Part 1 of the Chinese courseware "What You See in the Zhouye Book" for the third grade of primary school in the Hubei Education Edition
Teaching Objectives
1. Guide students to understand the poems described by the poet The charming scene on the river at night cultivates the love of beauty and cultivates students' interest in learning ancient poetry.
2. Understand the meaning of words, understand the narrative content of ancient poems, and imagine the beautiful scenery.
3. Recite the text and write the text silently.
Important and difficult points in teaching
Get into the situation when reading poems aloud, and read aloud with emotion.
Class schedule: 1 class period
Teaching process
1. Create situations and interpret poems
1. Teacher: Students, you Did you know? The poet Zha Shenxing of the Qing Dynasty often traveled among the mountains and rivers. He has seen countless wonders and sights. One quiet night, after a day of sightseeing, he was sitting alone on the boat to rest. Unexpectedly, he was deeply attracted by the beautiful scenery on the river. He couldn't help but became inspired by poetry and wrote:
Blackboard writing topic: What Zhou Ye Shu saw
2. Teacher: After listening to the teacher's introduction, the students also previewed it. Do you know what the poet wrote while sitting on the boat?
Interpretation of the poem title
3. Read the topic together
4. Sample reading of the teacher's music
2. Read accurately and smoothly to pass the language barrier
1. The teacher said: Do you want to see this beautiful scenery? Come on, let’s experience it in the poem! Open the book and whisper softly Read poetry and pay attention to pronouncing new words accurately.
2. Teacher: Read it to your deskmate. If the words are not read correctly, help her correct them.
3. Teacher: Who is willing to be the first to try reading to us?
4. Read as a whole class
3. Create an atmosphere and experience the beauty of emotion
1. Teacher: The poet is deeply attracted by the beautiful scenery on the river. , students, read the poem again now and imagine while reading, okay?
2. Normal school students listen, read and imagine [soundtrack]
3. Talk about poetry to each other
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4. Use painting as a medium to appreciate the beauty of language
1. Teacher: What the students said was very exciting! One child saw a picture of this poem in the book, and He couldn't help but draw a picture according to his own understanding. I brought the painting for you to take a look!
2. CAI: Show the picture
3. Teacher: Look! This is her painting. Did she draw the scene described by the poet?
4. Group discussion, teacher inspection and guidance.
The first sentence of guidance: When the moon is dark, you can see the fishing lanterns, and when the moon is dark, you can see a firefly
(1) Understanding the "dark moon"
1. The theory of naming
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2. Guide the understanding of poetry
3. Talk to students about their experiences and point out the mistakes in drawing the moon
4. Teacher description: You are really good at reading. Oh, the poem says "dark moon", it turns out to be a dark, moonless night!
5. Teacher's camera blackboard writing: "Dark Moon"
[CAI: 师 operate ( Hide the moon)]
6. Guided reading
(2) Understanding "Lonely Light"
1. Teacher: Such a quiet night, look, shore There are still some lights on the side! Is that so?
2. Talk about experiences. Point out the error of "little light"
3. Teacher: You caught the "lone light". It turns out that the poet only saw a fishing lantern on the boat. No wonder the poet called it "lonely light". (Write on the blackboard: Gu Guang)
4. Read by name
(3) Understand "Yidian Yingying"
1. Teacher: Then how do you know that it is What about a fishing lantern?
2. Student experience
3. Teacher: It turns out that the light of that fishing lantern is too weak, like the light of fireflies. Okay, let's take a look. (Writing on the blackboard: Yidianying)
CAI: Hide the lights on the shore
4. Guided reading
Teacher: The world is dark, except for a solitary fishing light. The lights reflected quietly on the river. But although its light is weak, it appears particularly bright in the dark night. No wonder the poet said, "You can see fishing lanterns in the dark moon, and a little firefly in the lonely light." Can you read such a scene? Try reading it yourself!
5. Let your imagination run free and appreciate the beauty of the artistic conception
The second sentence of guidance: "The gentle breeze caused waves to scatter into stars all over the river."
1. Teacher: At this time, a breeze blew, and the wind started blowing on the river... Take a look What else do you want to say about this painting?
2. Students describe the painting and read the second sentence
Teacher: The children have not drawn the scene you are talking about. What should I do? He There is no painting, we can close our eyes and imagine.
3. The teacher sets the sample reading to music, and the students close their eyes and imagine.
Teacher: What did you see? Tell everyone what you saw beautifully.
4. Teacher CAI: The breeze blew, and the little fishing fire reflected on the river was suddenly shattered by the small waves and scattered into the distance. The lights on the river were like stars all over the sky blinking at us. . Can you read out what you see? Try reading this sentence among your classmates.
5. Mutual reading with peers
6. Guided reading
Teacher: The little fishing lanterns like fireflies spread out under the blowing of the wind A river full of stars. (Writing on the blackboard: loose composition---Manhe Stars)
7. Teacher: Yes, in the eyes of the poet, the lights all over the river are twinkling like stars, so what do they look like in your eyes?
p>6. Accept words and pour out your heart
Teacher: Through our imagination, this picture appears in front of us. Look, it is late at night, and the lights of the farmers' houses on the shore It went out, leaving only one fishing lantern. The wind picked up, the fishing lantern swayed with the wind, and the lights all over the river flashed. Come on, ask a classmate to read a poem for fun! Read the poem by name (music, whole process)
Teacher: We are all intoxicated! Let us stand up and chant along with the picture! (The whole class chants to the music Chanting)
7. Expand practice and discover the beauty of creation
1. Teacher: Now the teacher would like to recommend a poem describing the night scene to everyone. Take a look at this poem "Maple Bridge Night" "Mooring"
2. Teacher: What other poems have you collected that describe night scenes? Let us enjoy them together.
Teacher: The poem we are learning today is very beautiful. The teacher is going to give everyone an interesting assignment: (Music) Everyone likes this poem, so how can you express your love for it in your favorite way? Do you like poems? You can draw a picture, talk about it, or even compose a tune for it and sing it. The nights in Wuhan are getting more and more beautiful. Take a look at the river beaches and the Yangtze River Bridge. Try to write about the night scenery of Wuhan. If you are interested, you can write a short poem like a little poet.
Blackboard writing design
What you see when writing on a boat night
Dark moon
↓See
Fishing lanterns
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A little firefly → Stars all over the river
Scattered works
The courseware of the first volume of the third-grade primary school Chinese textbook "What I Saw on a Boat Night" published by the Hubei Education Press Chapter 2
Teaching objectives:
1. Be able to recognize the new characters "ying", "微" and "cluster".
2. Read ancient poems correctly and fluently, read out the emotions, and recite them by heart.
3. Combine the pictures and annotations to understand the main idea of ??the ancient poem, and be able to use your own words to describe the beautiful night scene seen through the poem.
4. Discover the small beauty in life like a poet, and be able to speak about it generously.
Key and difficult points in teaching:
Enter the situation, read out the emotions, and express your understanding when reading poems aloud.
Class schedule:
1 class period
Teaching process:
1. Create situations and interpret poems
1. Teacher: Students, do you know? The Qing Dynasty poet Zha Shenxing often traveled among the mountains and rivers. He has seen countless wonders and sights. One quiet night, after a day of sightseeing, he was sitting alone on the boat to rest. Unexpectedly, he was deeply attracted by the beautiful scenery on the river. He couldn't help but became inspired by poetry, and he took up his pen and wrote: Topic of writing on the blackboard: What he saw in the boat night book
2. Teacher: After listening to the teacher's introduction, the students also previewed it. You know that the poet sat on the boat and wrote What is it?
Teacher: When was the scenery?
Teacher: Yes, the poet sat on the boat at night and wrote about the beautiful scenery. Come, read the poem title together!
3. Read the topic together.
Teacher: What kind of night scene did the poet see? Let me chant for everyone (music)
2. Read the order correctly and read the rhythm
< p> Teacher: Many students are eager to give it a try. Please open the book to page 60, read the poem softly, and be careful to pronounce the new words accurately. (Students read by themselves)Teacher: Read it to your deskmate. If the words are not read correctly, help her correct them. (Reading to each other)
Teacher: Who is willing to be the first to try reading to us? (Referring to reading poetry throughout one’s life)
Teacher: Emphasize that “ying” has a back nasal sound, “clus” has a flat tongue sound, and the word “微” should be pronounced lightly and accurately! Let’s read it together.
Teacher: Who is going to read ancient poetry again? Not only do they read it meticulously, but they also read it with a clear eye.
Teacher: Who will comment on his reading! Your reading allows everyone to hear the rhythm and rhyme of this poem. Come! Let's read it together! How to read it? You read the first two words of each poem, and I will read the last three words.
Teacher: Let’s read together. I’ll read the title and author, and you’ll read the poem. Pay attention to the rhythm and flavor.
Student: (read poetry together)
Teacher: When reading poetry, you must not only read the rhythm and taste, but also the pictures and emotions.
3. Create an atmosphere and experience the beauty of tranquility
Teacher: In this quiet night, in the charming night, the poet is deeply attracted by the beautiful scenery on the river. Students, please read again. Read poetry and imagine the beautiful scenery on the river while reading. You will definitely see something special.
(She is really good at reading poetry and thinking with her eyes closed; and he, while reading, makes movements to help himself imagine)
Teacher: Everyone is intoxicated. Come, read these two lines and say You said you seemed to see something?
Teacher: Oh, the poem says "dark moon", it turns out to be a dark, moonless night!
Teacher: You said that Okay. Please read this sentence! (Student reading)
Teacher: Look, even the moon can’t bear to break the silence of the night. You read so well. Who else can make me realize that this is a silent moonless night. (Rename and read for life)
Teacher: How many fishing lanterns did the poet see? Where did you read it?
Teacher: It turns out that the poet only saw one fishing lantern on the boat. Fishing lantern, no wonder the poet calls it "lonely light".
Teacher: Look at the picture, what kind of light do you see?
Teacher: This is the "lone light"! Also, what kind of light do you see?
Teacher: After hearing what she said, I understood. It turned out that the light of that fishing lantern was too weak, like the light of fireflies. This is "lonely light"!
Teacher: You just said it, would you please read this sentence?
Teacher: I feel it. The light of that fishing lantern is too weak.
Teacher: Can you read such a scene? Who will try and name it for a lifetime.
Teacher: It’s so beautiful to read, that fishing lantern is like an elf.
Teacher: Teacher also wants to read it and see what you can hear from the teacher's reading?
Teacher: Read out his "solitude". Is there any different feeling?
Teacher: Read his secret revelation! Is there any different feeling?
Teacher: Then read the poet’s joy!
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Teacher: Although the little fishing fire is weak, in the poet’s opinion, it is really... (beautiful, conspicuous, and endearing).
Teacher: Let us use verses to praise this little fish. Small fishing fire, this quiet beauty! (Continued from "The moon is dark and the fishing lanterns are seen, and the lonely light is a little firefly") Blackboard writing: Quiet
4. Let your imagination fly and appreciate the dynamic beauty
Teacher: At this time, a breeze blew, and the wind started blowing on the river...The faint peripheral vision turned magic!
Teacher: Someone read it to everyone! Look at the breeze. What kind of scene did the magician conjure up?
Teacher: Read it first, and then tell everyone what you saw.
Teacher: The waves raised by the breeze are, in the words of the poem, - wind waves!
Teacher: Do you want to see it? (Show ppt) The breeze blows, then The little fishing fire reflected on the river was suddenly broken up by the small waves and scattered into the distance. The lights on the river were like stars all over the sky blinking at us. Read it again, this is a kind of dynamic beauty! (Writing on the blackboard) The more beautiful the scenery in your eyes, the more beautiful your reading will be.
Teacher: Who will try? Nominate a lifelong teacher: I saw the waves and felt the wind, but it’s a pity that there are too few stars. Who can let me see more stars. Read again by name.
Teacher: He tried to make me see more stars. Please come and read it again.
Teacher: The wind is blowing, the waves are swelling, and the stars all over the river are beating. It’s so beautiful! You can invite a friend to read it!
Teacher: It’s a great read. Who reads with her? We read together. The whole class read together: The little fishing lanterns like fireflies were blown by the wind and spread into stars all over the river.
Teacher: Yes, in the poet's eyes, the lights across the river are like twinkling stars. So what does it look like in your eyes?
Teacher: Praise your imagination.
Teacher: One? Two? Countless!
Teacher: The imaginations of the students are so rich! If you write, you will definitely be no less than a poet. Come, let us imagine and chant at the same time. The whole class reads the music together.
IV. Recitation and Cultivation
Teacher: Through our imagination, this picture appears before our eyes. Look, it’s late at night, and the lights of the farmers’ houses on the shore have gone out. There was only one fishing lantern left. When the wind picked up, the fishing lantern swayed with the wind, and the lights all over the river flashed. Come, let the little poet read poems for fun! Read poems by name (music, full poem)
Teacher: It’s so good. Who can read while looking at the picture? (Remove subtitles in ppt) Recite by name.
Teacher: We are all intoxicated! Let us stand up and chant along with the picture! The whole class chants to the music.
Teacher: A little light can arouse the poet's endless imagination. This is because the poet has a pair of eyes and can discover the beauty that others cannot easily discover. Who can try to discover it like the poet? Tell us about the small beauty in life?
5. Expand your discoveries and create beautiful things
Teacher: Now I would like to recommend a poem describing the night scene to you. Take a look. This song "Night Mooring on Maple Bridge" cAI: Show the poem.
Teacher: What other poems have you collected that describe night scenes? Let us enjoy them together. Name two lives and chant.
Teacher: The poems we read today are all very beautiful. Students can continue to share them after class, read them beautifully, and speak them beautifully! You can also write them beautifully like little poets, so good get out of class is over!
Part 3 of the Chinese courseware "What You See in Zhou Ye Shu" for the third grade of elementary school in the E-education edition
Teaching objectives:
1. Read through Poems, understand the content, and appreciate the beautiful scenery of nature.
2. Expand your thoughts through poems.
3. Recite and write poetry silently.
Teaching focus:
Appreciate the beautiful scenery described by the author based on the poem.
Teaching process:
1. Introduction.
1. (The multimedia courseware shows several ancient poems and the scenes they represent, accompanied by soothing music.) Teacher said: Students, we are learning ancient poems today. As we all know, ancient poetry is a shining pearl in our country’s cultural history. Poets often use just a few sentences or dozens of words to vividly reproduce beautiful pictures and charming scenery in our lives. In front of you. With the poet's pen, what kind of situation will we enter today? Let us study "What I Saw on the Boat Night Book". Please open the textbook to page 79.
2. Show the topic and students read it.
2. Solve the problem and introduce the author.
1. Do you know what "what Zhou Ye saw in the book" means? Why do you understand it this way? (According to the students' answers, it is emphasized that "book" here means writing and recording.)
< p> 2. Can you briefly introduce the author to us? How did you learn about it?3. Study "What You See in Zhou Ye Shu".
Transition: The poet can write a short poem about the scenery he saw in the dark night. Does this scenery have a special interest?
1. Read the whole poem. (Put the reading into practice so that students with learning difficulties can get help.)
(1) Ask students to choose the way you like to read the poem, and pay attention to the correct pronunciation of the words.
(2) Read by name, correct pronunciation.
(3) Ask students to listen to each other's reading, point out each other's mistakes and help him (or her) correct them.
2. Is there anything you don’t understand during the reading process? If so, can this picture help you? (Multimedia courseware shows the screen) Look at the picture, read the poem, and appreciate the poetry. (Show the "situation" written by the poet and compare the image with the "context" of the poem, thereby enriching the students' "mood".)
3. Study in groups, taste the words and sentences, and understand the poetry. The teacher regulates the students' answers and guides them to understand the poetry and read the poems well. Focusing on the change of fishing lanterns from "a little firefly" to "a river full of stars" allows students to appreciate the beauty and magic of the situation in the poem and appreciate the subtlety of the poet's metaphors. (This link focuses on understanding and improving while reading.)
4. Read poems and essays beautifully. (Multimedia courseware presents dynamic pictures accompanied by music.)
Transition: Seeing such a wonderful night scene on the water, I can't help but chant along with the poet
(1) Normal Reading .
(2) Students practice reading freely.
(3) Read by name. (First, students recommend students in the class to read, and then encourage other students to challenge him and do their best to achieve perfection, so as to stimulate students' learning potential.)
4. Expand thinking, develop and accumulate language.
Transition: The ancients were still able to write exquisite poems. There must be someone among us, regardless of the literati, who can describe such a night scene on the water more beautifully in his own words.
(1) Name theory.
(2) Teacher: Give me a chance to talk about it, okay? (The multimedia courseware shows dynamic pictures and music) I saw this picturesque evening scene on the river, and I couldn’t help but feel inspired. Come on, write a little poem like this. (Teacher reciting: Evening Scene on the River) (With poems)
(3) Teacher: If you like my little poem, you can recite it with me. (Repeat)
(4) Teacher: Zha Shenxing, your classmates and I all described the night scene on the water. Whose description do you admire the most and why?
(5) Pair music with students, and students can read or speak freely. (Choose "What I Saw in a Book at Night" or "Evening Scene on the River" to be read with music, or you can describe it in your own words.)
5. Homework.
Transition: The scenery described by the poet is so poetic and picturesque. (Show the picture of the poem prepared in advance.) Unfortunately, I still have a painting here that is only poetic and not painterly. I try to explain it. This painting should contain the poem "What I Saw on a Boat Night".
(1) Ask students to try to write poems silently. If they forget, they can take a look. If they can’t write silently, they can copy them down carefully. The teacher inspects and evaluates the works, cuts and pastes the selected works for everyone to appreciate, and gives the paintings to the student to show encouragement.
(2) Put forward extracurricular homework requirements.
Looking at the Yangtze River at night is very interesting. Go and see the modern night scene on the water. Use your pen to write or draw a picture of the scene at that time. If you write a poem, you can match it with a picture. If you draw a picture, please give it a picture. It is inscribed with a poem.