This little poem has five bars, short and pithy. In this paper, the object is personified, and the frog is vividly described in rainy days. Gaga? The scene of writing poetry. 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 consolidates literacy, reading develops language sense and reading promotes students' development.

Teaching objectives

1, you know? Poetry tadpoles put beads on commas to omit quack? 14 is a new word. Can you write it? Give a bubble? Wait for seven words.

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 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. study? Poetry? Words. 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 the second and fourth study? Tadpoles omit beads on commas?

(1) Learn words? Tadpole water bubbles a string of water droplets?

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: tadpoles, water bubbles, a string of water droplets)? Tadpoles, water droplets, blisters? Reading refers to students' reading.

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) How to pronounce this word? Bubbles? Words, (blackboard writing) (word card) 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) learning? What does the comma stand for?

First, let's see how tadpoles help frogs. (? Let me be your comma! ? ) (screen) refers to reading, reading together, and reading while doing actions with the cooperation of teachers and students.

Does the teacher bring a word card? Comma? Let the students read.

3 here? Here? Written expression? For, for? Let's study? Here? (blackboard writing) (word card), please talk about it yourself and write your composition.

(5) learning? Sentence?

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

Look at this? Period? what's up Sentence? Word, (blackboard writing) (word card) Note that it is a semi-closed structure word. With what? Spoon? Difference, word combination.

(6) learning? 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? Number?

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 part. Study? 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? (Only one word? Quack? ) refers to the students' reading and co-reading.

Can I see it? Quack? What did 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 them together and check them.

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

Fourth, write

Is it finished? Sentences in a 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? Understand the words in the context by reading aloud? La la la? ) the feeling of watching a light rain.

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.

(3) The teacher (blackboard writing) can ellipsis, and can read pictures and understand words? 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 emotionally in groups.

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! According to the text, think about things in nature. 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? This 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 writing? Bubble, quack? .

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

2. Write key instructions? Quack? .

The teacher summed up the children's song: the mouth is next to it, on the upper left, you see? Melon? How vertical and sharp this word is, 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.