Text analysis:
With a unique perspective, rich associations and charming language, this paper compares things in nature to musicians, and describes the sounds they make into various wonderful and vivid music, which embodies the beauty of nature. The full text revolves around the first natural paragraph, describing the richness and beauty of natural sounds from three aspects: wind, water and animals. The rigorous structure of the article helps to consolidate the mastery of the method of "understanding the meaning of a paragraph with the help of key sentences"
We should also pay attention to the combination of reading and writing in this class. After-class "writing exercises" require students to write a few sentences around a "wonderful voice" they have heard, which on the one hand consolidates the ability of "writing a paragraph around a meaning" and is also a transition from describing concrete things to describing abstract things.
Teaching objectives:
1. Know seven new words such as "Miao" and "Playing", read the polyphonic word "Ni" correctly, write 13 new words such as "Miao" and "Wonderful" and 22 words such as "Musician".
2. Read the text with emotion and recite the third paragraph.
3. Find the key sentences in paragraph 4 and fill them in the chart. Tell what sounds of nature are written in the text with the help of the chart.
4. Be able to connect with life experience and experience the vividness of words describing sounds in the text. Can imitate the text and write a few words around a heard voice.
Teaching emphasis:
1. Understand the different structures of onomatopoeia, and guide students to experience different things expressed by different sounds through reading aloud, so as to accumulate onomatopoeia.
2. The text focuses on paragraphs 2 to 4. Teachers should guide students to know and feel this wonderful sound through reading aloud, and then feel the beauty of nature through imagination.
Teaching difficulties:
2. Guide students to write a few words around a heard voice.
class schedule: 2 class hours
teaching objectives
1. Know 7 new words such as "Miao" and "Zou", read correctly the polyphonic word "Ni", write 13 new words such as "Miao" and "Musician", and write 22 words such as "Miao".
2. Find out several sounds of nature described in the text and grasp the content of the text as a whole.
3. Read the text with emotion.
Grasp the main points
1. Guide students to discuss independently and exchange literacy methods.
2. Guide students to read the text and feel the beauty of nature's voice.
Teaching process
1. Introducing passion and revealing topics
1. Teachers explain emotionally and introduce situations.
Introduction: Students, nature is all-encompassing and full of vitality, with magnificent mountains, rivers and seas, soft and beautiful flowers and trees, and birds and animals with various postures. A grass in spring, a heavy rain in summer, a fallen leaf in autumn and a snowflake in winter, every kind of beautiful scenery we see is a gift from nature. However, the gifts of nature are far more than these, and there are some things that we can't see or touch, but they are equally intoxicating. What is it? Please listen carefully!
2. Play the audio recording the sounds of nature to guide students to appreciate their feelings.
transition: what did you just hear? What sounds did you hear? Do these sounds sound good? Is this also a wonderful enjoyment brought by nature? Today, let's go into nature, into the text, and feel these wonderful sounds from nature.
3. Write on the blackboard and read the topic together.
second, read the text for the first time, and test the preview
1. Show the requirements for self-reading.
(1) Read the text freely, pay attention to the correct pronunciation of new words, and read the text smoothly and fluently.
(2) Mark the paragraph number and circle the new words.
(3) Which sentences do you think are particularly beautiful? Mark them and read them carefully.
2. Check the students' self-reading of the text.
(1) Show the word courseware and name the students to read the words. The teacher corrects the pronunciation.
beautiful hands and gentle music
rain and insects gather together
default: first name students to recognize new words and pronounce them correctly. Then guide students to discuss the meaning and meaning of related words independently. Teachers summarize and guide students to practice word formation and sentence making, and expand them appropriately.
(2) guide classified literacy.
◆ Radical classification:
Ju: performing (singing) exciting (exciting) drops (water drops) river (river)
Mouth: Ni (whispering) swallowing (swallowing) vomiting (breathing)
◆ Classifier classification:
drops.
① show a group of words.
Whispering, gurgling, rumbling, ticking, tinkling, twittering
② Name the students to read, read together, and the teacher will summarize.
Summary: Everyone read the flat tongue and the tongue, and they read it with a sense of rhythm. It sounds wonderful! Everyone must have discovered that although these words have different forms, they are all words that express sound. Words like this, we call them onomatopoeia.
③ Can you say one or two such onomatopoeic words?
Example: class bell-Ding Lingling, frog croaking-croaking, cat croaking-meowing, spring rain-rustling.
④ Show the third question after class and guide the students to communicate and express.
read the words that describe the sound below, and then say where you have heard such a sound.
Whispering softly, majestic music full of powerful voices
Lively concert, brisk mountain ditty and magnificent ocean chorus
Example: the breeze in the park in the morning is "whispering softly", the gale before the rainstorm in summer is "majestic music" and "powerful voice", and there are also scenes of strong wind in some movies.
⑤ Play the audio recorded by nature again to guide students to feel the different feelings brought by the sound.
Third, read the text again, and feel it as a whole
1. Students read the text in their favorite way and think: What sounds of nature are written in the text?
2. Show the second question after class and guide the students to fill in the blanks.
Fill in the blanks and say what sounds of nature are written in the text.
3. Guide students to find the central sentence.
Transition: The wind, water and all kinds of sounds made by animals in nature are written in this article. All voices have a common feature. What is it? There is a sentence in the text, which not only summarizes the content of the full text, but also writes the same characteristics of all voices. Which sentence is it? Nature has many wonderful sounds. By the way, this is the central sentence of the full text. "Wonderful" is the characteristic of sound.
4. Read the first paragraph together.
5. Read the text in natural paragraphs, and teachers and students collectively comment on the reading situation.
Fourth, grasp the key points and guide writing
1. Show the words that can be written in this lesson.
2. Observe the font, structure and strokes to see which words are easy to write wrong.
Transition: Students are free to read new words, observe which words are easy to write wrong and which words are difficult to write, and communicate with their deskmates to see how to write these words well.
3. On the basis of students' communication, teachers demonstrate writing and point out key points.
◆ Writing instruction:
[Play] The distance between the three horizontal lines in the upper part is symmetrical, and the distance is vertical first, then slightly flat, and the writing is slightly flat, so that the writing is stretched. The last point of the lower part is slightly longer.
[Soft] The vertical hook of the "spear" on the upper part should be shorter. The lower part of the "wood" is horizontally long and flat, written vertically on the vertical centerline, with its head slightly shorter, and it stretches out in the diagonal direction of the left and right compartments.
The upper, middle and lower parts of the [utensil] should be written flat, and the four "mouths" should follow the rules of small left and large right, small upper and large lower. The curled pen of the middle dog is inserted between the upper two mouths.
◆ Error-prone hint:
[Qin] Note that the following is "today", not "order". Write stretch when skimming and pressing.
[strike] The middle vertical line is written in one stroke and cannot be divided into two paragraphs. Pay attention to the order of strokes: write "two" first, and then write a vertical, vertical fold and vertical.
[Drip] The left is narrow and the right is wide. Note that the right side is not "Shang", and the lower right side is "Gu".
[Knock] It's about the same width. Note that the right side is not a "branch".
4. Students practice writing, teachers patrol, and correct sitting posture, pen holding posture, writing errors, etc.
5. Organize students to show their written works in class and guide them to make positive comments.
V. Summary and Review, Homework Design
1. Teachers summarize the teaching content of this lesson appropriately, and comment and praise the students' classroom performance.
Transition: Students, we can hear all kinds of sounds every day, but we seldom listen to them with appreciation, especially the sounds of nature. The teacher wants to thank the students today, because from your reading, I not only heard the wind, the rain and the cries of small animals, but also the sound of your reading made my heart very intimate and comfortable. Why are these sounds so magical and intoxicating? In the next class, we will go into nature to listen and savor.
Today's class, everyone's performance is very good.
2. Guide students to read the text, extract and accumulate favorite words and sentences in the text.
3. Observation activities: Pay attention to the voices around you, and simply record them to prepare for the next class.
4. Complete the corresponding training in this lesson.
second class
teaching objectives
1. guide students to experience different things expressed by different sounds through reading aloud, and further accumulate beautiful language.
2. Guide students to feel the beauty of sound and nature through reading aloud and imagination.
3. Recite the third paragraph.
4. imitate the text and write a few words around a heard voice.
Grasp the main points
1. Create situations to guide students to read their favorite sentences freely and understand the language in reading.
Teaching process
First, review the old and learn the new, and introduce new lessons
1. Dictate words, and the teacher will summarize the instructions.
2. Recall the main contents of the text.
Transition: Through the study in the last class, we learned that there is a sentence in the paper that summarizes the main content of the full text, which is the total sentence and the central sentence of the full text. Which sentence is it? Nature has many wonderful sounds. What are the wonderful sounds of nature? Wind, water, animals. ) How wonderful are these sounds in nature? Let's go into nature and listen attentively.
3. Show the topic.
second, study the text, focusing on exploring
(a) imagine boldly, read beautifully and understand wonderfully. (Learn the second paragraph-listen to the wind)
1. Read the second paragraph freely. What are the words in this paragraph? (4 sentences. )
2. Read the first sentence, what did you understand?
3. Teachers model sentences to let students experience the different feelings brought by breeze and gale.
when the breeze blows, the voice is soft and soft, as if whispering, which makes people feel the gentleness of nature.
When the strong wind blows, the whole forest is excited, and a magnificent piece of music is played together. The sound is full of power, which makes people feel the power of nature.
Clarity: Grasp "softness" and "whispering" to experience the gentleness of the breeze, and grasp "excitement", "strength" and "power" to experience the grandeur of the gale, so as to feel the beauty of the wind.
4. Name the students to read aloud, and the boys and girls work together to read out their feelings.
Summary: You are really small reciters, who know how to express the characteristics of different winds by using the rhythm of reading and the ups and downs of voices. Besides playing gentle and soothing serenades and magnificent and passionate symphonies, what other songs will the wind play?
5. Show the blanks and guide the students to feel different winds.
Fill in the blanks: When he turns the leaves, the leaves sing like a singer. Different leaves, there are; Different seasons, yes.
(1) fill in the blanks and read the sentences aloud. Combining with the actual life, say: What are the different sounds of different leaves and seasons?
Example: Willow leaves are long and slender, making a very light rustling sound, like whispering; Poplar leaves, one by one, make a rhythmic "snapping" sound, like children clapping; The leaves of the Chinese parasol tree were crowded and made a "shua shua" sound, like a broom sweeping the ground.
(2) Teachers and students cooperate to integrate their experience into the text and read it.
Introduction: When he flips the leaves, the leaves sing different songs like singers. Different leaves have different sounds-(show the sentences, students read them together) willow leaves are slender and make a very light "rustling" sound, like whispering; Poplar leaves, one by one, make a rhythmic "snapping" sound, like children clapping; The leaves of Chinese parasol trees were crowded and gave out a burst of "shua shua" sound, sweeping the ground like a broom.
Introduction: Different seasons, different music-(Show the sentences, students read them together) The spring wind is soft and gentle, and it is a soothing serenade; Summer is full of energy, and it is a cheerful March; The autumn wind is deserted, and it is a parting flute; The winter wind is biting, and it is the sound of drums of Jin Ge Tiema.
(3) Students read aloud with music.
Transition: It is precisely because the wind turns the leaves and plays all kinds of wonderful music, sometimes gently whispering, sometimes passionate, so we say that the wind-a musician of nature, will play his accordion in the forest. Feng is really a talented musician! Please read the second paragraph of the text beautifully and read out the beauty of the wind.
6. instruct to recite the second paragraph.
Transition: Do you like listening to the wind? Try to recite it if you like! (students try to recite, teachers recite by name, and those who want to recite together)
(2) intuitive perception, beautiful reading and interest. (Learn the third paragraph-prelude to rain)
1. Read the third paragraph of the text freely and show the requirements for self-reading.
(1) Why is water also a musician of nature?
(2) Find out your favorite sentence, read it repeatedly and read your feelings. You can write your own feelings in the margin of the book.
2. Students teach themselves and teachers patrol.
3. report and exchange, and enjoy the prize collectively.
(1) Why is water also the music of nature?