The teaching requirements of the fourth grade Chinese teaching plan 1;
1, learn three new words in poetry and know 1 new words.
2, familiar with the text, self-study to understand new words: deep, untied cable, frog drum, dusk fog and so on. , got it.
3. Make clear the author's route, so that students can experience the unique and beautiful scenery of the water town with the help of imagination and through the understanding of poems. Cultivate students' imagination and language expression ability, and improve students' Chinese literacy.
4. Read the text with emotion, recite the text and accumulate good words and sentences.
Teaching process and design intention
First, dialogue import
Music can spread the wings of our imagination and take us anywhere we want to go. At this moment, let's listen to elegant music and walk into the beautiful Jiangnan water town. (Music)
Teacher: Before class, the teacher also collected some pictures, please enjoy (show and explain). The waters here are very vast, with rivers and clouds connected with water. In the village, there are green trees and red flowers, flowing water, and several families stand along the river. Looking around, thousands of canals divide the endless fields into neat rice fields, and those green rice fields bring people the hope of bumper harvest. This is the Jiangnan water town. what do you think? It's beautiful. Do you like it? Yes, such beautiful scenery is not only appreciated by us, but also by the famous writer Sha Bai, so he wrote a poem "A Journey to a Water Town" to express his admiration. Let's walk into the Jiangnan water town with him and feel the unique customs.
Design intention: [The display of pictures can arouse students' interest, enrich the appearance of students' minds, have a perceptual understanding of water towns, and lay a foundation for learning texts]
Second, read the text for the first time and make clear the level of the article.
Please open your books and read this poem carefully. When reading aloud, please pay attention to accurate pronunciation and fluent sentences (students practice reading aloud). Do you want to be a primary school teacher? Students at the same table listen to one and read another. If you read well, praise him for his inaccuracy and fluency. Please help him correct (practice) who wants to see (each person has a section, read the name, correct and comment) what impression does the water town leave on you?
Route: waterway → water village → paddy field → when leaving the village.
Teacher: We followed the author to the aquatic village by boat, then disembarked into the paddy field and finally left the small village. What impression did the water town leave on you after this trip to the water town? The water is wide, people go in and out by boat, they are hardworking, the scenery is beautiful, quiet and lively.
Design intention: [Perception, forming a preliminary impression. Grasp the whole. ]
Third, feel the text, communicate with the whole class, and guide the students to read the text with emotion:
Teacher: What a beautiful water town. In fact, every place in the water town is a beautiful picture. Together, it is a long scroll of water town scenery. Let's go back to this picture and take a closer look at this water town. Tell me what you like best about the water town. What do you like there? Please read this poem carefully to prepare yourself, and then talk to each other at the same table (students practice reading, talk to each other, and teachers help each other)
Classroom communication: listen to the teacher's requirements first. When reporting, say what you like first, and then say why you like it.
Students' perception points:
(1) I like the scenery on the water road: the water surface is wide and the water and clouds meet. Where did you know that? (Water Cloud Spectrum) What is the paved road we usually see? How about the way to the water town? How to read it? It's a sea of clouds in Wang Yang. )? Please read while tasting.
I like the scenery of that small village.
A Because there are many fish there. How do you know that? ) full of trees? Point out that there are many fish.
Have you ever seen a fish hanging on a tree like a curtain? What did you feel when you first saw it? (Very special, fresh and surprising) How to read it?
What can you see from so many fish? Fishing for a living, hard work, land of plenty.
I like that small village because it is beautiful. Red pomegranate and green willow branches dance in the wind. How beautiful! Can you read this beauty? Practice reading)
I like this small village, because it is very quiet, because only a few families have locked their doors. (Please read "Village Quiet") What a peaceful and beautiful water town. Can someone describe this beautiful scenery in your own words according to your imagination? Please read and read out your favorite feelings (practice reading)
(3) I like rice fields. The rice fields are endless. Like the ocean, the rice waves are rolling (where did you know about the "sea"? Please read your love). I like people in rice fields. They are hardworking (how do you know? I like the excitement of rice fields. Read your love.
Teacher: Frogs come and go, and there are endless rice fields in front of us. Please read it and read out your favorite feelings (roll call after practice).
(4) I like the scenery when I leave the village. The cicada stopped chirping. As the sun sets, mist rises on the water surface, like a veil over Xiaoshui Village, which is very quiet and hazy (how do you know? I like that child because he is hospitable ("Fujian" program) and good at boating (boating). Then praise him (as a student).
Now that you are sitting on the boat with the author, you can't help feeling when you look back. What is this? (nostalgia) nostalgia for what? (People, scenery, rice fields ...) Please read the complete poem with love and nostalgia. (Students practice reading)
Division; Reading this little poem, a touching picture of a water town unfolds in front of us. I want to invite a classmate to read the whole poem, the teacher will give him music, and the other students will close their eyes and enjoy it. (Read by name)
Teacher: Can students recite it? (born on the back)
Fourth, expand
1. Students, what famous water towns do you know? Today, I will take you to Zhouzhuang, which is known as "the first water town in the south of the Yangtze River", to have a look with my own eyes and experience the charm of Zhouzhuang. (Play the courseware)
2. The students also learned about the customs of many water towns. Let's introduce it. (health report)
Design Intention: [Video materials of water town, let students have a deeper understanding of water town knowledge and have a yearning for water town. ]
Five, the arrangement of extracurricular practice:
1. Rewrite a trip to a water town into a travel note.
2. Draw a picture of a water town.
3. Accumulate poems describing scenery.
Design intention: [Lead in-class learning to outside class, and increase students' gains]
Blackboard design:
19, Shuixianghang
Shuilu-Shuicun-Paddy Field-Chucun
The teaching goal of the fourth grade Chinese teaching plan "Journey to the Water Town";
Knowledge and skills:
1. Read and recite the text correctly, fluently and emotionally.
2. Through reading, reciting and memorizing, imagine the beautiful environment and quiet atmosphere of the water town, and feel the simple folk customs and hard work of the water town people in the south of the Yangtze River.
3. Understand the narrative order of poetry and feel the beauty of rhythm and form. Learn how the author expresses his feelings by describing scenery and things.
4, is to confirm the new words and words composed of these new words, and actively accumulate beautiful words.
Process and method:
1. Feel the unique customs of the water town through reading, talking, imagining and comparing, and revel in it.
2. Taste the beauty of words, rhythm and artistic conception of this poem through the ingenious integration of classical poetry and modern new poetry.
Emotions, attitudes and values;
Understand the narrative order of poetry and feel the beauty of rhyme and form of poetry. Through reading, reciting and memorizing, we can imagine the beautiful environment and quiet atmosphere of the water town, and feel the simple folk customs and hard work of the people in the south of the Yangtze River.
Difficult analysis:
Experience the beautiful environment and quiet atmosphere of the water town.
Feel the simple folk customs of Jiangnan water town and the hard work of water town people.
Preparation before class:
Collect information and pictures about water towns.
Multimedia courseware.
Guidance of teaching process and design:
First, stimulate the introduction of interest and feel the beauty of the water town:
(1) Multimedia courseware shows videos of water towns. The teacher showed and explained.
The teacher introduced: The waters here are very vast, with rivers and clouds connected with water. In the village, there are green trees and red flowers, flowing water, and several families stand along the river. Looking around, thousands of canals divide the endless fields into neat rice fields, and green rice fields bring people the hope of bumper harvest.
(2) Students talk about their feelings after reading and stimulate their interest in reading.
(Design intention: situational introduction, so that students can be in the water town, feel the beauty of the water town, stimulate their interest in learning, and lay a cognitive and emotional foundation for reading and learning. )
(3) Title introduction: The writer Sha Bai wrote a poem "Journey to a Water Town" to express his admiration. Let's walk into the Jiangnan water town with him and feel the unique customs.
Design intention: arouse students' interest, enrich the appearance of students' hearts, have a perceptual understanding of water towns, and lay the foundation for learning texts. )
Second, read the text for the first time and make clear the level of the article.
(1) Free reading: read this poem carefully. When reading aloud, pay attention to accurate pronunciation and fluent sentences.
Words that students should pay attention to when practicing reading: paddle, curtain, pomegranate and rope.
Courseware shows poems.
(2) Read by name, correct and comment.
I can read.
Courseware shows new words: curtain, pomegranate, pair, cicada and rope.
(4) Teachers' reading with music: Click the music on the courseware. Ask a question: please think about it. Where has the author been? What impression did the water town leave on you? (Design intention: Perceive the content of the poem and form a preliminary impression. Grasp the content of the article roughly. )
(5) communication between teachers and students.
1, this poem goes from far to near, and is written in the water town, swimming in the water town and leaving the water town.
Route: waterway → water village → paddy field → when leaving the village.
2. What impression did the water town leave on you?
Premise: the water is wide, people go in and out by boat, they are hardworking, the scenery is beautiful, quiet and lively.
(Design intention: Defining the author's tour route is not only the result of independent thinking, but also teaching students reading methods and cultivating students' reading habits. )
Third, read the taste and experience the beauty of the water town:
(1) The teaching revolves around "Where do you like the water town best and what do you like there?" The topic of this center guides students to contact the full text, experience the beautiful harsh environment and quiet atmosphere of the water town, and feel the simple folk customs and hard work of the people in the south of the Yangtze River. Guide students to imagine pictures while reading.
Courseware shows self-study skills:
1. Every place in the water town is a beautiful picture. Read this poem again and tell me what you like best about the water town.
2. Which picture do you like? Expand your imagination when reading, and realize how you feel.
(2) Students practice reading and talk to each other, and teachers help students:
(Design intention: Let students actively participate in knowledge learning activities through reading from self-enlightenment. Let students truly become the masters of learning and fully reflect the main role of students. )
(3) Collective communication and experience the beauty of the water town.
Put forward the central question: what unique customs and customs have you experienced about the trip to the water town? Read it with great interest.
Learning method guidance: guide students to analyze sentences from distinctive words or phrases, and grasp the differences by comparing with their own life experience, taste the beauty of water town scenery, people and feelings, and appreciate the beautiful artistic conception displayed by the author.
Design intention: to guide students to contact the full text, experience the beautiful harsh environment and quiet atmosphere of the water town, and feel the simple folk customs and hard work of the people in the south of the Yangtze River. )
Students' perception points, preset:
(1) I like the scenery on the water road: the water surface is wide and the water and clouds meet. Where did you know that? (Water Cloud Spectrum) What is the paved road we usually see? How about the way to the water town? How to read it? It's a sea of clouds in Wang Yang. )? Please read while tasting.
(Design intention: Through repeated reading, feel the beauty of the rhythm and rhythm of poetry. )
I like the scenery of that small village.
Because there are many fish there, (how do you know? ) full of trees? How much is it to guide fishing nets to read?
B: Have you ever seen a fishing net hanging on a tree like a door curtain? What did you feel when you first saw it? (Very special, fresh and surprising) How to read it?
C.what can you see with so many fishing nets? Fishing for a living, hard work, land of plenty.
D, I like that small village, because it is beautiful, with red pomegranate and long green willow branches dancing with the wind. How beautiful! Can you read this beauty? Practice reading)
E, I like small villages, because it is quiet, because there are only a few families, and they are all locked. (Please read "Village Quiet") What a peaceful and beautiful water town. Who can describe this beautiful scenery in his own words according to his own imagination? Please read and read out your love (practice reading) (design intention: stimulate students' imagination and feel the simplicity and diligence of the people in Jiangnan water town through the concise words of poetry. )
(3) I like rice fields. The rice fields are endless. Like the ocean, the rice waves are rolling (where did you know about the "sea"? Please read your love). I like people in rice fields. They are hardworking (how do you know? I like the excitement of rice fields. Read your love.
Teacher: Frogs come and go, and there are endless rice fields in front of us. Please read it and read out your favorite feelings (read by roll after practice).
(Design intention: Teachers guide students to understand the beauty of artistic conception and phonology of poetry. Instruct reading aloud. Strengthen the guidance of reading aloud and pay attention to the accumulation and understanding of language. Take different forms of reading aloud to integrate language accumulation with reading comprehension and emotional contrast. )
(4) I like the scenery when I leave the village. The cicada stopped chirping. As the sun sets, mist rises on the water surface, like a gauze covering Xiaoshui Village. It's quiet and hazy (how do you know). I like that child, because he is hospitable ("Fujian" program) and good at rowing (rowing). Then praise him (as a student).
(design intent: pay attention to words and feelings. Let the students jump out of the text and say what they feel in their hearts. Let students read from the beginning of enlightenment and respect their individual feelings. )
Fourth, sublimate emotions and miss the beautiful scenery of the water town.
(A) sublimation of students' emotional experience:
Teacher's question: Now that you and the author are sitting on the boat, looking back on the past, you can't help feeling nostalgic and have a lot of regrets. What do you miss?
Show the courseware and fill in the blanks:
Sitting on the boat and looking back at the water town, I can't help but miss it, and there are many places I can't bear to part with. What I miss is ().
Preset: people, scenery, rice fields ...
Please read the complete poem with deep affection and nostalgia.
(3) Students read poems with music.
Courseware shows music.
(four) to guide the whole poem recitation.
(Design intention: Let students not only understand the author's reluctance to leave the water town, but also read the author's heart and his feelings. )
Fifth, expand and extend to retain the beauty of the water town.
(1) What water towns do you know? Let's take you to Zhouzhuang, a water town in the south of the Yangtze River.
Design intention: The image data of water town enables students to have a deeper understanding of water town knowledge and have a yearning for water town.
(2) Introduce the "water town" described by literati.
(3) Expanding exercises
1. Rewrite a trip to a water town into a travel note.
2. Draw a picture of a water town.
3. Accumulate poems describing scenery.
(Design intention: Lead in-class learning to outside class, and increase students' gains. )
Blackboard design:
19 Shuixianghang
Waterway → water village → paddy field → when leaving the village.
Quiet water, many boats-pomegranate red, willow green-busy fields-children who see guests off.