The original language of nature, the third grade Chinese in primary school.
Don't think that talent speaks, and naturally there is language.
This language is everywhere,
You can see it when you open your eyes.
Look at the white clouds in the sky that day
This is the language of nature:
White clouds are floating high,
It must be sunny tomorrow.
Look at the ants on the ground,
This is also the language of nature:
Ants are busy moving,
Take an umbrella when you go out.
Tadpoles swim in the water,
Is it like a black comma?
Nature wrote on the water:
Spring has come to this world.
The geese are flying south in formation,
Isn't it like a string of ellipsis?
Nature wrote in the blue sky:
Autumn is just around the corner.
If this tree is cut down,
You will find the ring.
It only grows once a year,
This is the language of nature.
If you catch a big fish,
There are also circles on fish scales.
A circle is one year old,
This is the language of nature again.
Nature puts trilobite fossils,
Embedded in the Himalayas.
This is telling people:
There used to be Wang Yang.
Natural language,
That's great.
People who don't like learning can't understand.
Teaching plan of "Natural Language" in Grade Two, Three and Three.
Teaching objectives: knowledge and ability
Read poetry and know what natural language means.
Process and method
Read and feel the magic of natural language.
Emotional attitude values
1. Read poetry correctly, fluently and emotionally.
2. Stimulate students' interest in exploring natural languages.
Teaching focus:
Read the text with emotion, know what natural language means, and experience the beauty of natural language.
Teaching difficulties:
Students lack perceptual knowledge of natural phenomena, and some sentences are difficult to understand.
Preparation before class:
1, courseware
2. Find words or pictures about trilobite fossils and Himalayas.
3. Observe nature and collect information about "natural language".
Teaching process:
First, stimulate the interest in introducing and revealing topics.
1, enjoy the beautiful scenery of the four seasons.
Now is the season of spring, and everything in nature shows infinite charm. Please enjoy some pictures with the teacher. Show Courseware (Four Seasons)
2. Reveal the topic.
What do you want to say after seeing these pictures?
Yes, how beautiful and magical nature is! All-encompassing and colorful. Every scene, every animal and every plant belongs to nature and is its spokesman. Son, don't think that only people can talk. Nature also has its own language. What you just said is natural language. (blackboard writing: the language of nature)
3. Question the subject.
The language of nature is not difficult to understand. Careful observation shows that this is what we are going to learn today. Let's read the topic together. What do you want to know after reading this topic?
Second, a rough reading of the text, the overall perception
1. Listen to the poems with pictures and read the text aloud.
With these questions, let's listen to the language of nature, listen carefully and watch carefully. you do not get it , do you? (Look at the picture and read the poem)
2. Communicate with the whole class. What do you understand?
Read this poem freely and softly, and try to pronounce it correctly.
It's amazing that children know so much! If we read this little poem several times, you will read more.
Children who study well tell their teachers by actions. The child can understand, and there are a few words that the baby wants to come out to test everyone. We drove the train to read them. Where does the train leave from?
The train is about to enter the next station. Now let's read the poem in groups, and each group will read only one paragraph. Children like good books. Where does the train leave from?
4. Try to use the phrase "Nature uses _ _ _ _ _ _ _ to tell us _ _ _ _ _" to tell your deskmate what you have read.
5. Who wants to tell you? According to the students' answers, the teacher should write on the blackboard: stick figure (abbreviated)
Third, read the text intensively and pay attention to evaluation.
1. Students can read their favorite parts freely and experience the magic of natural language.
Children know so many natural languages. Among so many natural languages, which one do you like best? Read which language is your favorite, and think about why you like it while reading. Students are free to read what they like.
2. Communicate with the whole class and focus on reading.
What kind of natural language do you like? Find it and read it to us.
Take the fourth quarter as an example to guide students to read aloud.
(1) Now we invite this natural language.
(2) reading.
(3) Why do you like it?
Show courseware: rhetorical question: Isn't tadpoles swimming in the water like black "commas"?
How else can I say this sentence? "Tadpoles swim in the water, just like black" teasers "."But we don't say it here, but we use rhetorical tone. Let's try to read the rhetorical tone together.
(4) Tadpoles are like commas we have learned. How amazing! Such a lively tadpole represents a language of nature, and how delightful it is to come to the world in spring. Practice reading quietly by yourself, can you find these magical and pleasant feelings. Who wants to have a try? Read the whole class.
(5) Who would like to read your favorite natural language again and tell me why you like it?
3. Appreciate the language of nature and read poems with music.
The language of nature is really colorful! Now let's enjoy the language of nature together! Read these magical languages with wonderful music.
Fourth, expand and extend, imitate writing and practice writing.
1, the whole class communicates the natural language they still know.
The language of nature is wonderful! Nature's languages are far more than these, and there are many. What other languages do you find in nature in your life?
2. Appreciate the pictures and feel the magic of natural language.
Really can be observed and found! The language of nature is everywhere, and only those who can observe, love learning and think hard can find it. The teacher invited many natural languages to our class. Let's enjoy the language of nature together.
3. Appreciate the poems created by teachers and guide imitation.
How beautiful! How amazing! Now the teacher can't help being excited about poetry and wants to write a short poem. But how should I write it? Let's observe the text together and see if every section in the text is written like this. What did you find? Through observation, we know that there are many languages in nature, and we can write in different ways.
The following teacher wrote a poem in his favorite way. Do you want to enjoy my little poem? Listen, guys. Xiushi
4. Take out pen and paper and write natural language.
Are you willing to write your collected natural languages in the way you like, like a teacher? Let's write a natural language in one section. Let's take out paper and pens to write.
The children who write read their own poems with deep affection.
6. Communicate with the whole class.
7. Now, please ask the children below to read the beginning and end of the text. In the middle part, please ask the children on the stage to read their poems in order. Read aloud to the music. Listen, the children in our class wrote a little poem together, and all the children became little poets.
Verb (abbreviation of verb) summarizes the whole text and puts forward hope.
How well you write! You are all children who can observe, love learning and think hard, so you can understand such a natural language.
Reflections on natural language teaching in the third grade of primary school.
The Language of Nature is a poem with five parts. In the second, third and fourth sections, tadpoles swimming in the water, circles on the scales of big fish and trilobite fossils on the top of Himalayas are taken as examples to show that these are the languages of nature. I teach the first class, and the key point is to let students learn two new words, know new words, know three natural languages, and know that "natural language" refers to various phenomena in nature, as if telling people novel knowledge in silent language. First, this lesson is worth learning.
(1) Reading teaching should be a spiritual encounter and collision among teachers, students and texts. In the classroom, I fully respect and trust students, bend down as a participant and researcher, talk with students in a tone of discussion and discussion, encourage students, awaken their potential, create a democratic and equal dialogue atmosphere, and leave the classroom to students.
(2) In this class, I used audio-visual education to create a relaxed and pleasant classroom teaching atmosphere for junior students, created a fresh space for the full development of students' learning activities, and naturally brought students into the learning situation.
Especially when students see pictures of trilobite fossils, they are interested.
(3) The whole class is clear and has the characteristics of lower grades.
The main links of this lesson are: stimulating interest and revealing topics; Know new words, read the text correctly and read fluently; Understand the content of the text; Learn new words; Practice writing. In the whole class design process, I noticed the characteristics of junior high school textbooks and correctly grasped the teaching requirements, so that this class reflected the grade characteristics of junior students with literacy as the main factor.
(4) In this class, I fully let students read aloud, including self-abuse, reading at the same table, reading by name, and thinking while reading. Students' reading is more interesting, which shows that the guidance and training for students' reading is still in place. There are various forms of reading aloud, and the purpose is very clear, that is, to cultivate students' ability of self-abuse and since the enlightenment.
Second, shortcomings.
When explaining the fourth section, some people questioned the setting of this link and designed a question, "Why is it said that Wang Yang was once the place where trilobite fossils were found at the top of the Himalayas?" The design difficulty of this question exceeds the students' cognitive level, and the teacher can't get the expected answer no matter how to guide it. The solution is to reduce the difficulty and let students know that in this section, nature can tell us which place is the ocean embedded with trilobites in the Himalayas. The main task of learning the lower grade text should be to get a preliminary understanding of the text content, not as detailed, in-depth and thorough as the middle and high grades require, but to reflect the grade characteristics of the lower grade.
A few days ago, I read an article "Ideal Chinese Classroom" written by Wu Lin, a Chinese teaching and research researcher and senior middle school teacher at Chongwen District Education Research Institute in Beijing. After reading her article, I was filled with emotion. Her understanding of Chinese teaching can be described as profound and incisive, and she really has no end to learning. I take a passage from teacher Wu Lin as the conclusion and say to the teachers: The ideal Chinese classroom is like a lamp, which is always calling us in the near future. Let's pursue the ideal Chinese classroom with the ideal of Chinese teaching. On the way of pursuing, we are painful and happy.