Teaching objectives:
1. Read the text with emotion and recite your favorite parts. Read and remember the words "magic, elegance, recognition, freshness, joy, crispness, cohesion, wonderful" correctly.
2. Feel the charm of Shan Yu and the author's love for Shan Yu.
3. Understand how the author carefully observes and listens attentively to Shan Yu, and continue to learn how to express his unique feelings through association and imagination.
Teaching focus:
Guide students to read aloud with emotion and feel for themselves. Guide students to feel the beauty of language since enlightenment and the author's feelings for Shan Yu through reading.
Teaching preparation:
1. Students read the text well, outline the good words and sentences, and write their feelings on the side. Collect beautiful words, paragraphs or poems about "rain"
2. Courseware: text illustrations, reading paragraphs,
Teaching time:
1 class hour.
First, the introduction of new lessons to stimulate emotion
1. Inspiring talk: In nature, beauty is everywhere. As long as you observe carefully, you will feast your eyes. Read "Introduction" aloud.
2. Reveal the topic: The text we are going to learn today is the beautiful natural landscape that the author described for us after careful observation.
(blackboard writing topic)
Second, read the text for the first time and sort out the content.
1. Read the text freely, pronounce it correctly, and read the text smoothly. Remind to read correct pronunciation and understand new words (courseware)
Dropping water (lín), crying (zhàn) and pouring out (tù) are magical, elegant, recognizable, fresh, joyful, crisp, condensed and wonderful.
Lightness: Generally speaking, it describes a woman's slim figure and light movements.
Tickle: describes the euphemistic cry of birds.
2. Talk about your initial impression of this article. Then read aloud in groups to guide students to read the text correctly and smoothly.
Clear: This article describes Shan Yu in the order of rain, rain and rain.
3. raise difficulties.
Third, read the text again and appreciate it.
1. Read and understand by yourself. With the question "How does the author carefully observe and listen to Shan Yu", reread the text, draw pictures of relevant sentences, and experience the characteristics of the author's emotion and language expression.
2. Organize communication, focusing on guiding students to experience sentences that describe Shan Yu's beauty with rhyme and color. Through repeated reading, I understand that the author caused strange associations and imaginations by observing and listening, and expressed his unique feelings about Shan Yu by using metaphors and other means. Beautiful lyric language shows the author's love for Shan Yu. Ensure the time for students to read aloud, the forms of reading aloud should be diversified, and the appreciation of language and emotion should be realized through students' reading.
Feel the beauty and magic of rain.
(1) "sand, sand ..." This is the real rain.
(2) "Like a ballad without words" and "One elegant ditty after another" are the associations generated by the sound of rain, giving people a feeling of beauty.
(3) "Every note has a fantasy color", which shows that Shan Yu's voice is magical and wonderful, giving people unlimited room for daydreaming.
(2) Feel the brightness and charm of the rain.
(1) "Green is dazzling, green is transparent", which is the color in the rain and fog, giving people a fresh and comfortable feeling.
This fresh green seems to flow in the rain, into my eyes and into my heart. This is the author's imagination of the color of rain, because the author loves this green color from the heart, so he talks about "flowing into my heart."
(3) (Courseware): Beautiful mountains and rivers in the rain, feel the beauty of full of green in the rain, and confirm the author's feelings in the article.
(4) "Memory is like a dry rice paper, which is green and melts quietly on the paper with light rain."
Hugging: This sentence highlights the extraordinary green color in the rain, leaving a particularly deep impression on the author, thus making the memory fresh and spiritual.
(2) Emotional reading to deepen understanding. Who can turn the beautiful sound and color of rain into the sound of reading and tell everyone? Courseware: A, like a ballad without words, magically rises from all directions and gradually becomes clear and loud, from far and near, from far and near. ...
B In the sound of rain, every rock, every leaf and every clump of green grass in the mountain has become a wonderful piano key. The fluttering rain is countless dexterous and soft fingers, playing one elegant ditty after another, and each note is full of fantastic colors.
This fresh green seems to flow in the rain and fog, into my eyes and into my heart.
① Practice by yourself and experience while reading.
② Use music to attract students to read aloud. Other students close their eyes and imagine, and then describe their own imagination.
Fourth, recite and accumulate, expand and extend.
1. Try to recite the text.
2. Exchange other words, paragraphs or poems collected by students and teachers and write "Rain".
(1) Group communication materials collected by students.
(2) Collective appreciation: Son, if you can love the nature around you and look at every scenery with your heart, it will be like a fairyland. Listening to every sound with your heart will be elegant music. Author Zhao compares the sound of rain to music. What is the rain like in the eyes of essayist Zhu Ziqing? Let's have a look.
(Courseware): It has been raining, but I am very nervous. Very soothing ......................................................................................................................................................... raindrops, clearly hitting the umbrella and dripping into the mud along the edge of the umbrella, accompanied by guzheng-like music. When you listen carefully, there seems to be no sound in your ears. When you listen again, it is clear that it is in the distance, floating around you like fog. ...
3. Writing: So what is the rain in your eyes? Write it down in a few words! You can write in your own words or extract the sentences you collected in the text and after class.
Oral teaching materials
"Shan Yu" is the reading text of Unit 6, Book 10 of Phonetic Literacy, Reading and Writing First, a six-year primary school with nine-year compulsory education. The training focus of Unit 6 is: read the text with emotion, master the key words of the text, understand the author's thoughts and feelings, and understand the expression method of scenery writing.
The language of this passage is beautiful and lyrical, and the author paints a colorful mountain landscape with poetic words, which is fascinating. The text is permeated with the author's love and deep attachment to Shan Yu and nature. This paper describes Shan Yu in the order of before rain, during rain and after rain. First, I wrote that Shan Yu came quietly with the mountain wind and clouds, then I described the melodious rain in Shan Yu from far and near, then I wrote the unforgettable green of the forest in the rain, and finally I wrote that Shan Yu stopped quietly, leaving the lingering aftertaste of the rain in the forest. The whole article echoed from beginning to end, expressing the author's admiration for Yushan. This text has distinctive language features and is very suitable for reading aloud. Students are also willing to read aloud when learning such texts. Therefore, according to the language characteristics of the text and the requirements of the syllabus for reading teaching, I have determined the following teaching objectives:
Knowledge and ability objectives:
1, know the four second-class words in this lesson, and understand the words such as light, strange, light and aftertaste in combination with the text.
2. Be able to organize language to clearly express their feelings about beautiful sentences and accumulate beautiful sentences in the text.
3. Learn to describe the scenery by grasping its characteristics.
Process and method objectives:
By grasping key words, learn to feel the wonder of rain and the charm of colors in rain.
Emotions, attitudes and values;
Feel the magic and beauty of nature, and feel the thoughts and feelings of the author. Stimulate students' thoughts and feelings of loving nature.
Teaching emphases and difficulties:
Feel the beauty of nature from reading and the author's love for Shan Yu.
Teaching aid preparation:
Shan Yu courseware.
Second, preach the law.
Modern teaching theory holds that the teacher's role is not only the "information source", but also the regulator of students' learning activities. Teachers should guide students to learn, guide them to practice learning, and use democratic teaching style and persuasion skills to lead them to a situation where they want to learn, love learning and know how to learn. To this end, according to the characteristics of this textbook, I adopted the "guided learning" teaching method with little encouragement from teachers and active self-study by students. The teaching focus of this paper is to guide students to understand the author's love for Shan Yu through emotional reading. Learning this text should make students read more, imagine more and feel more. So, first of all, through the courseware, I let the students imagine the poetic landscape and appreciate the beautiful lyric language in the reading process. Then adopt a variety of reading forms, such as: imaginary reading, separate reading for men and women, reading alone, reading in groups, reading by train and so on. One is to fully stimulate students' interest in reading the text, the other is to experience the feelings and sentiments in reading through repeated reading, and to create a spiritual voice with the author through reading.
"Chinese Curriculum Standard" clearly puts forward in the teaching proposal that "students are the masters of learning" and "reading is students' personalized learning". Teachers' analysis should not be used to replace students' reading practice, and students should be allowed to deepen their understanding and experience in active thinking and emotional activities, and feel and think. ""We should cherish students' unique feelings, experiences and understanding. "Based on the understanding of Chinese curriculum standards, I constructed a classroom teaching mode of" first reading comprehension, silent reading experience, aftertaste reading and entering Chinese "for students. Grade five students have more than four years' study experience, mastered some methods of learning Chinese, and have certain Chinese learning ability. This lesson is another reading text, which is suitable for students to study independently. Therefore, for the teaching of this course, I start with the word "Wu", based on reading, pay attention to students' independent learning and self-perception, and advocate personalized reading. At the same time, through group cooperative learning, students can learn in communication, which can not only improve learning efficiency, but also cultivate students' autonomous learning ability; It can not only enhance the sense of cooperation, but also enhance students' emotional communication. At the same time, students can think positively, express boldly, be good at listening, learn from each other and enjoy the results.
Third, talk about the teaching process
Good teaching ideas should be realized through teaching practice. According to the learning level and cognitive level of the students in this class, and based on the characteristics of the textbook itself, I designed a classroom teaching mode of "three readings" teaching, which I realized through reading. "third reading": reading the text for the first time and feeling it as a whole; Read the text silently and have a deep understanding; After reading the text, the aftertaste will sublimate.
(A) fragment appreciation, wonderful introduction
Confucius said, "Knowing is not as good as being kind, and being kind is not as good as being happy." Therefore, in teaching, I first adopt the method of fragment appreciation, so that students can appreciate the sentences in a text first and then introduce them into the text. My main intention in designing this lead-in mode is to make students feel the beauty of words, so as to arouse their initiative to learn the text and stimulate their interest in reading the text.
(B) the preliminary reading of the text, the overall perception
After importing the text, let the students read the whole text in their favorite way. Guide students to understand the text initially and grasp the whole text as a whole. This is a poetic essay, and the author described a rainy scene in the mountains for us with beautiful language. Let's study together! First of all, please read the text in your favorite way, try to read the text fluently and pay attention to the correct pronunciation. 2. Draw words and sentences you don't understand while reading. 3. Communication: What have you gained from reading the text? What problems can't be solved? )
Students are the main body of learning. This link is mainly to let students initially perceive the content of the text in independent reading, think in independent reading and understand in independent reading. Cultivate students' ability to find and solve problems through active learning.
(C) silently read the text, in-depth experience
On the basis of overall perception of the text content, students can read the text silently again, which can deepen their understanding of the text and deeply understand the emotions contained in the text. I think the way of silent reading is more conducive to students to concentrate on thinking and solving problems. In the new curriculum standard (grades 5-6), there are also clear requirements for silent reading. So, I asked the students to reread the full text by silent reading, and work together in groups to solve the problems by themselves and complete the self-study tips. I will let students ask questions that they can't solve first, and then show their self-study skills through courseware. In the author's eyes, Shan Yu is beautiful, so let's learn how the author shows the beauty of Shan Yu! Please read the text silently, and learn the text by yourself in groups according to the questions just raised and the self-study tips given by the teacher. )
(4) Read the text and sublimate the aftertaste.
At the beginning of reading, students perceive the content of the text as a whole, clarify the order of the text by dictation, and understand the main idea of the article, so they have a more comprehensive understanding and understanding of the content and emotion contained in the text. Then, by reading the text, learn to grasp the key words and sentences to understand the author's love for Shan Yu, and further feel the beauty of nature in the mountains and rains. Let the students communicate with the author emotionally, and learn to grasp the characteristics and describe the scenery in the process of reading the text, so as to further sublimate the students' feelings of loving Shan Yu.
This link is a key part of teaching. I designed it this way: first, let students practice reading 1 according to the reading requirements, choose their favorite sentences independently, grasp the key words and sentences in the text, understand the author's feelings, and try to read aloud with emotion. 2. Beautiful reading display. Encourage students to read their personal feelings and experiences. 3. Read, feel and communicate. Can relate to the context, integrate into one's own experience, imagine picturesque Shan Yu, taste beautiful lyric language and feel the author's feelings. In teaching, I use a variety of reading methods to fully stimulate students' interest in reading and let them read their feelings. Enjoy words while reading. For example:
(1) "Sarah, Sarah ..."
Read aloud in groups and feel the sound of rain from far and near. )
(2) "Like a ballad without words", "Like one elegant ditty after another", "Every note is full of fantasy."
(This is the association between the author and the sound of rain, which writes the magic and beauty of Shan Yu's voice, giving people infinite reverie. So the way I read is for students to imagine while reading, and then talk about what they seem to hear and see. Express your feelings by reading aloud. )
(3) "In the rain, all colors melt in the light green of the mountain forest, which is dazzling and transparent."
This sentence shows the beauty and charming artistic conception of the forest in the rain. I ask students to feel the artistic conception expressed in the text on the basis of understanding the words "melting", "dazzling" and "penetrating", and then read out their own feelings. )
(4) "Ding Dong Ding Dong"
(This is Shan Yu's aftertaste. First, let students understand the word "aftertaste" and feel the beauty of the lingering sound in the mountains after the rain. Then ask the students to read this sentence by driving a train. )
Then, on the basis of fully mobilizing students' emotions, let students freely express their feelings. Play a piece of music and let the students express their love for Shan Yu in the music. You can use words, read the text aloud, draw pictures, and even sing and dance.
This link captures students' interest in the article and guides them to experience the situation and the author's feelings, express their feelings and express their views. In this way, students' dominant position is realized, students' autonomy, initiative and creativity are brought into play, and the organic unity of humanity and instrumentality in Chinese teaching is embodied.
(5) Expand the text and move towards life.
Finally, review a sentence learned in the lesson "The Charm of Huashan": "Life is full of beauty, as long as you find it." In nature, beauty is everywhere, as long as you observe and experience it with your heart. Be a child who is good at discovering beauty! Then the courseware shows the homework: 1. Write an exercise to praise the natural landscape. 2. Collect and read articles describing rain scenes.
Curriculum standards require that the content of the course should be closely linked with the reality of students' life, because life is Chinese and Chinese is life. Really realize the educational goal of "textbook living, textbook living, from life to life". So I designed the link of "expanding the text and moving towards life". Expand the time and space of the course, so that learning is no longer limited to what one class has learned, so that students can devote themselves to reading and expressing again after class, so that students' classroom learning and reading practice are closely linked, and extracurricular activities complement each other. It not only improves students' writing ability, but also improves students' ability to use what they have learned in the text flexibly. It can also make Chinese closer to life.
First of all, talk about textbooks.
"Shan Yu" is a skimming text of the eighth volume of Chinese in nine-year compulsory education and six-year primary school. In beautiful and lyrical language, the author described a colorful, quiet and elegant mountain rain scene, showing the beautiful and charming artistic conception of the mountains in the rain, filled with deep love and attachment to Shan Yu and nature everywhere, and reflected the author's elegant and refined aesthetic taste.
This text was written by Shan Yu before, during and after the rain. First, Shan Yu came quietly, describing the sound of rain from far and near as beautiful as a ballad, then highlighting the unforgettable green color of the forest in the rain, and finally writing that Shan Yu stopped quietly, leaving the aftertaste of Shan Yu in the forest. In terms of expression, the article echoes from beginning to end, focusing on Shan Yu's sound and emotion, with clear priorities; The sound description is meticulous, and the words and sentences are vivid, highlighting the main characteristics of Shan Yu and the mountains and rivers in the rain; Send affection to the scene, the scene blends, and the words are euphemistic and touching, which is very infectious. Understanding the content of the text and imagining the scene described in the text are the key points of this textbook teaching; It is a difficult point in teaching to feel the beauty of nature and the author's feelings for Shan Yu from reading.
The purpose of choosing this course is to cultivate students' preliminary appreciation of literary works, feel the charm of language and cultivate students' temperament.
According to the emphases and difficulties of this course, I have set the following teaching objectives:
1. Know two new words in this lesson.
2. Read the text with emotion, imagine the scenery depicted in the text in reading, and experience the author's feelings for Shan Yu and nature in reading.
3. Cultivate students' preliminary appreciation of literary works.
Second, oral teaching methods
Teachers don't need too much analysis and explanation. The key point is to guide students to read aloud with feelings and feel for themselves.
Third, theoretical study.
As "Reading Tips" points out, "To learn this text, you should read more, think more and feel more". Therefore, I ask students to imagine picturesque scenery of mountains and rivers, appreciate beautiful lyrical language, feel the emotions contained in it and show their learning experience by reading aloud.
Fourth, talk about teaching procedures.
(A) the introduction of new courses, revealing the theme
Today, let's learn a composition with beautiful language and beautiful writing. Everyone must like this article very much. Its name is Shan Yu. Look at the title and you will know what this article is about, right?
(2) overall perception, read the full text first.
1, the teacher reads the text and the students close their eyes to listen and feel.
2. Students speak freely: What did you hear after listening to the teacher's reading aloud? What do you see?
3. Read the text for the first time.
(1) Read the "Reading Tips" to specify the reading requirements.
(2) Read the text by yourself.
Draw the new words in this lesson and pronounce them correctly.
(2) Read the text softly for several times, and read it smoothly.
(3) Draw while reading and thinking, and mark the places you don't understand and doubt.
Sort out the order of the words and see what the author wrote first, then what he wrote, and finally what he wrote, including what he wrote mainly.
(3) exchange the first reading experience in the group.
[3] independent practice reading, reading since the enlightenment.
Choose your favorite part and practice reading aloud with emotion. You can read by yourself or choose one or more partners to read together; After reading it, why did you choose this part? Why do you read it like this? Teachers should pay attention to guiding students to talk about reading experience from different angles. When students talk about reading confusion, teachers should use teaching AIDS flexibly or give necessary help and advice by telling their own experiences.
[4] Recite the competition and deepen the experience.
1, prepare for the game in groups.
2, each group sent representatives to participate in the "Shan Yu" recitation competition, can also participate in the group.
(1) All teachers and students are both contestants and judges.
(2) The evaluation is based on: Can he (she, they) read aloud make you hear Shan Yu's sweet voice? See the green color of water dripping in the rain? Can you feel the author's love for Shan Yu?
3. announce the results of the competition. (try to embody the incentive function)
[5] After-school expansion
Copy your favorite sentences in the following passage.
Five, the blackboard design
Before it rains; Suddenly and quietly in all directions
In the rain: Elegant ditty Love Shan Yu.
Love the nature in the dripping green.
After the rain: quiet, quiet croak.