Text analysis:

This article uses a unique perspective, rich associations, and charming language to analyze the natural environment. The objects are compared to musicians, and the sounds they make are described as various beautiful and vivid music, which embodies the beauty of nature. The full text revolves around the first natural paragraph, describing the rich and beautiful sounds of nature from three aspects: wind, water and animals. The structure of the article is rigorous, which helps to consolidate the mastery of the method of "understanding the meaning of a paragraph with the help of key sentences".

When teaching this lesson, we should also pay attention to the combination of reading and writing. The "Small Writing Practice" after class requires students to write a few sentences around a "beautiful sound" they have heard. On the one hand, this is to consolidate the ability to "write a paragraph around a meaning" and also to move from describing specific things to describing abstract things. the transition of things.

Teaching objectives:

1. Recognize 7 new characters such as "Miao" and "Zou", accurately pronounce the multi-phonetic character "Ne", and be able to write 13 new characters including "Miao" and "Yan". Can write 22 words including "beautiful, musician".

2. Read the text emotionally and recite the third paragraph.

3. Be able to find the key sentences in the fourth natural paragraph and fill them in the chart. Use the chart to tell which sounds of nature are included in the text.

4. Can relate to life experience and appreciate the vividness of the words describing sounds in the text. Can imitate the text and write a few sentences around a sound that has been heard.

Teaching focus:

1. Understand the different structures of onomatopoeia, guide students to experience different things represented by different sounds through reading aloud, and accumulate onomatopoeia.

2. The focus of the text is the 2nd to 4th natural paragraphs. Teachers should guide students to understand and feel this beautiful sound through reading aloud, and then feel the beauty of nature through imagination.

Teaching difficulties:

2. Guide students to imitate the text and write a few sentences around a sound they have heard.

Class schedule: 2 classes

Teaching objectives

1. Recognize 7 new characters such as "Miao" and "Zou", read the polyphonic character "Ne" accurately, and be able to Can write 13 new words such as "miao, performance" and 22 words such as "wonderful, musician".

2. Find several natural sounds described in the text and grasp the overall content of the text.

3. Read the text emotionally.

Key points to grasp

1. Guide students to discuss independently and exchange literacy methods.

2. Guide students to read the text aloud and initially experience the beauty of the sounds of nature.

Teaching process

1. Introducing passion and revealing the topic

1. The teacher explains emotionally and introduces the situation.

Introduction: Students, nature is all-encompassing and full of vitality, with spectacular mountains, rivers, lakes and seas, soft and beautiful flowers, plants and trees, as well as birds and animals with various postures... A grass in spring, a heavy rain in summer, a fallen leaf in autumn, a snowflake in winter, every kind of beauty we see is a gift from nature. However, the gifts of nature are far more than these. There are also some that we cannot see or touch, but they are still intoxicating. What is it? Please listen carefully!

2. Play audio recordings of nature sounds to guide students to appreciate their feelings.

Transition: What did you just hear? What sounds did you hear? Are these sounds good? Is this also a wonderful enjoyment that nature brings us? Today, let us go into nature and the text to feel these beautiful sounds from nature.

3. Write the topic on the blackboard and read the topic together.

2. First reading of the text, test preview

1. Provide self-reading requirements.

(1) Read the text aloud freely, pay attention to the correct pronunciation of the new words, and read the text smoothly and fluently.

(2) Mark the paragraph number and circle the new words.

(3) Mark which sentences you think are particularly beautiful and read them carefully.

2. Check students’ self-reading of texts.

(1) Show the word courseware and name students to read the words. The teacher corrects the pronunciation of the characters.

The beautiful hand wind gently moves and beats for fun

The rain beats the insects and the insects gather together

Default: first name the students to recognize the new words and read them. Correct pronunciation. Then guide students to independently discuss related word meanings and word meanings. The teacher summarizes and guides students to practice forming words and sentences, and expands them appropriately.

(2) Provide guidance on classification and literacy.

◆Radical classification:

氵: act (singing) stimulate (excited) drop (water drop) 江 (river)

Mouth: whimper ) swallow (swallow) spit (vomit) exhale (breathe)

◆Classification of quantifiers:

Drop: a drop of water, a tear, a drop of blood, a drop of ink

◆ AABB-style words:

Knock, knock, gently, softly, slowly, swallow, grind, grind, rub, hurry up, rush, clean, lively, noisy

(3) Memorize and expand onomatopoeia.

①Show a set of words.

Whisper, gurgling, gurgling, crashing, booming, ticking, ticking, ding-ding-dong-dong, chirping, chirping

② Name the students to read, read together, and the teacher summarizes.

Summary: Everyone read the flat and raised tongue sounds very clearly, and they read them very rhythmically, which sounded wonderful! Everyone must have discovered long ago that although these words have different forms, they are all words that represent sounds. Words like these are called onomatopoeia.

③Can you still say one or two such onomatopoeias?

Examples: the school bell - tingling, the frog's cry - croak, the cat's meow - meow, the spring rain - rustling.

④Show the third question after class and guide students to communicate and express.

Read the words that describe the sounds below, and tell me where you have heard such sounds.

Soft whispers, majestic music, powerful voices

Lively concerts, brisk mountain ditties, magnificent ocean chorus

Example: The breeze in the park in the early morning is a "soft whisper", and the strong wind before a heavy rain in summer is a "majestic music" and "a powerful sound". There are also scenes of strong winds in some movies.

⑤Play the audio recording of the sounds of nature again to guide students to experience the different feelings brought by the sounds.

3. Read the text again and gain overall perception

1. Students read the text aloud in the way they like and think about: What sounds of nature are written in the text?

2. Show question 2 of the after-school question and guide students to fill in the blanks.

Fill it in and talk about which sounds of nature are included in the text.

3. Guide students to find the central sentence.

Transition: The article writes about the sounds of wind, water, and various sounds made by animals in nature. All sounds have a unique characteristic. What is it? There is a sentence in the text that not only summarizes the content of the full text, but also describes the unique characteristics of all sounds. Which sentence is it? (Nature has many beautiful sounds.) By the way, this is the central sentence of the whole article. "Beautiful" is the characteristic of the sound.

4. Read the first natural paragraph together.

5. Read the text aloud in natural paragraphs, and teachers and students collectively review the reading situation.

4. Grasp the key points and guide writing

1. Show the words you can write in this lesson.

2. Observe the font shape, structure and strokes to see which words are easily written incorrectly.

Transition: Students read the new words freely, observe which words are easy to make mistakes and which words are difficult to write, and communicate with their classmates to see how to write these words well.

3. On the basis of student communication, the teacher demonstrates writing and highlights key points.

◆Writing guidance:

[Introduction] The distance between the three horizontal lines in the upper part is even, the left side is vertical at first and then slightly flat, and the back is slightly flat, so the writing can be stretched. The last point of the lower part is slightly longer.

[Rou] The vertical hook of the "spear" in the upper part should be written shorter. The "wood" in the lower part is horizontally long and flat, written vertically on the vertical center line, with the head slightly shorter, and the pen is extended diagonally in the left and right lower grid.

[User] The upper, middle and lower parts should be written flat, and the four "mouths" follow the rules of small on the left and big on the right, small on the top and big on the bottom. The pen of the "dog" in the middle is inserted between the two "mouths" above.

◆Error-prone tips:

[Qin] Note that the following is "Jin", not "Ling". To write "stretch" or "shu", you should write "stretch".

[Click] The vertical line in the middle is written in one stroke and cannot be divided into two paragraphs. Pay attention to the stroke order: write "二" first, then write "一vertical", "vertical fold" and "vertical".

[Di] Narrow on the left and wide on the right. Note that the right side is not "Shang", and the inside of the lower right is "Ancient".

[Knock] The left and right sides are of equal width. Note that the right side is not a "branch".

4. Students practice writing, and teachers inspect and correct sitting postures, pen holding postures, writing errors, etc.

5. Organize students to display their written works in class and guide students to make positive evaluations.

5. Summary review, assignment design

1. The teacher appropriately summarizes the teaching content of this class, comments and praises students’ classroom performance.

Transition: Students, we hear all kinds of sounds every day, but we rarely listen to these sounds with appreciation, especially the sounds of nature. The teacher wants to thank the students today, because from your reading, I not only heard the sound of wind, rain, and the sounds of small animals, but the sound of your reading made me feel very comfortable and comfortable. Why are these sounds so magical and intoxicating? In the next class, we will go into nature to listen and taste it carefully.

Everyone performed very well in today’s class.

2. Guide students to read the text aloud, excerpt and accumulate favorite words and sentences in the text.

3. Observation activities: Listen carefully to the sounds around you, and simply record them to prepare for the next class "Small Pen Practice".

4. Complete the training corresponding to this lesson.

Second Lesson

Teaching Objectives

1. Guide students to understand different things represented by different sounds through reading aloud, and further accumulate beautiful language.

2. Guide students to feel the beauty of sounds and the beauty of nature through reading aloud and imagination.

3. Recite the third paragraph.

4. Imitate the text and write a few sentences around a sound you have heard.

Key points to grasp

1. Create situations to guide students to freely read their favorite sentences and understand the language during reading.

Teaching process

1. Review the past to learn new things and introduce new lessons

1. Dictate words and the teacher summarizes the guidance.

2. Recall the main content of the text.

Transition: Through the study of the previous class, we learned that there is a sentence in the article that summarizes the main content of the full text, which is the general starting sentence and the central sentence of the full text. Which sentence is it? (Nature has many beautiful sounds.) What are some beautiful sounds in nature? (Sounds of wind, water, animals.) How beautiful are these sounds in nature? Let's go into nature and listen with our hearts.

3. Present the topic.

2. Study the text and focus on exploration

(1) Be bold in imagination and read beautifully to understand the wonders. (Learn the second natural paragraph - listen to the wind)

1. Read the second natural paragraph freely. How many sentences does this paragraph have? (4 sentences.)

2. Read the first sentence, what did you understand?

3. Teachers read the sentences to let students experience the different feelings brought by breeze and strong wind.

When the breeze blows, the voice is soft and soft, like a whisper, making people feel the gentleness of nature.

When the strong wind blows, the whole forest becomes excited and plays a majestic music. The sound is full of power and makes people feel the power of nature.

Clarity: Grasp the "softness" and "whispering" to appreciate the gentleness of the breeze, grasp the "excitement", "strength" and "power" to appreciate the majesty of the wind, and thus feel the beauty of the wind. .

4. Name students to read aloud, and boys and girls read together to read out their feelings.

Summary: You are really young reciters, and you know how to use the rhythm of reading and the ups and downs of the voice to express the characteristics of different winds. In addition to playing gentle and soothing serenades and majestic and passionate symphonies, what other songs can the wind play?

5. Fill in the blanks and guide students to experience different news.

Fill in the blanks: When he turned the leaves, the leaves sang like a singer. Different leaves, there are ; different seasons, there are .

(1) Students fill in the blanks and read the sentences aloud. Based on the actual life, talk about: What are the different sounds in different leaves and different seasons?

Example: Willow leaves are long and slender, making a very light "rustle" sound, as if whispering; poplar leaves, one by one, make a very rhythmic "snap" sound. Like children clapping; the leaves of the sycamore tree are crowded together, making a "swish" sound, like a broom sweeping the ground.

(2) Teachers and students cooperate to integrate their experiences into the text and read it.

Quote: When he turned the leaves, they sang various songs like singers. Different leaves have different sounds - (show the sentence and students read it together) The willow leaves are long and slender, making a very light "rustle" sound, as if whispering; the poplar leaves are one by one, It makes a very rhythmic "papa" sound, like children clapping; the sycamore leaves are crowded together, making bursts of "swish" sounds, like a broom sweeping the ground.

Quote: Different seasons, different music - (show the sentence, students read together) The spring wind is gentle and soft, a soothing serenade; the summer wind is windy and fiery , is a cheerful march; the autumn wind is cold and deserted, it is the sound of a parting flute; the winter wind is biting, it is the sound of a war drum of an iron horse.

(3) Students read to music.

Transition: It is precisely because the wind turns the leaves and plays a variety of beautiful music, sometimes gentle and sometimes passionate, that we say that the wind is the musician of nature. Playing his accordion in the forest. Feng is such a talented musician! Ask the students to read the second natural paragraph of the text beautifully and read out the beauty of the wind.

6. Guide the recitation of the second natural paragraph.

Transition: You like to listen to the wind, right? If you like it, try memorizing it! (Students try to memorize, the teacher names them, and those who want to memorize memorize together)

(2) Intuitive perception, beautiful reading and enlightenment. (Learn the third natural paragraph - The Prelude to Rain)

1. Freely read the third natural paragraph of the text and provide the self-reading requirements.

(1) Why is water also a musician of nature?

(2) Find your favorite sentence, read it aloud repeatedly, and read out the feelings. You can write your feelings in the blank space of the book.

2. Students study by themselves and teachers inspect.

3. Report, communicate and appreciate collectively.

(1) Why is water also a musician of nature?

Clear: When it rains, he likes to play percussion instruments; when the raindrops gather, they sing together.

(2) Which sentence do you like best? Talk about how you feel. (Nominate multiple people for communication, teacher-student evaluation, teacher camera guidance)

?The little raindrops were beating, and a lively concert began. Tick-tock... ding-dong-dong... All the woods, every leaf in the woods; all the houses, their roofs and windows, all make different sounds.

①What sounds did you hear? (Tick-tock, ding-ding-dong-dong.)

②Imagine, what other sounds do you hear? (Dong-dong, bang-bang, rustle, crackle, pitter-patter, tink-ding-dong...)

③Who will read such a lively concert? (Encourage students to take the initiative to read aloud)

When the small raindrops gather, they sing together: the creek flows to the river, the river flows to the sea, and the sea surges. From a light mountain ditty to a magnificent ocean chorus.

① Xiao Yudrop can not only play, but also sing! What changes do you notice in these sounds? (Getting louder and louder.)

②Where did you see it? (Gurgling, gurgling, crashing.)

③What other words also make you feel that the sound of water is getting louder and louder? (Mountain Ditty, Ocean Cantata.)

④What gives small raindrops such power that they can sing a "Chorus"? Can a small raindrop do it?

Preset: Guide students to imagine the "gathering" of small raindrops, the wonderful experience from creek → river → sea, and experience the characteristics of different water sounds.

⑤Show the courseware and name students to fill in the blanks. Let us follow the footsteps of the little raindrops and walk towards the sea step by step.

Fill in the blanks: When the little raindrops started to fall, they sang together: The creek flows to the river; the river flows to the sea; the sea is turbulent. From a beautiful mountain ditty to a beautiful ocean chorus.

⑥ Guide reading. Teachers and students read together, and boys and girls read together.

4. The teacher transitions and shows the materials in the "reading link" after class.

Transition: Water can play a brisk mountain ditty or a magnificent chorus. In addition, what other music can water play? Let's listen to Mr. Ye Shengtao's "Waterfall".

Waterfall

Ye Shengtao

I haven’t seen the waterfall yet,

I heard the sound of the waterfall first,

It seemed to be overlapping Stacked waves surged onto the beach, and like gusts of wind blowing through the pine forest.

The mountain road suddenly turned,

Ah, I saw the whole body of the waterfall!

This scene is indescribable.

Thousands of feet of green mountains are lined with a strip of silver.

Standing at the foot of the waterfall and looking up,

How great, a screen of pearls!

A gust of wind comes from time to time,

blowing it like smoke, like fog, like dust.

(1) Teacher demonstrates reading aloud.

(2) Find sentences that describe the sound of waterfalls, and guide students to connect with life and imagine and experience.

Clearly: "Like cascading waves surging onto the beach, / Like gusts of wind blowing through the pine forest." These two lines of poems use two metaphors to write the sound of the waterfall, reflecting the nature of the waterfall. Spectacular, magical.

(3) What other sounds of water have you heard? (The gurgling sound when water boils, the hissing sound when water flows into the sewer, and the sound of hail and snowflakes falling... How rich are the sounds of water in nature!)

5. Students try to memorize The 3rd natural paragraph. Recite it in class by name, and recite it together with those who want to.

(Learn the 4th natural paragraph - animals singing)

Transition: After listening to the accordion played by the wind, the percussion and singing of the water, let's appreciate the singing voices of the animals again . Who will read paragraph 4?

1. Read the fourth natural paragraph by name, and teachers and students will comment.

2. Fill in the blanks by showing them, the teacher will read them, and the students will fill in the blanks.

Fill in the blank: Animals are the singers of nature. Walk in the park and listen to the chirping of birds in the trees; sit under a tree and listen to the chirping of insects; walk by the pond and listen to the chirping of frogs. Do you know what they sing? Their songs seem to tell us: ",!"

3. Imagination: What other animal sounds are you familiar with in nature?

Examples: rooster - ooh; puppy - woof; lamb - bleat.

4. For fun performances, ask students to imitate the sounds of the corresponding animals.

5. Teacher-student interaction, students act as animals, and the teacher conducts interviews.

Example:

Teacher: "Little bird, little bird, what are you singing?"

Little bird: "Chirp, chirp, I am singing the beauty of spring. ! "

Application:

Teacher: " , what are you singing? "

" , I am singing!"

6. Name the person to read this paragraph happily, and read it together.

3. Summarize writing methods and expand pen practice

1. The teacher summarizes and guides students to sort out the paragraph structure.

Summary: Looking back at paragraphs 2 to 4, which sentence are these three paragraphs based on? (Wind is the musician of nature. He plays his accordion in the forest. Water is also the musician of nature. Animals are the singers of nature.) We call such a sentence a starting sentence. The content at the end of the paragraph is written around this sentence. We call these sentences declarative sentences. The two together form a paragraph structure that is summarized first and then divided into sections. Using the "total-score" paragraph construction method can make our article clearer.

2. Review the starting paragraph.

Transition: So which of these three paragraphs are written around? (The first natural paragraph.) The first natural paragraph summarizes the beautiful characteristics of the sounds of nature. The following three natural paragraphs are all written around the first natural paragraph. The first natural paragraph is the central paragraph of this article, and it is at the beginning of the article, which is the starting paragraph. (Read the first natural paragraph together)

3. The teacher summarizes the transition and guides the students to share the "beautiful sounds" they heard.

Examples: the chirping of birds in the park; the sound of mom and dad cooking in the kitchen; the sound of the supermarket; the sound of the concert... and those sounds that require careful attention to hear and feel , such as the sound of clocks moving, the sound of writing, the sound of flowers blooming... Different places have different sounds, different moments have different sounds.

4. Show "little pen practice" after class.

Xiao Lianbi: What "beautiful sounds" have you heard? Try writing a few sentences to communicate with your classmates, such as, "Birds are the singers of nature..." "The kitchen is a concert hall...".

Tips: (1) Based on the voices communicated in the previous link, choose the voice you want to write. (2) Try to use some onomatopoeia to describe sounds. (3) Use your imagination to think about what these sounds sound like and what wonderful feelings it brings to people. Write down the expressions in the text. Refer to the words given in question 3 after class, or the beautiful sentences in the article. (4) Just write around one voice.

5. Students can practice writing freely, teachers will inspect and provide individual guidance.

6. Report and exchange, teacher and student comments.

4. Recitation accumulation and homework design

1. Continue to read the text thoroughly and recite the third paragraph.

2. Excerpt your favorite sentences.

(1) Communication: Talk about the sentences you plan to excerpt, and share the reasons why you like these sentences.

(2) Discussion: What should we pay attention to when excerpting? (The handwriting must be correct, the copying should be correct, and there should be no missing words. You can also design a good-looking format. When excerpting, do not read each word and write it word by word. Try to copy word by word to improve efficiency.)

3. Complete the training corresponding to this lesson.

Record of key teaching segments

◆Read the wind and grasp the paragraph structure.

(The courseware shows the second natural paragraph.)

The wind is the musician of nature. He will play his accordion in the forest. When he turned the leaves, they sang various songs like singers. Different leaves have different sounds; different seasons have different music. When the breeze blows, the sound is soft and soft, like a whisper, making people feel the gentleness of nature; when the strong wind blows, the whole forest becomes excited, and the ensemble plays a majestic music, and the sound is full of power , making people feel the power of nature.

Teacher: Tell us your feelings after reading it.

Student 1: The breeze is very gentle, but the strong wind is scary when it roars.

Student 2: When the breeze blows, the leaves sway gently and the sound of collision is very small, which makes people feel very peaceful. After the strong wind blew, the whole tree swayed, and the branches collided and crossed, making a loud creaking sound.

Teacher: Which word do you like best? Tell me why.

Health: Whispering, because the wind seems to be talking softly, very gently.

Teacher: Please let us feel this feeling by reading aloud. (Student reading.)

Teacher: Your voice is so soft and sounds so comfortable! When the strong wind blew over, the sound of the wind became louder and louder, and the small trees in the forest became excited and excited. What a powerful piece of music this is! Who can read the description of the strong wind with this feeling? (Find a lifetime to read.)

Teacher: Girls should read the "Breeze" part, and boys should read the "Strong Wind" part. See if we can make this contrast more obvious by reading it aloud. Are you ready? (Multimedia soundtrack, student comparison reading.)

Teacher: Feng is really a musician comparable to Beethoven! They can both play soothing serenades and play majestic symphonies together. The sound of the wind in nature turns out to be so beautiful.

Teacher: Have you found out which sentence of this paragraph this paragraph is written around?

Health: Sentence 1.

Teacher: We call such a sentence a general sentence. The next three sentences are all written around the meaning of this sentence. We call them declarative sentences. In this way, the organization of the paragraphs will be clearer.

Appreciation: Reading to promote understanding, for third-grade students, they avoid boring word and sentence analysis, and can appreciate the beauty of different sounds while reading, and skillfully resolve difficult words. For example, "whispering", students can understand it by reading it aloud, and it is easy to think of "as if they are talking softly". Then, through the music, the boys and girls read aloud in comparison, so as to intuitively feel the beauty of the two different styles of wind sounds, "breeze" and "blast". Finally, through half-introduction and half-lecture, the teacher guides students to understand the concepts of "general sentence" and "partial sentence" and their role in the paragraph, laying the foundation for future exercises.

Teaching reflection

This is an easy-to-understand, lively and interesting text. The teaching of this course is designed according to the new curriculum standards to guide students to enter, imagine, read, and comprehend nature, so that students can truly enter nature, experience nature, discover nature, and stimulate students' love for nature.

1. Create a situation and enter the text. In the teaching process, teachers should be good at creating situations and shorten the spatial distance between students and texts as much as possible.

To this end, before the new class begins, I use music clips to let students listen to a special concert of nature, so that they can perceive and experience the beauty of nature's sounds in the context, and resonate with the text. Arouse interest in learning and become the master of learning. When commenting on the sounds of wind, rain, and animal songs, I also used musical situations to help students better grasp the beautiful melody contained in the text.

2. Enjoy beautiful reading and let your imagination fly. Chinese language should be based on reading. Reading is an individualized behavior of students, and students’ unique feelings and understandings must be cherished. There are no harsh words in this article, and the writing is fresh and smooth. Therefore, when teaching, I use "Nature has many beautiful sounds" as a clue throughout the class, focusing on guiding students to read the text beautifully, grasping the words and phrases that describe the sounds, and prompting students to read while reading. While thinking, boldly expand your imagination, connect with life experience, carry out role experience, generate your own unique feelings, experiences and understandings in diversified readings, feel the beauty of the wind, the fun of the water, the joy of the animal sounds, and at the same time let Your own sense of language and beauty are cultivated.