fallen leaves

Teaching objectives:

1. Make students feel that writing poetry is not difficult.

2. I have a preliminary understanding that writing poetry requires novel imagination.

3. Try to write a poem based on fallen leaves.

Teaching preparation: a few poems

Teaching process:

Students, what season is it? Where do you think autumn is?

(Draw out the fallen leaves on the blackboard)

Have you ever observed how leaves fall?

After the students answer, let them pick up the fallen leaves and go back to the classroom to observe the fallen leaves before speaking.

When the students answer, choose the answers and write them on the blackboard.

(estimate: piece by piece, swinging, hovering, swinging)

Guide into a poem:

fallen leaves

autumn

Leaves fall.

Piece by piece.

Dak

blank wall

play on the swing

autumn

Leaves fall.

Piece by piece.

Appreciate and compare

1 Show two short poems

Accidentally bumped into a teacup/tea leaf/frightened little fish/swam up and down in the water/slowly stabilized the water/and the little fish lay quietly at the bottom of the water.

Apple Apple is a child of the sun/it is a little fat man who loves red face/Apple is a small stove/It burns beautiful/Apple is a bird with branches/There is a word hidden in its belly/That is sweet.

Read these two poems repeatedly and analyze their novel metaphors.

Tea-small fish and apples-children of the sun, little fat man who loves red face, small stove, a bird.

Comparing the fallen leaves written in front with these two poems, let students feel that there are often novel and bold metaphors in a good poem.

2. Try to make a bold and exaggerated metaphor for fallen leaves. (Write it on the blackboard immediately)

1. Choose one or several novel metaphors and write a poem in cooperation with the group.

2. Choose some well-written poems to read to the students.

3. Help to revise some small poems.

Summary after class: Students are slow to accept novel metaphors, and their imagination is not bold enough and there is no logic. Metaphor and anthropomorphic writing need careful guidance.

2. Children's Poetry Appreciation and Creation (2)

Teaching objectives:

1. Make clear what personification means and metaphor means.

2. Have a preliminary understanding of what Lenovo is and the common types of Lenovo.

3. Appreciate "Firefly" and "Mountain", make anthropomorphic associations in reading, and generate novel imagination.

4. Take the water, wind and mountains in the river as the topic, create novel imagination and imitate one or several small poems.

Teaching preparation: a few poems

Teaching process:

1. Dialogue: The first poem "Fallen Leaves" written by students is very serious, but unfortunately it lacks imagination. Most of them are written according to the examples provided by teachers, without their own unique and novel imagination. Imagination can also be cultivated through constant practice. Today, let's spread the wings of imagination and make our brains active! Do students find it hard to imagine? How can we open our minds? In fact, imagination needs constant training to become more and more outstanding, and it also needs to pay attention to methods. Open your mind according to certain logic. Let's learn some ways to open our minds.

Second, explain what personification is and what metaphor is. What is Lenovo?

Similar associations: for example, from trees to umbrellas, from the sky to the sea, from birds to airplanes, from dusk to old age, from ropes to snakes, peony to China. Contrast and association: immortal → ghost, day → night, spring → winter.

Thirdly, take Firefly and Mountain as examples to guide the anthropomorphic writing practice.

Appear: during the day, you hide and charge, and then at night, you take out the light bulb to play.

Are you the star's sister? So, is the moon your mother?

Before the Lantern Festival, you can't wait to play around with lanterns.

Students, can you read what is written from these sentences? Which sentence do you think is the most interesting and why? What are the advantages of analyzing these sentences? (anthropomorphic imagination)

Appreciate five small poems.

The mountain 1 looking for a bird to play/the bird refused him/the mountain looked for the wind to chat/the wind slipped away/just stood there/waited for a while.

Shan 2 is standing quietly/the clouds are playing hide-and-seek on his head/the distant mountains come to hold hands with him/the wind sings for him/although he is quiet/but he is not lonely, Shan 3/ is a child who will not grow up/Shan/is a girl who loves to wear green clothes/Shan/is the place I yearn for.

I want to play with the sun during the day/invite the moon to play at night/but I am not tall/watch the sun during the day/watch the moon at night.

Mountain 5/ is green all the year round/stands there quietly/let the wind blow and let him beat/he is not afraid.

After reading these poems, can you write a poem imitating a mountain man?

Verb (abbreviation of verb) summary: bold and clever metaphor can produce unexpected wonderful and magical effects. Can you produce bold and novel metaphors according to the materials provided by the teacher? Putting these imaginations in order is a good poem.

Six, guide the completion of the creation of "Water of the River", and learn to spare the children to write "Wind".

Summary after class: There are not enough examples of figures of speech and association types, and students feel bored, so they should prepare more classic examples. In addition, there is too little reading time, so we should make time to strengthen this training.

3. Appreciation and creation of children's poems

Teaching objectives

By reading, appreciating and analyzing three poems with different ideas and styles but similar themes, students can understand the theme, artistic conception, thoughts and feelings, language art and writing methods of poems, so as to train students' language and accumulate their poetic feelings.

Teaching process:

data acquisition

Sincere reading appreciation

Intensive reading comprehension

Send with emotion

Teaching process:

First, show Ye Xue's poems about trees (as follows).

In order to hear/hear a lot of opinions/to make myself/grow straight/grow tall/(trees/just grow/have so many small green ears) "Leaves" Snowfield)

1. Let the students finish first.

2. Show Ye Xue's poems, so that students can learn how to use the pen abruptly, but full of artistic conception.

3. Read it repeatedly and feel the philosophy of poetry.

4. Reading contest.

Second, show Wang Yizhen's The Trouble of Trees.

A bird/told a tree many stories about flying/The tree cried when listening to it//The tree is also a bird/The tree has many wings/The tree can't fly//The tree's distress/That is the dream of flying at night forever ("The Tree's distress" Wang Yizhen)

1. Tell me what feelings this poem expresses, and what are the similarities and differences with previous poems?

2. Summary: Their themes are all trees, but the first one focuses on rationality, and the last one starts with the dependence between trees and birds, especially the sadness that trees have wings and green feathers but can't fly, and writes about the distress of trees. Pay attention to making students feel subtle sadness. Emotion.

3. read the work.

4. Reading contest.

Show five branches of Qiu Yidong.

My hands/really look like two trees/two small trees with five branches//in the sun/I hold these two small trees high/spread all the branches/hope to see/real leaves/real fruits//but I just see them-in the distance/blue sky, white clouds, the earth and roads/so I draw thick green leaves on the back of my hand and palm/draw a lot. ("Five Little Trees" Qiu Yidong)

1. Tell me what feelings this poem expresses, and what are the similarities and differences with previous poems?

2. Summary: I didn't write a physical tree, but a spiritual tree, and wrote my thoughts and feelings that I hope to create a better future with my hands.

3. Read aloud.

After reading these three poems repeatedly, discuss what you have found from the appreciation of these three works.

Summary: It's about the same tree, but they are never the same. Ye Xue's Leaves is somewhat philosophical, Wang Yizhen's The Trouble of Trees focuses on emotional expression, while Qiu Yidong's Five Branched Little Trees is not about physical trees, but about spiritual trees. It is the author's different perspectives that make the theme and ideas expressed in this poem different. Through the comparative study of several poems with the theme of "tree", we have a variety of understanding of trees, and we should also think from multiple angles when writing poems about trees.

Homework: Take the tree as the theme, choose one or several angles, and write one or several poems.

4. Appreciation and creation of children's poems

Teaching objective: 1. Brainstorming with forced association method to improve students' innovative ability.

2. After enjoying Fan Shi, we can find that the theme is fearless and strong-willed, and write one or several children's poems around this theme.

Teaching preparation: several cards, several model essays and a small blackboard.

teaching process

First, forced association (poker method): association has close association, similar association and comparative association. Guiding children to connect seemingly unrelated things with strong associations is very special and fresh, and the more creative the better.

1. Have a strong association and ask the children questions:

"What can a schoolbag do except hold books?

What can newspapers do besides reading?

What kind of lighting would you use if there were no fluorescent lights?

What are the similarities between whales and aircraft carriers?

What are the similarities between waves and grizzly bears?

What are the similarities between a house and a car?

What are the similarities between Luqiao and Julong?

2. Take some other cards to remind children, such as squid, garden, writer, butterfly, ink,

Word, lotus mist, pollution, nasal sentence

As follows:

"Squid is a writer, spewing ink to write."

"Lotus mist is a big nose."

"We are flowers,

My parents are trees, the garden is my home, and the flying bees are visiting guests. "

Second, appreciate the students' model essays.

1. bees

Bees like singing/humming while flying/buzzing/when the wind blows/buzzing louder/buzzing from the longan forest to the orange forest/like to inspect the forest/buzzing from morning till night/never resting/dusk,/the wind is more urgent/he said:/in the storm/gathering honey is happier/going home faster.

3. The geese who have traveled thousands of miles home

Yanzi likes flying/flying/flying to the south every year/It's fun to spend the winter/flying over the ocean/rapids/He likes singing loudly in the strong wind/opening his throat/He said:/Not afraid of the wind, not afraid of the rain/Know the direction clearly/See you next year.

4. Earthworms in loose soil

Earthworms like to drill holes/sing while drilling/gnome male-/body gets in/mud is squeezed out/he says:/desperately looking for food/regardless of sore hands and headaches/from morning till night/earthworms are singing:/gnome male-/push, push again.

4. The mother bird catches insects

Mother sparrow likes singing/singing while flying/chirping/where are the bugs? Where are bugs? /Singing from banyan tree to osmanthus tree/Singing from sunny day to rainy day/Watching him hurrying across the field/Hurrying to the grass/It's raining harder and harder. He said:/The wind lifted the skirts of leaves/The insects exposed their naked bodies/Blessed little sparrows,/Gnome male! Hey hey hey.

5. caterpillar

Little Mao Mao likes to meditate/just pull a silk thread/carefully/from beginning to end/wrap himself up/wrap himself in a silk quilt/be airtight.

/It seems to be hiding in a space capsule/at night/fireflies holding lanterns/flapping their wings outside to tease him/come out quickly/room mantis holding a sickle/punching him/little Mao Mao just hold your horses/don't come out then.

6. Cocoons

Caterpillar likes to meditate/just stay/carefully/from beginning to end/wrap itself up/wrap itself in silk quilt/airtight.

/It's like hiding in a space capsule/at night/through the fog/seeing fireflies/wandering around with lanterns/flashing/flying up and down/someone deliberately teasing it/flying around its spaceship/flying close/flying far/humming and flapping its wings/performing various handstands/caterpillar thinking/there are too many temptations in this forest/meditation.

Analysis: 1. What animals are the animals written in these poems? What should you learn from them?

2. Which song and sentence do you like best? Watch it for yourself a few times.

Homework: imitate, create, and constantly modify.

Correction: (1) changed to poem.

(2) Modification of branches and paragraphs.

(3) Turn narrative into poetic sentences.

(4) Delete redundant words to make them concise.

(5) Move the sentence back and forth.

5. Appreciation and creation of children's poems

First, the teaching objectives:

1, through the comparison of works, let students understand that poetry should pay attention to rhyme. Know some basic rhymes.

2. Be able to create some children's songs according to the rhyme provided by the teacher.

3. Be able to modify some rhyming places in the exercise to make it catchy to read.

4. Create "Time Series Songs"

Second, time: two class hours

Third, teaching preparation: Cang Kejia's poem "Old Horse". Two "birds"

first kind

First, the teaching objectives:

1, through the comparison of works, let students understand that poetry should pay attention to rhyme. Know some basic rhymes.

2. Be able to create some children's songs according to the rhyme provided by the teacher.

Teaching preparation: Cang Kejia's poem "Old Horse". Two "birds"

Teaching process:

First, show Cang Kejia's "Old Horse" and read aloud the feelings. Tell me what it's like to read.

jade

You must call a cart to refuel,

It didn't say a word,

The pressure on the back got stuck in the meat,

It hangs its head heavily!

I don't know about life at the moment,

It will only swallow tears into its heart,

A whip shadow floated before my eyes,

It looked up at the front.

Second, show two bird poems. What are the similarities and differences between these two poems? Which song do you like? Why?

Bird, bird, bird, bird,

Stop at the top of the tree. Stop on the branch.

I sing, I sing,

Birds don't laugh; The bird ignores it;

I dance, I dance,

Birds don't look; Birds don't look;

I cough, I cough,

It flew away (Liao). It flew away.

Conclusion: These two poems have the same theme, but their expressions are slightly different. The first children's poem is catchy, because every sentence ends with a homophone.

Third, briefly introduce homonyms: generally speaking, words with the same rhyme ending.

1. If students are asked to mark the words at the end of each sentence of Laoma with pinyin and determine the rhyme, tell them that "enough", "buckle" and "rhyme" are all ei, which are homophones. Look for other rhyming words.

2. Give another example. Find rhyme.

Little girl, she can cook,

Take a teaspoon (Park) and a teaspoon (Yao) of white flour.

What do you do with white flour?

Roll noodles, beat eggs,

Noodles should be rolled thin,

Noodles are cut into filaments,

Turning around in the pot,

Lotus petals in a bowl.

Pour in sesame oil and salt,

Let's have a big meal.

3. Think for yourself and give examples of homophones. For example, those with a rhyme and those with I rhyme.

Reread children's songs and feel the catchy feeling brought by rhyming.

Fourth, make up a nursery rhyme according to the rhyme provided by the teacher.

Whoo, okay, noisy, noisy, Bao.

Second lesson

Teaching objectives:

1, you can modify some rhyming places in the exercise to make it catchy.

2. Create "Time Series Songs"

Teaching process:

First, modify the rhyming children's songs provided by the teacher.

Second, make up children's songs or poems according to the homophones provided by students.

Third, let's create "time series songs".

The teacher began to say: plum blossoms are in bloom in the first month.

Fourth, classify some common rhymes by looking them up in the dictionary.

6. Appreciation and creation of children's poems

Teaching objectives:

1. Learn riddles, counting songs, lullabies, tongue twisters and question-and-answer songs, and recite them repeatedly to enhance the sense of rhythm.

2. Create clapping songs.

Teaching preparation: riddle songs, counting songs, lullabies, tongue twisters and quiz songs.

Riddle song: a thousand lines, ten thousand lines,/falling in the river can't be seen.

Digital songs: spotless, uncorrupted, thoughtful, besieged on all sides, all corners of the country, six gods calm, seven emotions peaceful, eight-way style, nine springs innocent, very respectable.

Lullaby: Let our children sleep in their mother's arms.

Let the mother's hope rest in the child's dream.

When the sun in March gently touches the earth

Spring breeze also brings the news of grass growth.

Let our children sleep in their mother's arms.

Let the mother's hope rest in the child's dream.

When the water floats with the drunkenness of flowers.

The spring rain also moistened the miracle of green leaf germination.

Let the children leave some dusty memories.

Let them know how to remember painfully in the future.

How much frankincense is sweet in mom's arms?

Tongue twister:

On March 3, San Xiao went hiking;

Go up and down the mountain, down the mountain;

Climbed three mountains and ran three miles;

Sweating, wet three shirts;

Shout loudly on xiaosan mountain, only three feet from the sky.

Question and answer song:

Who wears a skirt in the water?

Who pushes scissors in the sky?

Who pulls a saw in the grass?

Who is weaving a net in the corner?

Goldfish wear skirts in the water.

Xiaoyan pushes scissors in the sky.

Mantis is pulling a saw in the grass.

Spiders are weaving webs in the corner.

Teaching time: 2 hours.

first kind

Teaching objectives:

By knowing riddle songs, counting songs, lullabies, tongue twisters and question-and-answer songs and reciting them repeatedly, we can enhance our sense of rhythm.

Teaching process:

1. Let the students read all kinds of ballads on the blackboard freely.

2. Introduce the name characteristics of each ballad and find out the rhyme.

3. Read aloud repeatedly and choose one you like to recite.

The second class:

Teaching goal: to create clapping songs.

Teaching process:

1. Introducing clapping songs

2. Create "clapping songs".

Write on the blackboard:

You shoot one, I shoot one,

A child is playing a game.

You shoot two, I shoot two,

Two aunts picked fungus.

What should we pay attention to when analyzing and writing clapping songs?

Summary: antithesis rhymes, the number of words is equivalent, and the rhythm is lively.

3. Teamwork.

4. Report evaluation.

5. Modify and submit.

7. Children's Poetry Appreciation and Creation

Teaching objectives:

And divide the rhythm of poems with obvious rhythm. 4. Recite to the beat.

1. "Today, I put the sun in the bank,/Tomorrow, let him shine with hope; /Today, I put spring scenery on the bank,/Tomorrow, it will become a green poem of the earth; /If possible,/I put my childhood in the bank,/Oh, how fascinating it is ... "

2. Where is the spring day?

Where is spring?

Spring is in the branches.

The spring breeze blows slightly.

Wicker dancing, peach blossom blushes.

Where is spring?

Spring is on the grassland.

The fog in spring is light and thin.

The grass woke up and put on new green clothes.

Where is spring?

Spring is in the bamboo forest.

Spring rains come and go.

Bamboo shoots stick out from the ground.

Where is spring?

Spring is in the field

The sun in spring is so warm and bright.

Wheat green, cauliflower fragrance, broad bean fragrance

Whip gun

Firecrackers, firecrackers,

Who are you?

-Pass it!

-Pass it!

Firecrackers, firecrackers,

What do you like?

Ping!

Bang!

Firecrackers, firecrackers,

What are you thinking about?

-Teng!

-It's empty!

Two trains

When dusk comes.

The express train runs as fast as lightning.

Hurriedly to an arrogant stranger

Ignore our town.

Later, the local train came.

Drive slowly around the curved track.

Give a loud whistle and a string of jingling bells.

Greet us like friends.

3) Step by step method:

Using parallelism, the whole poem has a lively rhythm, but it is different from parallelism, and often finally tells the main idea of the whole poem. For example, the phrase "I am leading the blind to cross the road, and my little hand is the warm eyes of the blind" in the poem "Eyes" is the poetic eye of the whole poem.