Teaching goal: read the text carefully and understand the content of the text.
Teaching emphasis: grasp the key sentences and understand the content of the text.
Difficulties in teaching: understanding the author's feelings of "admiration", "envy" and "gratitude" to the pianist.
Teaching tools: courseware
Teaching method: reading discussion method
Teaching process 1, (students communicate freely)
2. Propose a topic. In this lesson, let's learn the text "Ding Dong of the Piano" together!
(blackboard title: the sound of the piano)
3. Students read the questions together.
4. Students question the topic.
Second, the initial perception.
1. Students can read the text freely.
2. Show self-study tips:
(1) Read the full text, after reading it) 1.
(2) Circle new words and master pronunciation, radicals, strokes and glyphs.
(3) Circle the new words and understand the meaning in your favorite way.
(4) Read the text again, mark the natural paragraphs and ask questions that you don't understand.
3. Students teach themselves according to the requirements of self-study.
4. Report on self-study.
(1) Show the new word cards. Students can read and pronounce them correctly.
(2) Guide writing.
"Envy" is the upper and lower structure, not the left and right structure.
Under the word "mu" is "mountain", not "small".
Under the word "violence" is "war". Don't write "water".
(3) Students exchange their understanding of new words.
Admire: respect, admire.
Envy: seeing that others have certain strengths, benefits or advantages, I hope I have them.
Concentration: concentration.
Third, read the text again and make clear the level.
1. Students read the text in their favorite way.
Thinking:
(1) What is written in the article?
(2) What is the narrative order of the text?
2. Students should think independently first, then communicate in groups, and then communicate with the whole class.
(1) The little girl in the tall building opposite my house keeps practicing the piano, regardless of spring, summer, autumn and winter. From her piano sound, I "realized" "diligence" and "warmth" and was full of gratitude to her.
(2) Paragraph 1: Write "I". Beautiful piano sounds often come from the tall building opposite my home.
Paragraphs 2-9: Writing "I" is full of "admiration", "envy" and "gratitude" for the pianist.
Paragraph 10~ 14: The piano writer is a little girl.
Paragraph 15: The piano music is playing again.
3. Students read the text again.
Fourth, class summary.
Let's sum up what we learned in this lesson → next lesson!
5. Homework: Write small words.
Article 2 Knowledge and skills:
1. Learn the new words in this lesson 12 and write them correctly.
2. Understand and master the new words in the text.
3. Be able to read the text with emotion, feel the author's emotional changes to the little girl playing the piano, and pursue beautiful music.
Process and method:
1. Feel the content of the text through repeated reading.
2. With the help of extracurricular tools and resources, use the advantages of group cooperation to explore problems.
Teaching emphases and difficulties:
Experience the author's emotional changes to the little girl who plays the piano, her pursuit of beautiful music and her gratitude to those who create beauty.
Teaching methods and learning methods:
Teacher: Reading discussion.
Student: Self-study since enlightenment, combined with cooperative inquiry.
Teaching preparation:
Teacher: new word cards, multimedia courseware.
Student: Preview the text and collect information.
Teaching time: 2 hours.
Teaching process:
first kind
First, the introduction of passion.
1. Before class, the teacher plays beautiful piano melodies (such as autumn whispers), bringing students into a beautiful musical atmosphere.
The teacher asked: Do you like it? Why? Today, we are going to study the book "Piano Jingle" written by the writer Chen Bochui.
(blackboard writing topic)
Second, the first reading comprehension.
1. With the help of reference books, students can read and understand the text in their own way. Students are required to pay attention to accurate pronunciation and fluent reading. When you encounter difficult sentences, read them several times and give feedback.
2. Thinking: What is the main content of the article?
Third, check the self-study situation.
1. Summarize the main contents of the text as briefly as possible, and teachers should pay attention to infiltration methods. Guide students to summarize with key sentences or their own words, and the language should be as concise as possible.
2. The teacher shows the new word cards for students to read and group the new words.
Focus on pronunciation: the vowels of "Ding and Ning" are post-nasal sounds, and the vowels of "Qin and Xian" are pre-nasal sounds, which are easier to read.
Focus on writing: "Mu" and "Bao" are words with upper, middle and lower structures, so we should pay attention to their writing below, and we can guide students to remember them through imagination or crossword puzzles.
3. The teacher called the students to read the text naturally, and other students and teachers commented.
4. Teachers show new word cards, let students read the words repeatedly and guide students to understand the meaning of the words.
Fourth, guide students to read the text aloud.
1. Students can read the text freely and pay attention to reading correctly and fluently.
2. Call the roll and ask the students to read aloud. Other students will comment after listening, and the teacher will correct it in time.
3. Guide students to exchange their gains and feelings of reading the text at the beginning, and communicate with each other.
4. Students can read the text freely.
Five, guide the writing of new words.
1. The teacher shows the new word card, the students read it again, and then talk about the skills of memorizing new words.
2. Students learn new words in groups.
3. Guide writing.
(1) Say the best new words written by students on the blackboard, and then say what to pay attention to when writing.
(2) Student evaluation.
(3) Students can write freely in exercise books.
Second lesson
First, check the import.
1, check the mastery of new words and phrases.
2. Students listen to sketch words.
Second, reread the taste and feel the situation.
1, read the text freely, draw sentences describing the sound of the piano in the text, and read it aloud.
2. Thinking: How do you feel after reading these sentences?
Third, grasp the key issues and read and understand.
1. Read the section by roll 1.
We should grasp "morning and evening" to experience the frequent appearance of piano sounds; The guide experiences the benefits of the onomatopoeic word "Ding Dong", so that readers can feel it personally. []
Ask the students to find the same writing in the text and talk about the benefits of this writing.
2. Learn the 2- 14 paragraph.
Read the text in groups and talk about your feelings. Focus on the following sentences.
"The sound of the piano is often sprinkled on the leaves, on the road and on the umbrellas of pedestrians with raindrops."
Read aloud to experience the charm of the word "sprinkle" and make the sound of the piano come alive, as if the sound of the piano infected the people around and the scenery, highlighting the beauty of the sound of the piano. )
"I came back in the middle of the night and walked into this quiet alley ... to meet me, a person who came back from a snowstorm at night." (Guide students to talk about feelings in context: Why is the piano sound "warm"? )
"This piano sound is so beautiful, sweet and so familiar, as if I met an old friend." Let the students talk: What is "like that"? )
"When I got home, I just sat down at my desk, and the flowing piano sounded in my ear and flowed in my heart. Ding Dong! Ding Dong! Ding Ding Dong Dong ... "(This paragraph echoes the natural paragraph 1. Use extensive reading and happy reading to guide students to chew repeatedly. )
3. After reading the sentences, lead the students to talk about feelings: What kind of person do you think this little girl playing the piano is?
Students talk freely: practice hard and persevere, practice nine times in winter and three days in summer, and their piano skills are superb. )
4. Find out the sentences that describe the emotional changes of "I" in groups and think about what emotions they all express.
Grasp the questions after class and guide the students to experience (talk about why the author uses different words according to the content of the text)
Cai showed me my admiration for the piano player.
I envy the man who plays the piano.
I thank those who play the piano.
Guide the students to distinguish the meanings of some words by changing words, and then combine the content of the text to understand that the author punished milk in the article. Is it shallow? "Is it flattering? Bi Ye? Ldquo admire "; The autumn night is clear and the piano is melodious, so why not call me "envy"; It's a cold winter night. Come back late at night, listening to the warm piano. Naturally, I am grateful.
5. Grasp the four interrogative sentences and an exclamatory sentence in the text to understand the emotion of "I".
I often wonder, who is this piano player?
Who is playing the piano? Who is playing the piano?
Is she playing the piano?
I froze, it's really her!
Let the students find out their position in the text first, and then talk about their feelings in the context: what kind of emotion does it reflect "I"?
After reading these sentences, guide the students to continue to think deeply: Why am I so eager to know and meet this piano player? The piano sound is so beautiful that I was moved by her diligent spirit ...
6. Fully mobilize students' thinking in images and let them read aloud in imagination.
When reading aloud, the tone should be clear and lyrical, full of emotion, expressing love for elegant piano sound and admiration and appreciation for the little girl.
Fourth, expand and extend, language training.
1, tell me about the little girl around you?
2. Extract your favorite words.
Blackboard design:
2. The sound of the piano
I want to see him.
Study hard and train hard
The piano is jingling. Is that her?
Excellent piano skills
That's her!