Teaching plan for writing poems by frogs in grade one Chinese.

This little frog is not only an expert in catching insects, but also writes poems. Do you want to know what poem it wrote? The following is the lesson plan of "Frog Writing Poems" in the first grade Chinese, I hope it will help you!

Analysis on the Teaching Plan of Frog Writing Poems (1)

This little poem has five bars, short and pithy. This paper personifies things and vividly depicts the scene of frogs croaking and writing poems happily in rainy days. The content of the textbook is illustrated, lively and full of childlike interest, imagination and creativity. It is a rare text that students like, and it also leaves a broad space for teachers' creative teaching.

Teaching idea

According to the teaching materials and the age characteristics of students, I take situational pictures and various forms of reading as the carrier to stimulate students' reading pleasure, develop students' language and enlighten children's spirituality! There are four combinations in teaching: reading and consolidating literacy, reading and cultivating language sense, and reading and promoting students' development.

Teaching objectives

1, I know the new word 14 "Poem tadpoles make beads for commas and omit gung", and I can write seven words such as "Give a bubble".

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 emotion and aesthetic taste of loving nature.

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.

Look, children: (Showing courseware) Our blackboard has become a beautiful lotus pond. What is in the lotus pond? (Lotus leaf, lotus flower, tadpole, water bubble, string of small water drops) At this moment, a big frog jumped out of the pond. Suddenly, it began to rain lightly in the sky ... (The first paragraph of the text is displayed on the big screen)

2. The teacher read the first paragraph and guide the students to read the happy mood of the frog writing poetry.

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 words by positioning association. Group words.

Second, read the text for the first time and feel the new words.

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

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

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

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

Third, check reading aloud, create situations, and read with 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 the section 2-4, learn "tadpoles bubble a comma with beads to omit".

(1) Learn the word "A string of water drops bubbles in tadpole water"

Who helped the frog when he wrote 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?

(2) read the word "bubble", (blackboard writing) (word card) speak for yourself. Solve riddles on the lanterns, can you remember? The bag on the water is a bubble.

Three groups of words.

What did they do for frogs? Read parts 2, 3 and 4 by name.

(4) Learn "comma" and "give"

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

The teacher took out the word card "comma" for the students to read.

Here "give" means "for and for". Now let's learn "gei" (blackboard writing) (word card). Please speak and write your composition yourself.

(5) learning "sentences"

How does the 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.

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? It can be seen that there are only two or more things in a string.

The teacher read it out 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.

Learn numbers.

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 and learn "hexagrams"

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 students reading and reading together.

Show me "gung" and what do you find? (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 and check them together.

(2) Can you read it in the text? Practice reading freely and check reading in sections.

Fourth, writing.

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 words: write a poem, tadpole, comma, water 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.

The second is palindrome of new words, the overall perception of the text.

Listen-Shasha, Shasha, it's raining! The rain falls on the lotus leaf, the water and the smiling face of the little frog, so that's it! The little frog made a poem with these new words on a beautiful rainy day. do you want to see it ? Open your books 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-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? It's raining, falling rain, falling 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).

A little rain drops into the water, onto the lotus leaf, onto 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!

The tadpoles in the water are all here, and they all show their little heads.

Rain drops on the green lotus leaves, rolling around.

Raindrops fall into the water, and the water in the river is beautiful round after round! The tadpoles in the water are all here, and they all show their little heads. ) It is mainly to cultivate children's imagination and develop language.

If you are a little frog, think about what it feels like when a little rain falls on the little frog. It will feel cool, itchy and interesting! )

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, the first sentence to guide emotional reading, 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 the second-fourth section. 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 Soaks a String of Water Drops) What sections do you know? (2、3、4)

2. Free reading and thinking: What have they helped?

(blackboard writing: tadpole figure-comma water bubble figure-full stop a string of water drops-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.

(3) The teacher writes on the blackboard ...) Know the ellipsis and show 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.

4. Yes! What an interesting conversation! What a good friend! Try to read it emotionally in the group.

5. 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.

7. Expand and train the language.

What an interesting poem! Think about things in nature according to the text. What else can be used as commas, ellipsis and periods?

(1) circle, when the period.

(2) a string, when the ellipsis appears.

③ It can be a small comma.

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

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

Frog's poems are so interesting that there is only one word-gung. This word is onomatopoeic and pictophonetic. Read it again. Read it in different tones.

"Quack, quack" is the language of the little frog. Can you do some translation 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 read aloud: 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 poetry. He read aloud: Gaga ...

(D) the end of the sublimation of beautiful 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 beautiful poems, and we will read the full text with such joy.

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

Fourth, guide the writing of "bubble, gung".

1, which guides the observation of the structural characteristics of 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 pushed over vertically, just 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 for Frog Writing Poems (2) Design Concept

Good text content can make students never tire of reading it and be elated, and at the same time, it can also open up teachers' teaching wisdom. According to the teaching materials and students' learning characteristics, I use vivid pictures and poems as literacy carriers to integrate reading with literacy teaching, so that reading can promote reading and students can read in reading. Based on students' rich life, we guide students to master the rules of Chinese characters and use various methods to read, and strive to build a situational, life-oriented, open and vital classroom. In teaching, we should fully optimize the teaching resources, establish the concept of big Chinese, expand and extend appropriately, enrich the teaching content, arouse students' individual expression, tap students' potential and highlight the characteristics of school-based curriculum research. When designing and teaching, I try my best to embody "three innovations", namely, new ideas, new designs and new methods; Highlight the "triple", that is, pay attention to literacy, reading aloud and creation.

Teaching objectives

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

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

3. Have a preliminary understanding of three punctuation marks.

4. Review new words, learn to write four, and cultivate literacy for various literacy methods.

teaching resource

Make full use of teaching resources such as courseware, recording, wall charts, objects and new word cards.

teaching process

1. Create situations and review new words.

1. Show the little frog (picture), communicate with the little frog and say hello.

2. Create a situation and review the new words by looking at the pictures. (Courseware demonstration)

3. Instruct students to read and consolidate new words in Pinyin.

4. Get rid of Pinyin and drive a train to read new word cards.

2. Read the text aloud and clear your mind.

1. Five students read the text: Who helped the frog when he wrote a poem?

(blackboard writing: tadpoles soak a string of water droplets)

2. Read the second, third and fourth parts and think: What did they do for frogs?

(blackboard writing: comma period ellipsis)

3. Read the text and learn new words

Learn "numbers"

1. How many punctuation marks did we know today?

2. Look for commas, periods and ellipsis in the books at the same table and read each other.

3. What other punctuation marks do you know in the big family of punctuation marks?

4. Think about it. Besides punctuation, what word can "Hao" be combined with?

5. What should I pay attention to when writing?

Causing "bubbles" and "strings"

1. The teacher blew bubbles and asked the students to observe carefully.

2. What kind of bubbles did the teacher blow out? (colorful bubbles, a string of big bubbles)

3. Show the new words "bubble" and "string".

Please circle these two words in the text.

Learn to "bubble"

1. How to remember the word "bubble"?

2. Review the new words you have learned and lead to "a string of words". (full of guns and robes)

3. Read the ballads and remember "a string of words" in different ways. What will you find? (The left and right structures are pictophonetic characters)

Learn "Strings"

1. What can you think of when you see the word "string"? (Show the real thing: a necklace, a string of peppers, a string of lanterns)

2. Teachers use language to describe, students guess, and use the word "string" when guessing.

Yellow, curved, soft and sweet (a bunch of bananas)

Sweet, round, purple and green (a bunch of grapes)

Wearing a stick, red, with sugar hanging outside, it tastes sweet and sour (a string of candied haws)

Put it on with a stick and barbecue it with fire. It's delicious (mutton kebab)

3. Read the second, third and fourth parts with different roles.

(Break: Let's sing and follow the frog to the house to read his poems, shall we? Sing "Little Frog Looking for Home")

Fourth, understand poetry and learn "hexagrams"

1. Look and listen to the poem written by the little frog. (courseware demonstration).

Everyone listens carefully. Guess who gave the voice to the little frog?

Let her read it to everyone again, will you?

4. If you observe this poem carefully, what will you find? (There is only one word "gung")

5. If you show the hexagrams, what will you find? (pictophonetic characters)

6. Instruct writing (writing rules are from left to right, narrow left and wide right)

7. Students write the word "gung".

Please take a closer look at this poem. What else will you find? (The rhythm is the same; There are commas, periods and exclamation points)

9. What should we pay attention to when reading this poem again? (The period should be longer, the comma should be shorter, and the ellipsis should be read as if the word was not finished. )

10. Who will read it again? (Guide reading different feelings)

1 1. Guide students to do small translation. What does it mean to imagine a poem written by a frog? Discuss in groups.

12. How would you feel if you were the little frog squatting on the lotus leaf watching the rain? If you were a little frog and wrote a wonderful poem, how would you feel? How would you feel if you got help from others?

13. Everyone should be a little frog and read his own poems. (with joy, pride and gratitude)

Fifth, expand and extend, imitate poetry.

1. Frog wrote this wonderful poem, which is well known by small animals. They are here today. Let's see who is here. Let's meet and listen.

2. Homework: Please help them think: What kind of poems can each animal make? Who will help them? Imitate the text and say

Teaching Plan of Frog Writing Poetry (III) Teaching Objectives:

1, knowing 14 new words, can write 2 new words. Teach students a variety of literacy methods and cultivate their literacy ability.

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

3, preliminary understanding and understanding of three punctuation marks.

4. Understand the content of the text, expand the language and cultivate imagination and creativity.

Teaching process:

Create a situation

Can students recite poems? Who can recite this poem by who? There is a little frog who also wants to be a poet. Today, the teacher invited him to class. Let's say hello to the frog! The article we are going to learn today is "Frogs Write Poems".

First, teachers read the text mode

Students pay attention to the pronunciation of each word and the pause of the sentence.

Second, reading the text for the first time

Free reading. When you encounter new words, you can draw them with your favorite symbols and read them several times with the help of pinyin.

Third, read the text again and learn the content of this section.

Show the word "poem" and form words. Ancient poems, poets, writing poems ...

1. The text we are studying today is poetry. The courseware shows the content of the text and explains this part.

2. Please mark the article according to the 1 and 2 parts just marked by the teacher.

3. Read the text in sections.

Fourth, detection.

Just now, we read this article fluently and correctly. If the teacher invites the newborn babies to the TV screen alone, can you still know them? (Detecting various forms of new words)

Fifth, feel the text and read it.

1, thinking: Who helped the frog in the process of writing poetry?

The blackboard says: tadpole blisters and water drops.

Thinking: How do they help frogs?

(1) Tadpoles should be commas. Blackboard writing: comma

Students can read the second part freely.

The tadpole swam over and said, "I can be your comma!" " "

Learn the polyphonic characters (), funny structure (semi-closed structure) and good polyphonic characters (hàoháo) of tadpoles and gei, and teach students to write correctly.

Thinking: Why can tadpoles be commas?

Tadpoles have big heads and long tails, much like commas. Write on the blackboard,

(2) Water bubbles should have a small period.

Thinking: Why can water bubbles be a small cycle?

Because the blisters are round. Write on the blackboard:

The teacher brought a bubble today. The teacher will blow. You can observe it and see if it is round.

The teacher blows bubbles to stimulate students' interest in learning.

Show the new word card "Bubble" and read it at random. Teach to write "bubbles".

(3) Ask two students who write fast and well to come to the front and blow bubbles for the students. Other students carefully observe what bubbles they blow out and help the teacher fill in the blanks on the screen.

Fill in the blanks with a (string of) bubbles through observation.

Learn the word "string": two couples, wholeheartedly.

Show the word diagram of "string" and think: What else can we use in our life?

What does the string () mean?

A bunch of bananas, a bunch of grapes, a bunch of water drops. ...

Seeing the students doing so well in this class, the teacher gave them a string of red lanterns.

When the frog writes a poem, a string of water drops helps him. What did they do?

Water droplets are oval. Know "ellipsis". Blackboard writing: ellipsis

Do you know the ellipsis? Look for it in this poem and write it down with strokes. How many points does it consist of? Write on the blackboard: …

With the help of so many friends, the frog finally finished his poem. Come and enjoy the works of frogs! Read and think: What did you find?

(1) is a "gung" word.

Learn "hexagrams": onomatopoeic words, left and right structures, pictophonetic characters, left and right hands.

(2) Use the comma, period and ellipsis we learned today.

Although the whole poem is a word "gung", the frog's poem has stopped because of his good friend's help. A comma indicates a small pause in the middle of a sentence. The period is used at the end of the sentence, and the pause is slightly longer than the comma. Would you like to be a little frog and read your own poem? What tone should I read? (pride, happiness and gratitude)

(3) Thinking: What is omitted by the ellipsis here?

Omitting what the frog said, in fact, the frog still has a lot to say, but it is raining harder and harder in the sky, so he has to say goodbye to his good friend and go home.

Sixth, expand

With the help of punctuation marks, language and writing are more exciting. What else do you know in the punctuation family? Talk to your classmates.