First, teaching material analysis:

This lesson is a prose poem by Lebanese poet Ji Bolun. The author uses personification to write the heart of Hua in the first person's tone of "I": "I am a sentence", "I am a star" and "I am the daughter of the earth" ... "I always look up at the sky, not to see my fantasy, but to see the light." The article is beautiful and meaningful. On the surface, it is a description of flowers. In fact, the author borrows things to express his feelings. At this time, the poet and the flower have been integrated, and the author's appreciation and praise of flowers can be seen everywhere in the article, which implies the author's desire and pursuit of beauty and light.

Second, student analysis:

Flowers are very common around us, and they are also things that everyone likes. Students know it better. Ode to Flowers is the third text in this unit. Through the study of the first two classes, students have a basic understanding of the writing techniques of borrowing flowers to write people. While expressing his admiration and love for flowers, the author of this paper also expresses his pursuit of beauty and light. With the previous learning foundation, it is not difficult for students to understand this article. As teachers, they should create situations for students to communicate with the author in the process of full reading.

Third, the teaching objectives:

1, comprehensively use various methods to read independently and learn 8 new words in this lesson.

2. Guide students to read the text in their favorite way and recite their favorite paragraphs.

3. Learn the writing techniques of first person and personification, and imitate a paragraph with this writing method.

4. Through reading the text, I can understand the author's desire and pursuit for beauty and light.

Fourth, the teaching focus:

Understanding of the sentence "I will always look up to the sky, not to see my fantasy, but to see the light"

Verb (abbreviation of verb) teaching process;

first kind

(A) the introduction of new courses

Students, do you like flowers? Who will praise their favorite flowers in the most beautiful language?

2. Writing on the blackboard: Poetry of Flowers

Look it up in the dictionary and tell me what "Yong" means.

Thinking about the significance of Ode to Flowers in combination with preview. (The singing of flowers is the singing of flowers)

Do you want to know what the flowers sang to us? Then let's study the text together!

[By children chanting flowers, students naturally understand through comparison that chanting flowers is the singing of flowers. ]

(2) Self-study since the Enlightenment

1, students read the text independently and read it in their favorite way.

2. Think about what this article mainly talks about. Mark the difficulties you encounter in the text.

3. Read aloud to each other and check whether the words are read correctly.

4. Communicate with each other after reading the text.

Grade four students have the ability to learn Chinese independently. In class, students should be given enough time to read since the enlightenment by themselves, ask their own questions and give full play to their initiative. Students will study the text more actively. ]

(C) the whole class communication

1. Who wants to "sing" their own voice instead of flowers? (Read by name)

What do you think of their reading? (Students evaluate each other)

3. What do these flowers express? (Student answers)

4. Ask questions you don't understand to prepare for further study of the text.

(4) Extract words and phrases, extract good words and sentences from the text and communicate with each other.

Second lesson

(A) the introduction of new courses

Last class, we understood the text as a whole. This lesson lets us walk into the text again and listen to the sounds of flowers.

(2) Read the text.

1. Read the text freely in your favorite way, and read the favorite paragraphs several times.

2. Look at each other's favorite paragraphs at the same table and talk about the reasons for liking them.

3. Choose your favorite paragraphs and express your feelings after reading in your favorite way. You can communicate in language, draw a picture, sing a song and recite a poem.

(1) When talking about the fourth paragraph, the teacher guided the students to talk about their feelings and realize the beautiful meaning of flowers.

(2) Paragraph 7 is the key paragraph of the article. When talking about paragraph 7, teachers can introduce the author's information to students through the lens, so that students can understand that "chasing light" is the lofty ideal of flowers and the pursuit of the author, and let students feel the characteristics of borrowing flowers to write people.

Students' understanding of the text may be different because of their different personalities and experiences. As long as children can express their feelings after reading in their own way, teachers can prompt them in time, and other students can supplement them appropriately, but teachers must let students read the original text with emotion first, and then talk about their own understanding in combination with the original text to develop good speaking habits and thinking habits. ]

(3) Emotional reading

1, read the text with music.

2. Read aloud the contest.

3. Recite your favorite paragraphs.

After the students have fully communicated their understanding of each paragraph, guide them to read the text with emotion and deepen their understanding of the article through reading. ]

(4) Practice writing.

1, try to imitate one paragraph according to the structural characteristics of the first four natural paragraphs.

Step 2 communicate with each other.

(V) Summary of the full text

Studying Ji Bolun's Ode to Flowers, we can not only feel the beauty of flowers, but also realize the author's lofty ideals and pursuits from their self-singing.

extreme

First, the teaching introduction:

Ode to Flowers is a major text in Unit 3 "Flowers" in the second volume of Grade Four. The writer is Lebanese poet Ji Bolun. On the surface, this article is about flowers. In fact, the author is using flowers to describe people. The author has been integrated with flowers. Poetic language is full of appreciation and praise of flowers, and contains the author's desire and pursuit of beauty and light. The words are beautiful, meaningful and thought-provoking. Ode to Flowers can be understood as "the singing of flowers", and reading the full text is more like a confession of flowers.

Second, the design concept:

Give full play to the leading role of teachers and respect students' dominant position and their unique reading experience. We should give students enough time to explore, since the enlightenment on the basis of independent reading, and then experience how to read well, so that children can "dictate my heart" and read and appreciate in context, which shows that reading promotes enlightenment and enlightenment promotes reading.

Third, the teaching objectives:

1. Learn 9 new words by yourself. You can pronounce them correctly, remember fonts and write beautifully and neatly. Be able to understand the meaning of words in a specific language environment.

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

3. Learn the structure and language of this article and write an imaginary composition about flowers in the first person and anthropomorphic way.

Fourth, the teaching focus:

Grasp the key words to understand the sentences and realize the thoughts and feelings expressed in the article.

Five, teaching difficulties:

Understanding of "I will always look up to the sky, not to see my fantasy, but to see the light"

Sixth, the teaching process:

(1) Introduction to solving problems

1, directly show the topic.

2. What does "Yong" mean? Answer by roll call.

3. Reading flowers is actually reading flowers, so can the topic be changed to reading flowers?

(Students briefly talk about their own understanding. )

4. The singing of flowers is the singing of flowers. What did the flowers sing for us?

[Comment: Starting with the topic and learning the text with questions is a good way to grasp the content of the text as a whole. ]

(2) Read the text for the first time and learn new words.

1, reading the text for the first time.

(1) Please read the text carefully, circle the new words in the text and number each natural paragraph. When you encounter words that you can't understand, you can solve them in your own way.

(2) Practice reading alone and read with your peers.

(3) The group reads aloud in a favorite way.

[Comment: Take students as the main body, let students explore and learn new words independently, and cultivate self-study ability. ]

The students all read carefully. Have you learned the new words in the text? If you still have some difficulties, please work in groups of four to learn new words. You should read through the text and don't forget to comment on how you and your friends study.

My friends are eager to see you. Look, they all ran to the screen. Who wants to be a little teacher and take us to read? (Ask two students to read aloud)

(1) displays the new word. The blue sky breeds sleeping gifts, attracting people to sip and listen.

(2) Ask the little teacher to read in front. The teacher randomly instructs students to remember the pronunciation and shape of words and understand the meaning of words. Focus on guiding the difference between "screen" and "Mu, Tomb" and other similar characters. )

(3) Read the words together.

[Comment: Use various forms to check students' mastery and application of new words. ]

4. Write new words.

(1) How many new words can you write? Name the students to answer. )

(2) What problems should we pay attention to when writing these new words?

(3) Teachers focus on guiding the writing of "gifts" according to students' answers.

(4) Students observe and practice writing other new words independently, and teachers patrol for guidance.

(5) After the revision of collective communication, students practice writing again, and check and evaluate each other at the same table.

[Comment: Students' self-evaluation and mutual evaluation are conducive to mobilizing students' enthusiasm and forming a good habit of writing carefully. ]

(C) into the text, the overall perception

1, let's listen to what the flowers sang quietly. (Read by name. )

2. How do you feel?

3. Randomly guide reading and understand the content.

(learn the first paragraph: can guide students to guess what the earth said; Learn the second and third paragraphs: it can guide students to imagine the change of "I"; Learning the fourth natural paragraph: it can guide students to talk about feelings in real life and appreciate the beautiful meaning of flowers; Learning the fifth and sixth paragraphs can guide students to expand their imagination. What else can I do? Learn paragraph 7: What is the fantasy of "I" that can be discussed? What is the light that "I" pursues? This is the focus and difficulty of this paper. Encourage students to use their imagination and speak boldly; "Chasing light" is the lofty ideal of "flower". Here, some information of the author can be introduced in time to realize the use of flowers to describe people's characteristics. )

[Comment: Setting up situations in teaching, teachers and students enter the country in the same language, enter the text into the text, talk with the text, talk with teachers and students, and talk with students to promote enlightenment through reading and reading through enlightenment. ]

(D) Internalization of language and diversification of expression

1. After the students have fully exchanged their understanding of each paragraph, guide them to read the text with emotion and recite the content of the text.

2. Read the text freely and read your favorite paragraphs several times.

3. Read your favorite paragraphs in groups.

4. Choose your favorite paragraphs and express your feelings after reading in the way you think fit.

For example, draw a picture, sing a song, perform, quote a poem, etc. ).)

5. The whole class read aloud with music and encourage reciting.

[Comment: Guiding students to read aloud in places with feelings and encouraging recitation can make students really enter the text and help students further understand and accumulate language. The presentation methods of text understanding can be diversified. ]

(5) Expand sublimation and comprehend connotation.

1, Thinking: Can you change the title of this text to "Singing Flowers"? The reason for speaking.

In this paper, the first person personification method is used to write the sound of flowers, which means that flowers sing to themselves. The author and the flower are one, and the ideal and pursuit of the flower is the author's ideal and pursuit. Therefore, the topic of "Singing of Flowers"-"Singing of Flowers" is consistent with the content of the text. The topic of "singing flowers" is that the author sings flowers objectively from the standpoint of onlookers, which is inconsistent with the content of the article. )

2. Students express their opinions. This leads to the writing of personification in the first person. Guide the students to recall the articles they have read in and out of class, and let them carefully appreciate the benefits of adopting the first-person personification method in the text.

[Comment: The essence of composition teaching lies in reading teaching. It is necessary to get through the relationship between composition and reading, combine reading and writing, and improve the efficiency of Chinese learning. ]

(6) Transfer

1, extract beautiful sentences from the text and hold an exhibition of notes.

2. According to the structural characteristics of the natural paragraph 1-4 of the text, write a paragraph by yourself and write your true feelings.

[Comment: Let students write their own thoughts and feelings, deepen their understanding of the text, and let students "recreate" the text themselves. ]

Seven, the general evaluation of teaching:

Literacy teaching is solid. Use various forms to check students' mastery and application of new words. I think these new words can be written in several categories, and the teacher will guide the writing of "gifts". Instruct students to observe and practice writing other new words independently. After the revision of collective communication, students practice writing again, check at the same table and evaluate each other. These basic trainings are solid and effective.

Take the method of no classmates. When learning the first paragraph, the teacher guides the students to guess what the earth said; The second and third stages of learning: guide students to imagine the change of "I", set up situations in teaching, and guide students to fully express their emotional experiences by entering the country with the text, talking with the text, talking with teachers and students, and talking with students.

Instruct students to recite. Read the text freely in your favorite tone, and read the favorite paragraphs several times. Read your favorite paragraphs in groups, choose your favorite paragraphs, express your feelings in your favorite way, and pay attention to guiding students to accumulate language.

Comprehend writing methods. The text uses the first person personification method to write the sound of flowers, and the teacher guides the students to express their views. The writing that leads to "personification in the first person". Guide the students to recall the articles they have read in and out of class, and let them carefully appreciate the benefits of adopting the first-person personification method in the text. Through the relationship between composition and reading, the combination of reading and writing improves the efficiency of Chinese learning.

Tisso

First, teaching material analysis:

Ode to Flowers is the third text of Unit 3 "Flowers" in the second volume of Grade Four. This article is also a metaphor for people by borrowing flowers-it seems to write flowers, but it actually reflects people, but it is more subtle than the second article of this unit, Planting a Sunflower. The author uses poetic language, with appreciation and praise of flowers between the lines, which hides the author's desire and pursuit of beauty and light. The words are beautiful, meaningful and thought-provoking.

Second, the student situation analysis:

The fourth-grade students' feelings about the article are gradually close to the thoughts and feelings conveyed by the work itself. Through various forms of reading, discussion and understanding, they should be able to form a general understanding. And the fourth-grade students have certain self-study ability. Teachers should strengthen students' autonomy in learning and guide them to talk about their personal feelings about the content of the article.

Third, the teaching objectives:

1. Understand the profound meaning of the text and practice reading the text with emotion.

2. Recite the favorite paragraphs according to the students' understanding and needs. A passage imitating the first person and personification.

3. Learn the structure and language of this article and write an imaginary composition about flowers in combination with "flowers in my pen".

4. Master the new words that appear in the text.

Fourth, the teaching process:

(A) contact life, stimulate the introduction of interest.

Students, do you like flowers? Why do you like it?

Can you recite a poem or an article fragment describing flowers?

There is a Lebanese poet who likes flowers as much as his classmates. What are his unique feelings about flowers? Today, we will learn an article by Ji Bolun, Ode to Flowers. (blackboard writing topic)

Before class, the teacher arranged for the students to look up the dictionary and record several meanings of the word "Yong". Who wants to talk about it?

("Yong" has two meanings in the dictionary: one is to read and sing slowly according to a certain tone, such as "singing"; The second is to use poetry to describe it, such as Yongmei)

What exactly does "ode" in Ode to Flowers mean? We will explain after we understand the content of the text.

(2) Listen to the recording of the text and feel the beauty of the language.

Now, please listen to the tape and repeat. Listen and write down the words you don't know.

(3) Read each other's texts in the same place and correct each other.

Think about it. What have you read?

(4) Read and understand the text.

1. Practice reading aloud, draw your favorite sentences or paragraphs, and think about the reasons.

2. Group communication.

3. Communicate with the whole class. Pay attention to guiding students to talk about personalized feelings when talking about feelings.

Guide students to understand:

(1) Imagine boldly and exclaim: "I am a star, falling from the blue sky to the green carpet."

(2) Observe life carefully: "I am a gift between friends, a crown on the bride's head, and a gift from the living to the dead."

(3) Rich and beautiful words: You can see many natural paragraphs. Randomly instruct students to read each paragraph aloud with emotion.

(5) Experience emotions and explain topics.

1, "I will always look up at the sky, not to see my fantasy, but to see the light." How to understand?

2. Why did the author write this poem "Singing Flowers"?

3. What does the word "Yong" in the title mean?

(6) Personal practice reading aloud with emotion.

1, called Ledu.

2. Read in groups.

(7) deepen understanding.

Students, how do you feel after reading the text many times?

Remind students to express their feelings after reading in various forms, such as summarizing with several idioms, quoting a poem or a word, or drawing a picture, singing a song and dancing to express their feelings.

Five, teaching reflection:

This article is a meaningful essay, and the author's writing style is very aesthetic, which is difficult for fourth-grade students to understand. In view of this feature of the text, we use various forms of reading to taste words and phrases, thus breaking through the difficulties. /kloc-Ruskin, an English literary critic in the 20th century, said, "The essence of every great work can never be explained clearly, because it is good, so it is good." Therefore, in teaching, I didn't break the text into pieces, but respected students' individual understanding, helped students understand the text through various forms of reading, and let students feel the author's inner feelings in multi-level, multi-angle and diversified reading.

Sixth, teaching comments:

1. Grasp the language and characters, and embody the unity of humanity and instrumentality. The unity of humanity and instrumentality is the basic attribute of Chinese subject. The designer of Ode to Flowers takes language as the carrier, attaches importance to students' various forms of reading and feelings, respects students' personal experience, and enables students to ponder the beautiful feelings conveyed by language in a subtle way, which makes students influenced and infected, truly embodying the unity of instrumentality and humanity in Chinese discipline.

2, buckle the topic, in-depth understanding of the author's mood. Instead of guiding students to understand the meaning of the topic as usual, designers set up doubts first, and then understand the meaning of the topic after students have fully read and understood the content of the text, which can be described as a matter of course.

3. At the end of the teaching design, teachers guide students to talk about feelings through various forms, so that students can fully open their senses and devote themselves to the understanding and interpretation of the text.