Elementary school first grade next book language lecture notes five

# First grade # Introduction to writing a lecture notes do not have to stick to a fixed, dull pattern. In addition, in the language expression, both the problem should be discussed clearly, but do not be too long, to avoid clichés, generalizations, and strive to be concise and concise, the text is accurate, the language is targeted. To do these, it is not easy, but also need to study carefully, in-depth study, more hard work. The following is The collated "Primary School Grade 1 next book language speech five" related information, I hope to help you.

1. Primary school first grade next book language lecture notes Part I

I. Analysis of teaching materials

"Lotus Leaves Round" is the experimental textbook of the standards of the compulsory education curriculum language (Humanist version) of the first year of the next book of the 14th class, is a new selection of prose poems. The poem describes the round, green lotus leaves. The lotus leaf is the cradle of small water droplets, the apron of small dragonflies; the singing platform of small frogs; the cool umbrella of small fishes. ...... The text is overflowing with childish innocence and interest, which is conducive to enlightening students' wisdom and stimulating the imagination; it is conducive to the teacher's creative understanding and use of the teaching materials, guiding the students to learn to learn by doing, and letting them get the preliminary emotional experience, to Feel the summer, the beauty of nature. This is a good example of a lesson that begins with the development of language and thinking.

The text*** has five natural paragraphs, the language is vivid and beautiful. The illustrations in the text visualize the content of the text. The 2-5 natural paragraphs of the text is the key part of this article, you can read aloud to students to guide and word training. The 12 characters in "I can recognize" in the back of the lesson are the ones that are required to be recognized in this lesson. The six model words in the "I can write" grid are the familiar words required to be written in this lesson.

In view of the characteristics of the text, after the first lesson to teach words, words and preliminary reading, I set the teaching objectives of the second lesson of this text as follows:

1. Knowledge Objective: to understand the content of the text, recite the whole text.

2, language goals: correctly, fluently and emotionally read aloud the text, to experience the lotus leaves to the small water beads, small dragonflies, small frogs and small fish to bring joy, to the children also brought joy.

3. Ability Goal: To develop students' ability to imagine, perform and express themselves.

4. Character Objective: To cultivate students' spirit of solidarity and cooperation.

Second, the teaching method

The language curriculum must be based on the physical and mental development of students and the characteristics of language learning, pay attention to the individual differences and different learning needs of students, care for the curiosity of students, desire for knowledge, and to fully stimulate the students' interest in learning, the sense of initiative and the spirit of enterprise. Because the content of this text is simple and easy to understand, there is no need for the teacher to explain and analyze, so this lesson, I basically choose "independent reading, cooperative learning, their own feelings" teaching methods. I'm a partner in the identity of the students to cheer, and appropriate guidance, students through various forms of reading, reading in the accumulation of language, in the training of language, to create a shape, color, sound organic combination of the teaching situation, so that all students take the initiative to effectively participate in the teaching of the whole process.

Third, the learning method

1, student analysis

Summer is children's, joy is children's, dreams are children's. Children have a certain sense of the summer, the children have a certain sense of the summer, the children have a certain sense of the summer, the children have a certain sense of the summer, the children have a certain feeling. Children have a certain perceptual understanding of summer, know that summer is hot, the robin sings in the trees; lotus unfolds a smile; the little ones put on sweatshirts and flower dresses, eat watermelon and ice cream ...... first-grade students, has a preliminary understanding of many objective things, can say their names and some phenomena, but also can simply express their own wishes. However, that is only some fragmented, unstandardized language, in order to make them correctly understand the use of language, in the classroom must be linked to the actuality of their lives, create their familiar life scenarios, to help them learn, accumulate, and understand the language.

The students in my class like to read and are curious about their surroundings, and most of them are able to ask simple questions about the content they are interested in. Most of them can ask simple questions about the content they are interested in. Some of them have self-confidence in expressing themselves and can actively participate in the discussion to express their tender opinions. Individual students lack self-confidence, more timid, learning initiative is not enough, the expression of will is more vague.

2, set the learning method

According to the students in my class, the content of the textbook and the age of the students, hobbies and interests as well as the level of understanding, so to determine the use of "independent reading - cooperative reading - practice saying" learning method. Practice saying" learning method, so that students can not only understand the context of the text and the main content, but also to develop their ability to read, imagination and expression, as well as a sense of solidarity and cooperation.

(a) create a situation to stimulate interest

First play the courseware: music appeared in a pool in the breeze gently swaying the beauty of the dynamic picture of the lotus leaves, so that students can appreciate, and then let the picture is fixed in the close-up of the leaf, the beautiful music continues, the teacher passionate about the introduction of the new lesson; the lotus leaves round, the lotus leaves green, lotus leaves is a cool poem in the summer, the leaves are jumping under the sun! Green notes. Small water beads like the lotus leaves, small dragonflies like the lotus leaves, small frogs like the lotus leaves, small fish also like the lotus leaves, let us together in this light and lively prose poem to feel the summer full of children's fun to touch the vibrant lotus leaves, to the taste of small water beads, small dragonflies, small frogs, small fishes happy mood it!

(B) reading the text of the overall perception - independent reading

For first-grade students, language teaching should cultivate their love of reading, the desire to read, dare to read, happy to read, the overall perception of the teaching design can achieve this purpose, so I first let the students with the help of pinyin to freely read through the text, the raw words into words, read a few more times; on this basis then read the text completely and freely, read the longer sentences more often.

Reading is a personalized behavior of the students, should not be assigned by the teacher to replace the students' reading, from the beginning to consciously encourage students to independently choose the content of the reading, and gradually cultivate the ability to feel, understand, appreciate and evaluate the text, so in the students will be complete and free to read the text twice on the basis of the students will like to read more passages, pay attention to the pronunciation of the words read accurately, text Read smooth; and then free to choose their favorite passages to read individually, after reading the evaluation (good reading, progress students praise and encouragement), and finally read to the table or a good friend to listen.

(C) accumulation of language and understanding of the content - cooperative reading

The language curriculum standards advocate a new way of learning, so that students in addition to receptive learning, learn to learn independent, cooperative, inquiry learning to cultivate students active and positive spirit of participation and cooperation. Doing so makes the students' cognition constantly improved and sublimated, and finally form a preliminary self-understanding of the content of the text. Therefore, the understanding of the text only need to read more, in reading to understand the content of the text, in reading to accumulate language, comprehend the situation, accompanied by reading aloud with music, enhance the sense of language. This text has a lot of dialogues, so it is easy to read aloud in roles. I created a competition atmosphere for the students to see which group of students read well, with good, (the group can use their favorite form: read together; role reading; performance reading; part of the students read a part of the students performances, etc.). After the competition between the group for comment, this form of reading aloud to make students continue to improve the level, and try to recite on the basis of familiar reading. The students in the more reading training, the development of a sense of language, sense of the text of the beauty of the situation, the beauty of the text, by the beauty of the inculcation, and to cultivate the spirit of solidarity and cooperation between the students.

(D) expand the text to cultivate imagination - practice saying

Albert Einstein said: "Imagination is more important than knowledge, because knowledge is limited, and imagination encapsulates everything in the world, drives progress, and is the source of the evolution of knowledge. "Human childhood is a period of cultivation and development of imagination, just like the agricultural season, which cannot be missed. The Language Curriculum Standard also points out that "while developing language skills, developing thinking skills and stimulating imagination and creative potential." This tells us that in teaching, teachers should actively explore the teaching materials, with the help of teaching difficulties, key points, and cultivate students' imagination. Therefore, I timely to have been in the reading of the text to get a lot of revelation of the students to provide the opportunity to show, triggering the students to imagine: "the lotus leaves to the small water droplets, small dragonflies, small frogs, small fish have brought happiness, the lotus leaves must also bring happiness to the children. Ask the children to use 'is' to say sentences about what the lotus leaf is to the children." Or "What will you say to the lotus leaves? Do what?" Such topics are conducive to mobilizing students and life accumulation, develop their imagination and creativity, but also communicate the link between language and life, language and other subjects, and cultivate their ability to comprehensive application.

Fourth, the board design to clarify the focus

The main use of stickers with the text of the "graphic" board, the board is illustrated, colorful, the content highlights the focus of the text, in line with children's psychological characteristics and cognitive level, can attract the attention of the students, and can guide, dispersal of students creative thinking, but also for the recitation of difficult students. It also clears up the mind for students who have difficulty memorizing.　

2. Primary school first grade next book language lecture notes Part II

Teachers:

Good afternoon!

Today I teach the Humanist version of the first grade next book of language, lesson 30, "Cotton Girl", the following I speak from the teaching materials, teaching methods and other aspects.

First of all, the textbook, "Cotton Girl" tells us a vivid fairy tale: Cotton Girl is full of aphids, swallows, woodpeckers, frogs are "more than enough". In the end, the seven-star ladybug cured Cotton Girl. This text is about the science around us, the language in line with the characteristics of children.

According to the new curriculum standards, the training focus of the unit and the actual class, I developed the following teaching objectives:

1, understand the "surprise", "turquoise" and other words.

2, can correctly and fluently read aloud the text, read aloud in the experience of the cotton girl anxious, happy mood.

3, know "please", "sorry" and other polite words. At the same time, penetrate the interconnectedness of things, so that students can understand the protection of beneficial insects and birds.

The focus of the teaching is:

Read the text aloud with feeling, and understand the ability of different animals to eliminate pests.

Next I will talk about the teaching method of this lesson, that is, the design concept. In teaching, I strive to realize the "independent, cooperative, inquiry" way of learning, reading-based, emphasizing the process of independent learning. In the introduction of this link, let the students stretch out their arms, close their eyes and do flying. So that students can be wholeheartedly sedated, in order to stimulate the interest of students. In reviewing the words, I let the students choose their favorite way to read. Some of the children chose to read in pairs, some chose to read in groups, respecting the individual differences of the students. In the expansion part, I arranged for students to communicate "What other beneficial insects and birds do you know?"

These are the first time I've ever seen a student in the world who has been a member of the British Council.

Every time I go out to listen to a lesson, I always learn a lot, but I can't use it on my own. After reflecting on the lesson, I found that: the teaching objectives are not implemented well enough, in the discussion of the exchange of this part of the discussion is not in-depth enough to learn the last paragraph of the natural, the teacher read the paragraph, but did not arrange for the students to read aloud to understand. Some passages are handled in a hurry. Due to the limitation of the level of experience, there are still a lot of inadequacies. I'd like to thank you for your valuable comments.

3. Primary school first grade next book language lecture notes Part III

said the teaching materials

This picture study text with a simple text vividly describes the story of the tadpole looking for his mother, and at the same time recounts to the students of the tadpole is how to turn into a frog.

From the arrangement of the textbook, the text has more characters, the language is vivid and interesting, is a typical textbook for reading aloud training: from the structure of the textbook, the text of two, three or four natural paragraphs are similar, is also a model for learning method guidance. At the same time, the curriculum standard also clearly points out that reading aloud is the most frequent and important training in reading teaching, especially in the lower grades should pay more attention to reading aloud, and give full play to the role of reading aloud to understand the content of the text, develop the language, and cultivate emotions.

This lesson is divided into three lessons to complete, the following I focus on the first lesson of the teaching ideas, according to the arrangement of the material system, the actual learning of students, to determine the teaching objectives are as follows: (1) read the pronunciation of nine words, with the text to understand the meaning of the word. (2) To understand the changes in the frog's form during the growth process and to cultivate students' observation skills. (3) Learn to read the text aloud in roles. Teaching focus is: on the basis of understanding the tenderness of the text, learn to read aloud the dialogues in different roles. Teaching difficulty is: to experience the mood of the characters, read the corresponding tone.

Said teaching methodology

The process of teaching reading is the process of each student carefully reading to obtain personalized experience and unique feelings, is the teacher to guide the students in the practice of reading to constantly realize the self-construction, learn to read, and promote the expression of the process. The first thing I did was to get the students to read the book, and the second thing I did was to get the students to read the book, and the third thing I did was to get the students to read the book.

Said the teaching process

This lesson I divided into five links to carry out:

First, cleverly set up the introduction, stimulate interest.

A good start is half of success. In order to maximize the excavation of students before the internal power to eliminate most of the urban children due to regional differences and poor life experience obstacles, I first played the video, the sound of this video so that the students' unintentional attention was quickly attracted by the lively and lovely tadpoles. At this time, the teacher lost no time to cleverly introduce the new lesson: the frog mother gave birth to the tadpoles left, so it does not know who their mothers are, so they go around to find their mothers, which is what we want to learn in the new lesson "tadpoles looking for their mothers" (board book), so well-designed introduction to mobilize the students to visually and auditorily * participate in the activities, and effectively stimulate their desire to explore, so that the students can take the initiative to participate in learning activities, full of passion. The students can take the initiative and participate in learning activities with passion.

Second, the overall perception, understand the general idea.

This link I adhere to the overall start, the combination of graphic methods.

1, projection demonstration. Guide students to observe the picture in a certain order, think: what is each picture? And then connect the four pictures to observe and think: what is the main story? This makes the observation more complete, more systematic, in the visualization of the students on the growth process of the tadpole has a distinct perceptual understanding.

2, from the picture into the text. According to the lower grades children love to watch cartoons, I asked the students to watch the animated video while listening to the recording of the text model reading, on the one hand, so that the students intuitively perceive the content of the text initially, but also conducive to the cultivation of students standardized voice, intonation, and other skills of reading aloud. After watching, let the students read the text by themselves, with the help of pinyin read the words accurately, the teacher focuses on checking the pronunciation of the following words.

Third, read and taste, reference to the learning method.

As the saying goes, there is no definite way to teach, based on the structure of the material and the age of the students, I carefully infiltrated the method of instruction, focusing on the development of students' ability to read aloud.

1, skimming the first natural paragraph, so that students understand the appearance of tadpoles.

2, the second paragraph, layer by layer, penetrate the learning method.

3, first of all, the projection demonstration, so that students understand the tadpole at this time grew two hind legs.

Then from the picture to learn the text, focusing on the word "welcome" to experience the mood of the tadpole. The understanding of this word is difficult for children in the lower grades. In order to make it easier, I used the activity slide show to inspire students to look, think, speak, and actively participate in a variety of senses. So that students will not be difficult to understand: "meet up" is the tadpole from the carp aunt swim across. At the same time in the "experience the mood of the characters", due to the limitations of the students' life experience, rational thinking is still in the embryonic stage, so I make full use of the law of migration of knowledge to compare and contrast the understanding of ("swim past" and "meet up with"), and to compare and contrast the knowledge of "swim past" and "meet up with", and to compare and contrast the knowledge of the students. So I make full use of the knowledge transfer law of comparative understanding ("swim over" and "meet up"), coupled with the emotional experience of students in their daily lives, closely around the word "meet up" in time to ask: Why did the tadpole swim over from the opposite side of Auntie Carp? Why did the tadpole swim across the street from the carp aunt? This layer of in-depth, step by step, undoubtedly reducing the teaching difficulty of the slope, so that the lower grades of the read-aloud instruction can be guided by the chapter, there is a law to follow.

4, the teacher summary, review the learning method:

(1) seize the "welcome up" to experience the eagerness of the tadpole.

(2) distinguish between tadpoles and carp auntie's voice and speed of speech.

Such a summary of the students to read aloud the method of dialogue has a certain perceptual understanding, subconsciously comprehended some of the skills of reading aloud (only to comprehend, do not seek to memorize)

Fourth, self-study point of view, flexible use.

With the foundation of the previous method of instruction, I properly let go at this time, timely allocation, guiding students to use the method of learning, and gradually form the ability.

1, graphic contrast, let students understand the tadpole and grew two front legs. The turtle mother told the tadpoles that their mother had two big eyes and wore a green dress.

2, the organization of the students to self-study and discussion, the teacher pointed out, the projection of the reflection questions.

(1) through which words can experience the mood of the tadpoles, how do you experience?

(2) Compared with the tadpole, what are the characteristics of the turtle's voice and speed of speech?

Students self-learning to take their own thinking, the same seat to say, the group exchange, the whole class exchange in a variety of forms, the teacher patrol, timely pointing. If students have difficulty in experiencing the mood, the teacher can ask why the tadpole rushed to catch up. This cuts down the slope of the teaching difficulties, and takes a variety of forms of reading aloud after the characters are clearly identified.

In addition, I also give full play to the students' performance talents when reading back the first three natural paragraphs, so that they carry headdresses to read with music performances, which fully enhances the effect of reading aloud in character.

Fifth, consolidate the practice, strengthen the training.

Language teaching should adhere to not read, so I heard in the reading and writing skills training at the same time, but also strengthened the training of writing, which is designed to two thinking questions.

1, fill in the blanks

() in () there () tadpoles, big (), () body, () long tail, swim around happily.

This question is designed to deepen students' understanding of the content of the text, but also penetrate some of the imitation writing method.

2, according to the above writing style imitation writing two small animals.

Location number look like what

(1) (1) (1) have (), elephant () ()

(2) (2) (1) () ()

The design of this question reflects the two levels, is intended to be from the shallow to the deep, to expand students' thinking, strengthen the language and text training.

In short, this lesson I give full play to the role of the model of the textbook, and always adhere to the reading as the basis for the combination of reading and training, and gradually cultivate the students' ability to read aloud, and practically improve the quality of language teaching.

4. Primary school first grade next book language speech four

I, said the teaching materials

"Duck and white rabbit treats" is the language publishers published by the language of the elementary school in the second book of the fourth unit of a fairy tale, the text tells the duck and the white rabbit to treat each other. First of all, the white rabbit invites the duck to his home as a guest, and treats the duck with fresh grass sprouts and leaves, but the duck is very unhappy, thinking that the white rabbit is too stingy; then the duck invites the white rabbit to his home for dinner, and treats the rabbit with snails and loaches, but the rabbit doesn't like to eat these things; finally, the duck realizes that he wrongly blames the white rabbit because what he likes is not necessarily liked by other people. The text adopts the technique of anthropomorphism, written vividly and childishly, permeated with the educational idea of friendship and love ` good at understanding others. Teaching focus in addition to literacy and practice role reading, is to let the students from reading to feel to be good at understanding others, to understand "their favorite things other people do not necessarily like" this truth. The whole text *** five natural paragraphs, the language is simple and easy to understand, so combined with the training focus of this unit: literacy with the text, to develop students' ability to read aloud and oral expression ability, I developed the following teaching objectives:

1, recognize the 10 recognizable vocabulary and write 7 vocabulary;

2, correctly read aloud fluently and emotionally;

3, in understanding the content of the text, on the basis of educating students to be good at reading, and to understand the meaning and meaning of the text. On the basis of understanding the content of the text, educate students to be good at understanding others, and understand the meaning of the saying that others may not necessarily like what they like;

4, the students' cognitive and thinking ability;

This text is divided into two lessons, the first lesson: the first reading of the text, the overall perception of the students' own vocabulary and guide to write the five words. Here I will single out the second lesson: to complete the teaching objectives of the 2, 3, 4 and guide the writing of two vocabulary.

Second, the teaching method

According to the purpose of teaching, from the actual teaching materials, student learning conditions, follow the "teacher-led, student-oriented, training as the main line" principle, in the comprehensive use of a variety of teaching methods, the main highlights of the two methods of teaching:

1, the discussion of the teaching method

In the language teaching, the teaching method of the teaching method of the teacher's work. p>

In language teaching, teachers should be good at being a guide, according to the situation, so that students are free to discuss, in the continuous discussion, produce a collision of ideas, sparkling thinking, exchange their views. The formation of a unified understanding, promote students' enthusiasm for independent learning and independent inquiry, so as to improve learning ability. So in the teaching, I guide the students camera to start the discussion:

(1) Look at the picture and say what the duck and the white rabbit asked each other to eat? Do they like it?

(2) the meaning of "they like to eat things that others do not necessarily like".

(3) students in the understanding of the content of the text on the basis of, say "in a few days the duck invited the white rabbit to eat what will eat?" And so on several questions.

2, emotional reading teaching method:

The syllabus pointed out that: "all grades should pay attention to reading aloud, give full play to the role of reading aloud to understand the content of the text, the development of language, and cultivate emotions." This lesson uses the rhetorical device of anthropomorphism, and the statements are simple and easy to understand. Therefore, I did not make more explanations, but used a variety of ways to read aloud to help students understand the content, master the standardized written language, so as to develop good language habits. Such as: table cooperation read aloud, mutual guidance, complement each other's strengths and weaknesses; read aloud in roles and the focus of the paragraph read aloud and other personalized read-aloud training. In this way, the students, if the feelings are well grasped, naturally feel the need to be good at understanding others and understand the reason.

Third, the learning method

According to the above teaching methods, students can use the "talk, talk, read" method to complete the class learning tasks. "Discuss" let the students combined with the illustrations to discuss, "Say" say what are drawn on the map? What are they doing? "Read" to find out the corresponding natural paragraphs in the text and read aloud in different ways. In this way, the students are always under the guidance of the teacher's brain and mouth, through their own labor to obtain knowledge, change passive learning for active learning, truly reflecting the "teacher-led, students as the main body, the main line of training" principle.

Fourth, the teaching process

Optimize the teaching process, improve the efficiency of classroom teaching, teaching procedures arranged in a scientific and reasonable manner, is the key to the success of the teaching, according to the characteristics of the materials in this class and the training focus on the cognitive patterns of students, I use the following teaching ideas:

(-) review the words, the stimulation of the interest of introduction:

1, show the words, and the students to learn to learn to learn to learn to learn to learn to learn to learn to learn to learn to learn to learn to learn to learn.

1, show the word card, let the students say which words know, which words do not know. Do not know and then consolidate, and then give the group words.

2, say what you want to do in this class? Or want to know something?

(2) read the text for the first time, the overall perception of the content of the text, say the main content of the story.

(C) combined with the illustrations,, start the discussion:

1, the duck to the white rabbit's home as a guest, the white rabbit asked the duck to eat something? Did the duck like it? Look at the illustration 1 to discuss and say a few words.

2. The white rabbit came to the duck's house as a guest, what did the duck treat the white rabbit to? Did the white rabbit like it? Discuss and say a few words about it with Illustration 2.

(D) carefully appreciate the content of the text, read aloud to understand

Find out the natural paragraph corresponding to the illustration, focus on guiding students to use a variety of ways to read aloud, there are individual read aloud, group read aloud, read aloud in roles, read aloud the whole text, read the key paragraphs, read the key sentences, in this way to help students understand the content of the text. At the end of the text, I also gave the students such a task of reading aloud:

1, you find out a sentence that is the most difficult to read, say why it is the most difficult to read?

2. Find a sentence in the text that you read well and say what is good about it?

3. Find a sentence in the text that you don't understand, and say what you don't understand. In this way, students understand the text more y.

(E) summarize the whole text, to extend beyond the classroom.

Say what the duck and the white rabbit understand after treating each other? And let the students contact the reality of life to say "their favorite things other people do not necessarily also like" the meaning of this sentence, so that students learn to understand the truth of others.

(F) guide writing

Let the students say what should be noted when writing the words "this" and "home". How do you want to write them more beautifully. And let the students write two in the Chinese character grid.　

5. Primary School Grade 1 Next Book Language Lesson Notes Part V

Said Teaching Materials:

"Silent Night Thoughts" is a work of the Tang Dynasty poet Li Bai, whose poems are rich in imagery, and his style is free and bold. The "Silent Night Thoughts" is written by a traveler who is homesick on a moonlit night. The author takes the identity of a wanderer to travel thousands of miles, from "doubt" to "raising head", from "raising head" to "lowering head", which figuratively expresses his feelings of homesickness. From "doubt" to "head up", from "head up" to "head down", the poet's mental activity process is visualized, and a vivid picture of homesickness on a moonlit night is vividly presented in front of us, which expresses the strong homesickness of the wanderer. This poem is condensed language, sincere feelings, far-reaching mood, easy to cause the reader's ****ing.

Said teaching methodology:

The poem is easy to understand, a household name, some students have recited it backwards and forwards before entering school. But most students lack exercise in reading aloud the rhyme of the poem.

Said the teaching process:

Combined with the characteristics of the class, teaching requirements, the class designed four major links, a scenario introduction, stimulate interest, self-reading and self-learning, read aloud to understand, summarize the sublimation.

1, through the teacher-student dialog, students like to memorize ancient poems? Which ancient poem will you memorize? Can you memorize it for everyone to hear? Stimulate students' interest in learning ancient poems. Starting from the actual students, for the students love to show the characteristics of the students aroused students' strong interest in ancient poetry, and in the specific language environment literacy, so that students experience the joy of success.

2, show the courseware to create a situation, introduce the subject, enhance students' interest in learning languages, and develop the ability to observe, imagine and express language. The process of collecting and displaying information develops students' ability to collect and process information.

3, model reading teacher with music model reading the text, students look at the picture while enjoying. Overall perception of the text, to experience the rhyme and beautiful mood of the ancient poem. In the teacher's voice in the model reading, in the appreciation of beautiful pictures and beautiful music, to improve the students' aesthetic taste.

4, self-reading self-learning. Please open the text with their favorite way to read or memorize it! According to the specific situation of the students, let the students freely choose the way to learn and read and memorize. Observe carefully, the words inside the poem you recognize which ones? How do you recognize them? Draw the words you don't know with your favorite symbols and read them several times with the help of pinyin. Tap into students' existing experience, pay attention to students' individual differences, seize the opportunity, make the best use of the situation, and regulate teaching effectively. Let students exchange their literacy experiences and become literate in a concrete language environment. Students are the masters of learning, fully believe in students, give them the opportunity to show their own, so that students in the active literacy to enjoy the joy of success, in the exchange of literacy methods and when the "little teacher" activities, encourage students to use their own way to memorize the word form, cultivate students' creativity

5, read aloud focus on the evaluation of reading aloud to improve the ability to read aloud. Improve the ability to read aloud. Teachers must take into account the developmental needs of different students, and strive to make different students can feel the joy of success, pay attention to the guidance of reading aloud, guide students to read the rhyme of the ancient poem, experience the pleasure of reading poetry, and realize the strong feelings of homesickness. Improve students' ability to read aloud. So that "readers love to read, listen to focus", teachers and students *** with the method of reading poetry, mutual listening and evaluation, *** with progress, greatly mobilizing the enthusiasm of students to read.

6, through the summary of the perception of excavation, respect for the unique experience of students, and then produce emotional *** Ming, to further appreciate the strong feelings of homesickness. Let the students in active and positive thinking and emotional activities to deepen understanding and experience, some sense and thinking, by emotional inculcation.