"March Peach Blossom Water" skillfully uses metaphors, personification, parallelism and other rhetorical methods, and then combines the author's strong joy and love to express the author's sincere feelings of loving the mountains and rivers of the motherland. The following is the preferred teaching design lesson plan for the fourth grade primary school Chinese language "March Peach Blossom Water Lesson Plan", I hope it can help everyone!
The preferred teaching design for the fourth grade primary school Chinese language "March Peach Blossom Water Lesson Plan" Design lesson plan 1
Teaching objectives:
1. Recognize five new words in this lesson and be able to write 11.
2. Comparatively read with "Spring Tide" to understand the differences in pronunciation, speaking speed and wording between the two texts, cultivate students' comparative reading ability, accept cultural influence, and improve their thinking level.
3. Understand the sentence structures such as parallelism, personification, metaphor, and antithetical couplets in the text, and appreciate the beauty of the author's use of words and sentences.
4. Let students accumulate language and improve their expression ability through familiar reading.
Preparation of teaching aids:
Prepare a melodious piece of music to guide students to read aloud to the music, injecting elements of beauty into plain language.
Teaching focus:
The focus is on comparative reading with "Spring Tide", to understand the different styles of the two texts, and to cultivate students' comparative reading ability.
Teaching difficulties:
The difficulty lies in understanding the sentence patterns such as parallelism, personification, metaphor, and couplets in the text, and understanding the beauty of the author's use of words to create sentences.
Teaching process:
1. Creating a situation
1. Introduction to teacher’s conversation: Students, yesterday, we were still immersed in the unstoppable momentum In the spring tide of February, today, the peach blossom water of March trickles to us like a soothing and gentle serenade. (Blackboard writing topic)
2. Students read the topic together.
(If there are no relevant audio-visual materials, teachers can use vivid language to describe the introduction of the creative situation, and for the first time remind students to compare reading with "Spring Tide". Teachers should strive to be beautiful when designing introductions and summaries. , consistent with the artistic conception of the article)
2. Read the text for the first time, learn the words by yourself, and have an overall perception
1. Read the text by yourself, paying attention to the correct pronunciation of the words.
2. (Show the new words) Read them yourself first, and then read them by name. (The new words presented include those containing new words and those that have not been touched before, such as urging, responding)
3. Communication: Which words did the students solve by looking up the dictionary during preview. (The fourth grade should focus on cultivating students’ habit of self-learning words, especially the use of reference books such as dictionaries.)
4. Read the text silently and think about it after reading: The peach blossom water in March leaves you What impression did you make? (Check the students’ gains from reading, and guide students to understand the article as a whole. The teacher wrote on the blackboard: The water is as clear as a mirror and the sound of water is like music)
(The students’ gains may be messy , teachers should help students summarize and organize, which is to cultivate students' generalization ability. For example, students may say in general - Peach Blossom Water in March is beautiful. Teachers should guide students to find sentences in the text, read them, and then ask questions. Ask him: "These sentences are about the beauty of water.")
3. Intensive reading to understand emotions
Teacher: It seems that after reading the text twice, Peach Blossoms in March The sweet flowing sound and clear figure of the water have left an impression on the students. This is what you get from reading. Let us read the text carefully, circle and underline the relevant sentences. (Students read silently again. The teacher prompts students to use different reading marks to make comments.)
"The sound of water is like music" -
1. Students exchange the drawn sentences. (Paragraphs 1, 3, 4)
2. (Focus on the reading of paragraph 4) Please think about how to read this paragraph first, and then practice reading freely. Reflect your mood by reading aloud.
3. Name the students to read aloud, and boys and girls will have a reading competition. (If you find someone who reads well, ask him to talk about why he reads well - for example; treating himself as a river that has been sleeping all winter, and feels happy when he wakes up; another example: students combine "Oh, the river wakes up!" One sentence, do you feel the author's surprise when he saw the river flowing?)
4. The teacher reads the third paragraph, and the whole class reads the fourth paragraph emotionally.
5. What sentence do you want to use to praise such a beautiful sound of running water? (Imitate "The peach blossom water in March is the harp in spring", learn to use metaphors, personification, parallelism and other rhetoric Method. )
"The water is as clear as a mirror" -
1. Students exchange the sentences they drew.
(Paragraphs 2, 5, 6)
2. (Focus on the 4th paragraph for guidance and study) It saw swallows, weeping willows, girls, and smoke? How can it mean that "the water is as clear as a mirror"? (Reflection)
3. Let us also feast our eyes on the peach blossom water and enjoy the beautiful scenery in the water - practice reading freely.
4. Do you want to take a look at the beautiful scenery in the water? Please close your eyes and see what you can see. Refers to a student reading to music. Other students closed their eyes and imagined.
5. Tell me about what you seem to see? You can combine it with what you have learned from reading, or you can continue to expand your imagination. The teacher will evaluate it in time - this is what is hidden in the ellipsis.
[The Chinese curriculum standards point out: "While developing language, develop thinking ability, stimulate imagination and creative potential." This requires that when we teach Chinese, we cannot just be satisfied with students' literacy and reading. That's enough. According to the different content of the teaching materials, we need to create situations to dig out things beyond the teaching materials and develop students' thinking. That is to say, attention should also be paid to the cultivation of creative thinking in reading teaching. Dig out easily overlooked issues such as emotions, attitudes, values, and creative thinking hidden in textbooks. ]
4. Summary of the full text
1. The peach blossom water in March sounds like music and is as clear as a mirror. How can it not make people intoxicated and linger - the whole class reads it together 7-9 natural segments.
2. After reading this, is there anything you don’t understand? (You may question “more expensive than gold” and “a wine glass full of souls”)
3. Let’s Let’s also fill our “spiritual wine glasses” with the March peach blossom water that is “more expensive than gold and brighter than silver”. (The whole class reads the full text aloud to the music.)
The preferred teaching design lesson plan 2 of the Chinese language "March Peach Blossom Water Lesson Plan" for the fourth grade of primary school
Teaching objectives:
1. Read the text correctly, fluently and emotionally, understand the thoughts and feelings expressed in the scene description, and recite your favorite paragraphs;
2. Continue to learn to use "what", "how", "what", "how", etc. "Why" questions and study side notes.
Teaching focus:
The focus is on comparative reading with "Spring Tide", to appreciate the different styles of the two texts, and to cultivate students' comparative reading ability.
Teaching difficulties:
The difficulty lies in understanding the sentence patterns such as parallelism, personification, metaphor, and couplets in the text, and understanding the beauty of the author's use of words and sentences.
Preparation before class:
Prepare a melodious piece of music and guide students to read it to the music, injecting elements of beauty into plain language.
Teaching process:
1. Conversation introduction, preview test
1. Teacher: After studying the spring tide, we feel that the spring tide is unstoppable and irresistible power. Today we walked into "March Peach Blossom Water" and felt another scene of spring. < /p>
(1). Read the text aloud by name, and students will evaluate each other.
(2). Drive a train to read words and check the mastery of new words. Note; the pronunciation of "qin xian" and "ying he" is
(3) When studying "Spring Tide", we learned a golden key and tried to use "what", "how" and "why" to ask questions , let’s review it together (show it). In order to better grasp the organization of the text, using this method, what questions can we ask about "March Peach Blossom Water"?
Ask questions: ①What is this text about?
②What is the peach blossom water in March?
③Why is the peach blossom water in March described by the author so beautiful?
2. In-depth text and in-class exploration
1. Show the courseware: quickly browse the text, find the paragraph corresponding to the following two sentences, and read it.
What is the sound, like a string of small bells, walking gently by the village?
What is the light, like a piece of bright silk, reflecting the blue sky?
p>
2. Report by name, and be randomly instructed to write "voice" next to natural paragraphs 3 and 4, "light" next to natural paragraphs 5 and 6, and "praise" next to natural paragraphs 7, 8, and 9
3. Display and communicate, read and comprehend
(1) The sound of water is like music
Read text 3 and 4 silently, and complete the natural paragraphs and fill in the blanks
It is the sound of _________, like a string of small bells walking gently through the edge of the village.
The peach blossom water in March is the harp of spring. Can it be replaced by that word?
The peach blossom water in March is the harp of spring.
Can play a variety of pleasant sounds, what sounds did you hear?
Underline the words that describe the sounds: rhythmic drums, water waves, ringing, whispers, ding-dong, ringtones, water waves
Summary: These lovely sounds are like a string of small bells, gently walking past the edge of the village. Let us read them again. (Music for students to read natural paragraphs 3 and 4)
(2) The water is as clear as a mirror
The peach blossom water in March is the mirror of spring, reflecting the blue sky. From this mirror, you What did it see?
Quote: It saw? It saw? It saw? It saw?
Did March Peach Blossom Water just see these? Where can you see it? ( (has? number)
Small practice writing: (Complete by yourself)
Show and fill in the blanks: Yes! It saw the March Peach Blossom Water?; It saw?;
Did it see?; Did it see?
Transition: I made a picture of the beautiful scenery I saw, can everyone enjoy it?
Share the small practice pen just now in the group, Modify each other.
Summary: So, (show) the peach blossom water in March is a mirror, reflecting the picture of spring.
4. Comparative reading, feel the difference in styles
1. Teacher: "In the peach blossom water in March, we feel the poetic and picturesque scenery of spring in the south of the Yangtze River, filled with feminine beauty everywhere. Girls read to the music March Peach Blossom Water Chapter 3-6 Natural Section (Life Talk)
2. Children, do you still remember the majestic "Spring Tide" in February? Let us read "Spring Tide" together. Chapter 3 of "Spring Tide", once again feel the irresistible power of spring tide (for boys)
3. Summary of the text classroom test
1. Summary: Children have a peach blossom in March. The water is like a harp, like a mirror, and more like a violin, playing the beautiful melody of spring. Therefore, the author praises
(Quotation): More expensive than gold, March peach blossom water!
p>Brighter than silver, the peach blossom water in March!
Ah, the grass on the ground is like grass, and the willows on both sides are like eyebrows. The peach blossom water in March makes people intoxicated.
Ah! Take a handful, take a sip, and let the peach blossom water in March fill the wine glass of our souls.
2. In connection with the above, think about: Why is the peach blossom water in March more expensive than gold? Is silver still bright? What is the author’s feeling expressed at the end of the text?
Because peach blossom water is closely related to agricultural production, it is more expensive than gold; because it is pure and beautiful, it is brighter than silver.
< p> March Peach Blossom Water makes everyone who has seen it deeply intoxicated. Taking a handful and tasting it, it is like the wonderful peach blossom water flows into our hearts, making us remember it forever. The author expresses his love for March Peach Blossom Water. Deep praise and incomparable love for water4. Expansion and extension
Thinking
When reading "March Peach Blossom Water" and "Spring Tide", you What's the difference in your feelings? "March Peach Blossom Water"
The tone is soothing, like a gentle serenade, showing the beauty of beauty and femininity.
"Spring Tide"
The tone is urgent, like a river moving eastward, unstoppable, showing strong masculinity
Blackboard design:
It is the harp of spring
Peach blossom in March. Water
Is the mirror of spring
The third preferred teaching design lesson plan for the fourth grade Chinese language "March Peach Blossom Water Lesson Plan"
Teaching objectives:
< p> 1. Use excerpts and notes to learn words from studentsBells, silk, gorgeous, flowing, strings, percussion, rhythm, response, slender, urging, plowing, intoxication, curling smoke, green. Grass is like grass.
2. Read the text emotionally and appreciate the poetic and picturesque artistic conception of the text.
3. Compare and read with "Spring Tide" to understand the difference between the two texts. Differences in language, speaking speed, and word choice.
4. Understand the various rhetorical figures (metaphor, personification, parallelism, antithesis) in the article, appreciate the language beauty of the article, read it well and recite it, and accumulate language.
Teaching focus:
Compare reading with "Spring Tide" to understand the differences in language, speaking speed and wording between the two texts.
Teaching difficulties:
Understand the various rhetorical figures (metaphor, personification, parallelism, parallelism) in the article, appreciate the language beauty of the article, read it well and recite it, and accumulate language.
Teaching method:
Focusing on reading and comparing feelings will be more effective for learning this article.
Cut to the puppet show
1. In the last class, we felt the grand momentum of "Spring Tide" together. In this lesson, we will appreciate the unique "March Peach Blossom Water".
How do you understand the title of the article?
Students express their opinions.
In fact, "March Peach Blossom Water" means spring water. The article makes the name more poetic, beautiful and peaceful. A small stream gurgling and tinkling by, the tranquility and beauty will linger in our hearts all the time.
2. Teacher’s model reading (music)
Students listen and talk about their feelings. (Magic, ever-changing?)
(Through reading the text, students can appreciate the March peach blossom water that is as gentle as a harp and as dazzling as a mirror, creating a poetic and picturesque classroom mood.)
Dialogue platform
1. Self-study
1. Students read to themselves, correctly and fluently.
2. Report reading.
Tip: Among them, "Xian, He, Zhong, Sheng, He" are polyphonic characters.
Similar words: Bao, Zhongyipian, Bian
3. Test in the classroom.
2. Communication
1. The article is beautifully written, have you read enough?
It’s natural that you haven’t. Let's choose your favorite part and read it.
2. Report reading.
Students report the passages they like to read, and students who like the same passages compete and evaluate to see who reads better. After reading a certain number, ask students to talk about why they like this part.
(Students can talk about content, emotion, expression techniques, and expression effects.)
3. Teacher’s camera guidance.
A. To grasp the structure of the article, complete the reflection questions 2 at the end of the book.
On the one hand, write the voice, the peach blossom water in March is the harp of spring;
2 In terms of color, the peach blossom water in March is the mirror of spring.
The third aspect is a summary of the full text, praising the peach blossom water in March as more expensive than gold, brighter than silver, and intoxicating.
B. Enhance your grasp of the beauty of the language of the article and appreciate the sentences with rhetorical techniques in the article.
For example: Oh, the river wakes up! The river that has been bound for a winter is brought to life using anthropomorphic writing. The word "oh" also expresses the author's surprise and excitement.
?
4. Competitive reading and accumulation of insights.
3. Extension
Compare and read "Spring Tide" and "March Peach Blossom Water".
Experience the completely different artistic conceptions of the two articles.
IV. Summary
In terms of wording, "Spring Tide" uses "rushing away, landslides and earth splitting?" to express the unstoppable masculinity; "March Peach Blossom Water" "" uses "flowing, swirling, curling?" to write the beautiful, soft and soothing feminine beauty.