and think of?

Guide students to talk about it in connection with real life. (Additional writing on the blackboard: Contact with life), what kind of sigh would the poet make when seeing such a scene? Remind the students how the poet will feel (better) when he sees that the lotus has been used up but the chrysanthemums are still "proud of the frost". The poet will say "Hey!" (Write on the blackboard: Huh!)

5. Work in groups to study the third and fourth sentences. What would the poet say to his good friend Liu Jingwen when he saw these scenes?

Student communication, teachers’ camera guidance.

When you see an orchard in front of you, you can’t help but say (wow!) in admiration. Instruct students to read the entire poem with interjections, "Wow! You must remember the good times of the year, the most beautiful ones are orange and green."

6. Instruct students to read the entire poem with interjections, appreciate the poetry, and read out the charm. .

7. Summary: You see, a poem not only has its unique beauty of language and pictures, but also has hidden emotions in it. A poem is a story (supplementary creative background)

8. Supplementary creative background: This poem was written by Su Shi when he was the prefect of Hangzhou in 1090 AD. When Su Shi met Liu Jingwen in Hangzhou, Liu Jingwen was already 58 years old. At that time, his friend Su Shi strongly recommended Liu Jingwen to the court, and Liu Jingwen got a small official position. Faced with Liu Jingwen's negative mood, Su Shi wrote this poem to encourage his friend.

9. Read the story together and understand the poetry.

10. Fill-in-the-blank recitation

4. Expanding poetry

Liu Yuxi’s "Autumn Poems"

5. Assignments:

p>

1. Try writing "To Liu Jingwen" silently

2. Based on your understanding of this poem, please rewrite this poem into a short essay in your own words.

4. Lesson plan for the fourth Chinese lesson "Three Ancient Poems" in the first volume of the third grade edition published by the Ministry of Education. Teaching objectives

1. Be able to recognize 10 new words and write 6.

2. Read the text aloud correctly, fluently and emotionally, recite the text, and experience the poet's praise of autumn.

Key and difficult points in teaching

Literacy and reading and reciting texts.

Teaching process

1. Introduction to revealing the topic

1. Today we will study three ancient poems in Lesson 4 and write the topic on the blackboard. Requirements: Students raise their heads The right hand is writing the topic together with the teacher. The teacher emphasizes the "first", and the following is "自", not "白".

2. Guide students to observe the text illustrations and use the idioms we learned in Literacy 1 to describe these beautiful scenery. (Student answer: The forests are dyed, the mountains and rivers are magnificent...) Not only do we modern people like autumn and praise autumn, there was a great poet Su Shi in ancient my country. He also wrote an ancient poem describing the beautiful scenery of autumn and gave it to his good friend. Liu Jingwen. The title is: A gift to Liu Jingwen (writing on the blackboard) for reading together. Do you want to read it? Open the Chinese language book quickly.

2. First reading of ancient poems

1. Students read ancient poems with the help of pinyin and are required to read the pronunciation of the characters accurately. (Students are free to read.)

2. Tablemates read ancient poems to each other and correct each other. (Students read to each other.)

3. Read in groups of four. After reading, do you say whether you understood the words or sentences?

(Overall perception, understanding of the main idea of ??ancient poems, exchange of word understanding, and the ability to learn independently.)

3. Literacy

1. Show this book Lesson 10 new words with pinyin. Students can practice reading freely, and those who don’t know them can use Pinyin friends. After reading, which words are more difficult to read? You read them wrong when you first started reading. You need to remind everyone. (Students read freely, and the whole class communicates. The teacher provides key guidance and reads when necessary.

)

2. Compose words and read the correct pronunciation: (With the help of a certain language environment.) Liu Jingwen, Chrysanthemum Broken Branch, Gentleman, Orange Orange (Read together, read by driving the train.)

3. Remove pinyin and practice reading words.

4. Keep new words and read them randomly.

5. Everyone can read these new words very accurately. I believe that some of you can remember these new words quickly. Which word do you remember best? Talk to your peers in the group. (Work in groups to memorize new words.) Then the whole class communicates.

6. Read the new words together. (The teacher wipes out the new words) These new words are now in ancient poems. Open the book quickly and read it.

IV. Learning ancient poems

1. After listening to the students reading aloud, the teacher also wanted to read it and listen to the teacher’s most beautiful reading. (The teacher’s emotional model reading uses exaggerated rhythm and rhyme to infect students.) Students evaluate the teacher. Teacher: "Do you want to imitate the teacher and read ancient poems with emotion?" Students read together and read randomly (students with strong reading ability will be judged by the teacher) and imitate reading.

2. Rendering of the artistic conception of the teacher’s work:

Ask the students to close their books and the teacher will draw a simple drawing on one side of the blackboard - a low-hanging lotus leaf and a withered lotus leaf. Chrysanthemum branches, yellow oranges, and green oranges, while describing this beautiful scenery with words of praise.

Use the intuitive effect of pictures to imagine the scenes of ancient poems, so that students can understand the artistic conception of ancient poems and understand the meaning of ancient poems.

3. Facing such beautiful scenery, how do students want to express themselves? Then read the ancient poems quickly and look at the pictures on the blackboard while reading. (Teacher plays classical light music.)

4. Various forms of reading aloud. (Boys and girls compete in reading, teachers and students compete in reading, and read with music.)

5. Recitation:

⑴Look at the blackboard, look at the pictures, and recite with the teacher.

⑵ Students can practice back freely.

⑶ Recitation competition to see who can recite accurately and emotionally.

5. Writing

1. Show the 6 new words on the small blackboard that students are required to write in this lesson. (Students are free to recognize and read, and the teacher teaches reading with words.)

2. Can we write a new word immediately when we see it? Yes, you have to observe first. What to observe? (Observe what structure it is, observe its important strokes, observe the changed strokes...) Then please observe it carefully. Wait and see who observes carefully and reminds everyone. (Students observe new characters and communicate with the whole class.)

3. Write new characters in normal school. (Guide while writing.)

5. The teaching objectives of the fourth lesson "Three Ancient Poems" in the first volume of the third-grade Chinese language compiled by the Ministry of Education

(1) Master the new words in this lesson In terms of Ci, he can write the two new words "prompt and deep".

(2) Read and recite ancient poems emotionally.

(3) Learn to understand poetic meaning with the help of annotations, experience the poet's feelings of missing his hometown, and stimulate and cultivate interest in learning ancient poetry.

Teaching Key Points

(1) Be able to write two new words in this lesson.

(2) Emotional reading, understanding of poetry, and recitation of ancient poems.

Teaching Difficulties

Understand the poetry through recitation.

Teaching preparation

Multimedia courseware, students collect information about Ye Shaoweng.

Teaching process

(1) Situation introduction, revealing the topic

1. The courseware shows some pictures of autumn scenery for students to appreciate.

2. Let students talk about their feelings after seeing the pictures.

3. Teacher introduction: Autumn is a beautiful season, but it is also a season that easily arouses people's sadness. Ancient poets also expressed such emotions! Today we will learn an ancient poem about autumn together. Ask the students to read the question.

Show pictures of autumn to create situations for students to feel autumn and naturally introduce new lessons.

(2) Understand the poet and understand the meaning of the question

1. Do you know who the author of this poem is? Do you know him? Under what circumstances did he write this poem?

(Students communicate the information they collected before class, and the teacher can supplement it appropriately.

)

Before class, let students collect information about poets, communicate and understand the background of poets, and pave the way for students to learn ancient poetry well and enter the inner world of poets.

2. Now let’s read the title again (student reading). So, what does the title mean?

(1) What does "book" mean here? (Write)

(2) What about “what you see”? (what is seen).

(3) What does the title "What I Saw in the Night Book" mean? Who can tell me? (Write down the scenery you see at night)

Start with the title and guide students to understand the title of the poem. This is the first step in learning ancient poetry and can also make a better transition to teaching the content of ancient poetry. .

(3) Reading ancient poems for the first time and learning new words

1. Transition: The poet wrote down what he saw on an autumn night, so what did he see at night? ? What did you hear? Invite students to read this ancient poem freely, and while reading, use “△” and “·” to draw what the poet saw and heard.

(When reading, pay attention to the pronunciation of the characters and read the poems thoroughly. You can use reference books, illustrations, annotations, etc. to understand the meaning of the poems, and mark the places you don’t understand.)

< p> 2. Teacher: I was moved by the serious expressions I saw on my classmates. I believe you will be able to learn this poem well. Who can tell me what the author saw? What did you hear?

3. Student report. (Teacher randomly writes on the blackboard: See: Wuye promotes weaving and listens brightly: Cold sound)

"Do not read without using pen and ink", let students draw while reading, train students to read with questions, and develop the habit of reading while reading. The habit of drawing.

4. Do you understand the words you just drew?

5. When students ask questions that they don’t understand, teachers and students help solve them. (Use the annotations to explain the words, and teach students to read the annotations to explain the words.)

(When understanding "promoting weaving", show the picture and understand the cricket.)

Read the text for the first time and let the students raise questions If you don’t understand something, check their learning status. Through annotations, looking at pictures, etc., students can learn through multiple channels and understand the words more vividly.

6. Learn new characters (promoting, deep)

(1) The word "promoting" here is a new character, which is a flat pronunciation. Read it with the teacher. (The courseware shows "promoting" first, and then "shen". (2) There is also a new word "shen" in this poem, which has a pronunciation of "shen". Please read it. What should you pay attention to when writing this word? (生 Freedom Talk about your own literacy methods. )

(3) Write the two new characters "Shukong" you just learned.

(4) Name the new characters and read them to each other.

(5) (Show the new words) After memorizing the new words, ask your classmates to read the new words to each other.

(6) Read the words together.

7. Teacher: You can read the new words well. Now the teacher will put the new words into the ancient poems to see if you can read the ancient poems well (the courseware shows the whole poem)

8. Teacher: Now let’s listen to the recorded reading first.

9. The students listened really carefully! Then, who can read it to everyone?

10. Nominate and read freely. , read together.

By learning new words, we can implement the "dual basics" teaching and cultivate students' literacy skills. The ancient educator Zhu Xi said: "Generally, reading must be familiar and familiar. After reading, you will naturally read intensively. After intensive reading, you will understand the truth. "Encouraging students to read more is to eliminate reading obstacles, grasp the poems as a whole, and lay the foundation for further learning and understanding.

(4) Reading. Appreciate and comprehend the poetry

(1) Let’s study this ancient poem in more depth. Let’s take a look at the first two lines of the poem.

(2) Ask the male student to read this poem. Two lines of poetry.

(3) What sound do the leaves of the sycamore tree make when blown by the autumn wind? (Xiao Xiao) Explain the lyrics with annotations.

(4) Who does the "guest" here in the second line of poetry refer to? Why is the poet said to be a "guest"? (Because he is in a foreign land)

(5) Please think about it, (play music to enhance the atmosphere) The autumn wind blows down the sycamore leaves, sending bursts of coldness, and the autumn wind also blows from the river. On such a night, if you were this poet visiting alone in a foreign country, how would you feel when you saw the scene in front of you? When you are in such a lonely mood, what will you easily think of?

(6) There are children from Xinguan in our class. When you leave your hometown to study in Daojiao, do you miss home? Who do you think of? Could you please read this poem?