Textbook analysis
"Autumn Rain" is a text in the first volume of the third grade primary school language published by People's Education Press. It is called writing autumn rain, but it is actually writing autumn. Taking the autumn rain as a clue, the author skillfully strung together many autumn scenery? Colorful colors, the scene of harvest, the busy scene of all kinds of animals and plants. It depicts a beautiful, bumper harvest and happy autumn. The author uses various rhetorical devices to describe the strangeness of autumn rain, the beauty of autumn scenery and the happiness of autumn. Or personify the autumn rain, or compare it to a common thing in life. The whole language is very artistic and gives people a sense of beauty.
design concept
Autumn Rain is a beautiful prose with picturesque words. Taking autumn rain as a clue, it skillfully strings many autumn scenery together, showing a beautiful, bumper harvest and happy autumn. "Chinese Curriculum Standard" points out:? Reading is students' personalized behavior, and teachers' analysis should not replace students' reading practice? . The teaching of this course is based on reading, so that students can read repeatedly and fully, feel the beauty of language in reading, feel the beauty of autumn in reading and improve their language expression ability in reading. Design and create a democratic and harmonious classroom atmosphere, fully respect students' unique feelings, experiences and understanding, let students' own understanding of the text content replace the explanation and analysis of the textbook, and let students' own independent thinking replace the unified answer. The whole process is to publicize students' personality, stimulate students' spirituality, correctly handle the unity of instrumentality and humanism, firmly grasp language and writing, cultivate ability, infiltrate emotion, attitude and values, pay attention to the guidance of learning methods in the learning process, and strive to effectively achieve the three-dimensional goal of mutual integration in teaching.
Teaching objectives
Knowledge and ability
1. Read the text correctly, fluently and emotionally, read out your love and praise for autumn, and recite your favorite parts.
2. Read the text and feel the beauty of autumn.
3. Accumulate good words and sentences.
Process and method
1. Play the courseware and feel the beautiful scenery.
2. Read the text and feel the beauty of the language.
3. Read aloud emotionally and experience the beauty of autumn rain.
Emotional attitudes and values
Feel the beauty of autumn rain and inspire love and praise for autumn.
Emphasis and difficulty in teaching
Key points: guide students to contact the context, understand the meaning of keywords, read the text, experience the beauty of autumn and feel the beauty of aftertaste.
Difficulties: Guide students to read the text with emotion and express their love for autumn through emotional reading.
Teaching preparation
Courseware, trumpet
teaching process
First, check the import.
1, children, last class we learned new words and experienced the magic of autumn rain. Did you go back to review? I'll believe that when I see it. Who can read the following words aloud? (Courseware shows new words)
The teacher will test you again. Do you remember from what aspects the text was written about autumn rain? (The courseware shows the first sentence of each paragraph)
Design intention: simply review the key points learned in the first class, run through the teaching of the first and second classes, and form an overall consciousness in students' minds.
Second, analyze the second natural paragraph and feel the autumn colors.
Transition: Autumn rain is a magic key, which opens the door to autumn for us. What do you want to see most now? (autumn colors)
1, the normal school reads the second paragraph, and the students close their eyes and listen attentively. What color do you seem to see in front of you?
2. Student report.
3. Who gave these beautiful colors? Say it briefly in your own words.
You see, the autumn rain has given so many flowers and trees so many colors, and the whole earth has become beautiful, as if it were enchanted. Children, please read the second paragraph freely. When you meet your favorite sentence, cross it out and read it several times.
5. Students report their favorite words, and the teacher guides the students to read aloud and read their feelings in various ways.
(1) Focus on reading sentences of Ginkgo biloba leaves.
You see, it turns the ginkgo tree yellow? Dispel the summer heat.
Teacher: Why do you like this sentence? Because this sentence is beautifully written, it turns the falling ginkgo leaves into a fan that seems to be flapping. Fan away the summer heat)
Teacher: You are really something. You can read while imagining. How does the small fan make you feel? Fan which fan, why do you read like this?
Health: It makes me feel cool and comfortable.
Two, read it again.
Teacher: (showing a ginkgo leaf) Look, this is ginkgo leaf. It really looks like a fan.
A ginkgo leaf is like a small fan, which one to fan (fan away the summer heat)
Two ginkgo leaves are like two small fans, which one to fan (fan away the summer heat)
(4) (The courseware shows the whole ginkgo tree) Ginkgo leaves all over the tree are yellow, just like handfuls of small fans, which one to fan (fan away the summer heat)
⑤ Read freely, then read by name, and students will evaluate each other.
⑥ Read the whole class together.
Summary: Just now we read the whole sentence by imagining Ginkgo biloba leaves.
(2) Learn to write sentences about maple leaves in the same way (show sentences describing maple leaves).
Design intention: This is a demonstration process of reading teaching. In teaching, let students talk about why they like this sentence. In fact, this is a personalized perception process. What students like is their unique views on the text, and then let students express their understanding through reading aloud. In a relaxed atmosphere, students not only understand the text, but also learn a variety of reading methods.
6. Sentence Comparison (Show Sentences)
If the teacher removes some words from these two sentences, will you read them? Why?
Design intention: catch dynamic words? Which one is Fan? 、? Floating, floating, floating? Guide students to experience the soft and dynamic beauty through comparative reading, and then read the charm. Through comparative reading, let students learn how to write sentences vividly and concretely.
7. Students continue to report their favorite sentences, and the teacher gives appropriate guidance.
For example: (1) fields and fruit trees.
Feel the harvest in the field.
② Feel the harvest of the fruit and the loveliness of the fruit.
Health: Does orange suit you? Will someone pick it?
Teacher: The orchard also tells us a good news (bumper harvest). What word do you know from? (? You pinched me? )
Teacher: From where? You pinched me? What can you see in this word?
Health: It means there are many fruits.
Teacher: Will the fruit be squeezed and touched by you? (No) What meeting? Oh! It turns out that the text makes fruits look like people, which is really interesting.
Design intention: Let students experience personification rhetoric through imagination, feel the loveliness of fruit, and further appreciate the beauty of language expression of the article.
(2) Chrysanthemum Fairy
(1) leads to understanding and omission.
There are many colors of Chrysanthemum Fairy. A punctuation mark in this article tells us. ? (ellipsis)
Teacher: This ellipsis tells me the color of the chrysanthemum fairy (a lot). What other colors do you think of?
Expand your imagination and read in your favorite way.
8. Focus on guiding students to understand? Colorful? .
Design intention: Grasp the teaching of keywords, let students understand in their own language or by changing words, and enrich students' vocabulary while understanding the meaning of words.
9. Imitate sentences. (display)
Design intention: The design of imitation exercises not only expands students' thinking, trains students' sense of language, but also enriches students' understanding.
10, Teacher: With your help, autumn has become more beautiful. Do you want to see these beautiful scenery? Will the teacher show you around? Before we leave, we choose a classmate who is the best at reading to dub us, and other children look at the picture and enjoy it attentively. Who studies best in our class? (The courseware shows Qiu Jingtu and plays background music.)
Design intention: create scenes, change ways, reproduce the beautiful scenery in the text, and create a poetic and happy classroom, so that students can feel beauty in reading and feel beauty in reading.
1 1,
With such a beautiful scenery, it is no wonder that the book says that there is a box of colorful pigments (blackboard writing) in the autumn rain.
Design Intention: When learning the second paragraph, did you hold on to it? Color? Students will naturally understand this point by looking for color words, reading beautiful sentences, watching Qiu Jingtu and imitating autumn colors? Colorful? The meaning of autumn, deeply understand the beauty of autumn, and through practicing oral English and reading aloud, students' thinking can be fully expanded and their emotions can be fully exerted.
Third, learn the third natural paragraph and feel the taste of autumn.
1, Teacher: Autumn rain is not only colorful, but also very fragrant! (writing on the blackboard: smelling) hidden in the third paragraph.
Name the students and read the third paragraph aloud. Listen carefully and tell them what you smell.
2. Students should guide students to understand when reporting smells? Addicted? .
Teacher: What did this sweetness do to children's feet? (take the bait)
Teacher: What do you mean it's hooked? Why? Because fruit tastes too much and smells too sweet. )
Teacher: If you are in the orchard now, what do you want to do most?
Health: (1). I want to stay in the orchard and pick fruit.
I want to smell all the fruits.
I want to pick some fruit for my mother to eat.
?
Design intention: arouse students' life experience, so as to understand naturally? Children's feet are often attracted by that smell? The significance of deepening students' love for autumn.
How do you feel now? (Happy, excited) Let's read the third paragraph together with a happy mood.
Fourth, learn the fourth natural paragraph and feel the autumn interest.
Transition: Autumn rain is not only delicious, but also a good boy who cares about others! (The teacher plays the trumpet, saying) Autumn rain plays the golden trumpet, (blackboard writing: trumpet) It tells everyone that winter is coming.
1. Read the fourth paragraph in your favorite way and think about what preparations the animals and plants have made.
2. Student report.
3. Teachers and students cooperate to play the wintering scenes of animals and plants.
Design intention: Teacher-student cooperation, teachers guide students to let their imaginations fly, freely combine and perform dialogue content according to their own unique experience, which not only embodies the personalized reading characteristics, but also deepens the understanding of the text content, so that students can enjoy reading.
Verb (abbreviation of verb) summary and expansion
1, what kind of autumn do you seem to see?
Design intention: guide students to review the full text, stimulate students' passion of loving and praising autumn, and realize the harmonious unity of instrumentality and humanism.
2. In this class, we walked into the magical, beautiful and joyful autumn with the footsteps of autumn rain. Do you know the autumn rain? Children, let's read the last paragraph together with gratitude. (blackboard writing: harvest and joy)
3. Write a word or two praising autumn.
Autumn rain is like a magician. It opens the door to autumn for us, allowing us to see beautiful autumn colors, smell sweet and attractive smells and hear caring voices. Do you have anything to say about the autumn rain? Please say a word or two of praise to it.
4. Communicate with the whole class.
Six, homework design
Autumn is a beautiful season and also a harvest season. There are countless beautiful scenery in autumn. If you want to keep this beautiful scenery, you can:
1, collect beautiful words describing autumn;
2. Choose what you like and recite it;
3. Draw the beauty of autumn;
4. Imitate the text and write about the scenery you saw in autumn.
Design intention: diversified homework, based on students' interests, reflecting the student-oriented teaching concept.
People's Education Edition, the first volume of the third grade "Autumn Rain" teaching plan (2)
Learning objectives:
★ Do you know? Keys, spoons, and? Wait for eight new words. Can you write? Boxes, fans, mail? Equal to 10. Can you read and write? Cool, attentive, Fan? Equal to 16.
★ Read the text correctly, fluently and emotionally.
★ Read your love and praise for autumn rain and recite your favorite part.
Teaching emphases and difficulties:
Read the love and praise for autumn rain.
Teaching process:
first kind
1. Appreciate autumn colors and educate and guide students.
1. Teacher quotes: Here are some pictures. I want the students to enjoy them and tell us what season it is, ok?
2. In the soothing music, teachers show pictures or courseware about autumn scenery one by one.
3. Arouse emotions: Do you like autumn? Why?
4. Students exchange views and feelings.
5. Imagination guidance:
Please use your imagination and tell us who brings beautiful autumn colors to our eyes.
B, a friend thinks that cool and gentle rain brings us autumn. In his eyes, the thin rain is like a magical magician. Do you want to hear what he says?
Second, listen to the text and feel the content.
1. Play the reading tape or read the text with music.
2. Do you think autumn rain is magical?
3. Which paragraphs do you like best?
Third, read the text and feel the magic.
1. Read segment 1.
A. free reading: can you read your favorite paragraphs several times with your favorite mood?
B, name the paragraph 1 that many people read: Who wants to read the paragraph 1 to everyone?
C, guide students to understand emotions from an aesthetic perspective: What do you think is magical about autumn rain?
D, say the name of the exchange and read the magic.
E, stimulate interest: what do you want to see most after the door opens in autumn?
2. Read the second paragraph.
A. Guide the students to read aloud: What does the author see first after opening the door in autumn?
B, name the students and answer them.
C. Let the students read the text appreciatively by means of competition reading, read which sentence they like, and paste the picture of the scenery described by that sentence on the blackboard.
D. tell the story: which sentence in this paragraph do you think is particularly interesting?
E, contact life, enrich imagination: can you contact a certain scenic feature of your hometown in autumn, as interesting as the book says?
Fourth, change reading into narration and accumulate language.
1. Teacher's Quotations: How are you going to recite these two paragraphs to everyone if you are at a poetry reading?
Ask the students to talk about their ideas in groups of four, and then do recitation exercises.
3. Assign students to recite and comment.
Learn to write new words and expressions and show them in class.
Verb (abbreviation of verb) expansion exercise
1. Copy the words in the glossary and your favorite sentences.
2. Write a sentence by imitating a sentence in the book according to the characteristics of a certain scenery in my hometown in autumn. (You can choose one of the two assignments)
Second lesson
Learning objectives:
★ Do you know? Keys, spoons, and? Wait for eight new words. Can you write? Boxes, fans, mail? Equal to 10. Can you read and write? Cool, attentive, Fan? Equal to 16.
★ Read the text correctly, fluently and emotionally, read out your love and praise for autumn rain, and recite your favorite parts.
★ I like autumn, and I can express my love for autumn rain in my favorite way.
Teaching emphases and difficulties:
You can express your love for autumn rain in your favorite way.
Teaching process:
First, review and review
1. Dictation checks the mastery of new words.
2. Encourage students to recite their favorite paragraphs in various ways.
Second, read the text by yourself and feel the content.
1. Teacher's quotation: Qiuyu is like a magical magician with a box of colorful pigments. She dyed the autumn fields extraordinarily beautiful. Would you please read the second paragraph of the text again and see what is hidden in the autumn rain?
2. Students' independent reading: Students are required to read accurate new words and sentences.
3. Through naming and competition, stimulate students to read aloud and enrich their appearances.
Third, exchange feelings and enrich imagination.
1. Taste imagination paragraph 3.
A, teacher's guidance: Who can tell me what you saw in the autumn rain from the third paragraph?
B, after the students communicate, then go around? A lot of sweet smells? Let the students imagine what smell is hidden in the autumn rain.
C, show it? Children's feet are often hooked by that smell? After reading this sentence, let the students talk about how the fragrance hooks up the child's feet.
D, role exchange, let students further imagine and exchange feelings: if you are under fruit trees and flowers, what do you want to do most?
E, let the students read the third paragraph again with this beautiful emotion, and let the students evaluate who reads well, so as to evaluate and promote reading.
2. Taste the imagination in the fourth paragraph.
A, the teacher changed the topic: Autumn rain not only brings color and fragrance, but also cares about people! Who will read the fourth paragraph?
B, after calling the students to read aloud for many times, let the students say, what will Qiu Yu say to some good friends with concern when he raises his golden horn?
C. After guiding students to carry out concrete and rich imagination, students can be further mobilized to accumulate experience, so that students can say: Do you know how other animals and plants spend the winter?
D, language training: show me the card:? It tells everyone _ _ _ _ _ _ _. The little magpie _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _. Let the students talk about how other animals and plants spend the winter, and then discuss where to put these words in the text.
Fourth, sum up feelings and expand activities.
1. Read the fifth paragraph by name, and let the students read well by evaluating and promoting reading.
2. Contact the full text and ask students to think and answer: Why does autumn rain bring happy songs to children?
First, discuss in groups of four.
B, then communicate in groups.
3. Guide students to expand activities: beautiful and fruitful autumn has come to us. What do the students want to do most after learning this text? Teachers can organize and guide students to carry out after-school observation activities according to students' hobbies, so as to pave the way for the teaching activities in the language garden. )
Fifth, learn to write new words and show them in class.
New words: pear, pineapple, grain, compact, poplar