#三级# Introduction "The Sound of Nature" is an essay with four natural paragraphs, which shows the rich and colorful beauty of nature through the delicate description of the sounds of nature. The following is the original text, lesson plans and teaching reflection materials of the Chinese language "The Sound of Nature" for third grade primary school students. I hope it will help you.

Original text of Article 1, "The Sound of Nature", a Chinese language course for third grade primary school students. There are many beautiful sounds in nature.

The wind is the musician of nature. He would 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.

Water is also the musician of nature. When it rains, he likes to play percussion instruments. With the drizzle of raindrops, 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. When the small raindrops gathered together, they sang together: the brook gurgled, flowing to the river; the river gurgled, flowing to the sea; the sea roared, surging. From a light mountain ditty to a magnificent ocean chorus.

Lesson plan for the Chinese language "The Sound of Nature" for the third grade of primary school 1. Introduce interesting topics, explain the questions, and clarify the main teaching objectives of the text.

(1) Introduction to the reading unit, clarifying the main teaching objectives of the unit.

1. Present the task: silently read the two paragraphs of the unit introduction. Think about it, what content is this unit studying? What are the main teaching objectives of this unit? They are marked with different symbols.

2. Feedback guidance. (PPT shows unit introduction)

Default:

The text content of this unit is about us and nature.

The main learning goals of this unit are two: feel the vivid language of the text and accumulate your favorite sentences; pay attention to life and record your own thoughts.

3. Summary: Through the study and understanding of the single and introductory reading, we know that the text content of this unit shows the theme of harmonious coexistence between us people and nature from different angles. This unit has two main teaching objectives:

(1) Continue to read fresh sentences, understand the theme ideas, and learn to accumulate your favorite sentences through excerpts.

(2) Pay attention to the phenomena and problems in life, have your own thoughts on one of the phenomena or problems, and write down the phenomenon or problem and the thoughts.

(2) Introduction, explanation of questions, and clarifying the main teaching objectives of the text.

1. Import the explanation questions.

2. Blackboard writing topic: 21 sounds of nature

3. Read the topic together.

4. Explain the question.

Question: Students, after reading the topic and passing the topic, do you know what the author has introduced us to about nature? (Answer by name. Default: Through the topic, I know that the author is introducing us to the sounds of nature.)

5. Clarify the main teaching objectives.

2. Guide the preview and have a rough idea of ??the text (or perceive the text as a whole).

(1) Guiding preview.

1. Review key sentences.

Question: In the sixth unit of study, we learned a new knowledge - key sentences. Who still remembers what key sentences are and what role they play in reading and writing?

Answer by name.

Default: In a paragraph or a text, a sentence that summarizes the central meaning of the paragraph or the content of the article is called a key sentence. It can help us understand the meaning of this paragraph or the content of this article. When doing exercises, we can use key sentences to write a paragraph or an exercise.

2. Provide preview tasks.

(1) Read the text aloud softly. When you encounter a word that you cannot read, spell out the syllables on the word and see if you can read the text aloud.

(2) After reading the text, circle the words that you can read and use pinyin to read the new words accurately.

(3) Thinking: What does this text tell us about the sounds of nature? From which sentence did you know? Underline this sentence with a horizontal line.

3. Feedback guidance.

(1) PPT shows new words (phonetic) that can be read and read. Through individual naming checks and other methods, we provide guidance on reading the correct pronunciation of new words.

(2) Talk about which new words are easily mispronounced, and provide guidance on the correct pronunciation of difficult words. Default: "Nan" and "Cha".

(3) Multi-phonetic word learning.

① The assistant blackboard shows the words of this lesson with the multi-phonetic character "婷", notes the pronunciation of this lesson, names individuals to check the correct pronunciation of the characters, and the pronunciation of the words.

② Name the pronunciation of "nee" that you have learned, form words, and read the words.

③Summary: The meaning and usage of different pronunciations of "nee".

(4) PPT shows the words "playing, accordion, gentleness, feeling, excitement, percussion, musical instrument, raindrops, knocking, insect chirping" for review and recognition.

Tips: Among the words that can be read and written, the red words are required to be written correctly after studying the text.

Present the task: read the text aloud, pay attention to the correct pronunciation of the words, do not add words, do not miss the words, and cannot read; pay attention to the correct pauses in punctuation marks and the correct pauses in the middle of sentences. Continue thinking about preview task 3.

Individual operation, deskmate communication preview task 3.

5. Feedback guidance.

Read the text aloud in natural paragraphs by name, comment on whether the reading is accurate and smooth, and continue to think about preview task 3 while listening.

(2) Feedback preview task 3, roughly understand the main idea of ??the text (overall perception of the text).

1. Feedback guidance preview task 3.

Default:

This text tells us that nature has many beautiful sounds (or many of the sounds of nature are beautiful).

Sentence: Nature has many beautiful sounds. (Written on the blackboard: Wonderful)

2. Have a rough understanding of the main idea of ??the text.

Question: What can we call the sentence "Nature has many beautiful sounds"? (Answer by name. Presupposition: We can call the sentence "Nature has many beautiful sounds" a key sentence.) So, what can we say about the general idea of ??this text? (Answer by name. Default: The text tells us that nature has many beautiful sounds. Or: The text tells us that there are many beautiful sounds in nature.)

3. Summary: Because of a The key sentences of this text have summarized the content of the full text, so we can use it to roughly understand the main idea of ??the text.

3. Sort out the text structure and understand the text content.

Present task: (PPT shows "fill in" after class) Read the text, follow the example of the second natural paragraph of the question, find the key sentences of the third and fourth natural paragraphs and fill in the blanks, and then say something Talk about the meaning of paragraphs 2, 3, and 4.

2. Feedback guidance.

Default:

Fill in the blank: Water is also the musician of nature. Animals are the singers of nature. (The revised PPT demonstrates "fill in.")

The meanings of paragraphs 2, 3, and 4 are expressed by their respective key sentences. (Writing on the blackboard: Feng Shui animals)

Provide the task: Use fill-in-the-blanks and, based on the text, talk about the sounds of nature written in the text.

4. Feedback guidance.

Default:

The text writes about the sounds of wind, water and animals in nature.

Present the task: read the second natural paragraph silently and think: Where does the wind make the beautiful sound and how does it make it? Draw the relevant sentences and say them.

6. Feedback guidance. (Adopt the strategies of understanding while reading and reading while understanding. The following operations are the same and will not be explained again.)

Default:

Sentence: Wind is the musician of nature. He would play his accordion in the forest. When he turned the leaves, they sang various songs like singers. (Written on the blackboard: There are different kinds of things turning in the forest)

Answer: The wind makes beautiful sounds in the forest, by turning the leaves.

7. Present the task: Read the second natural paragraph silently again and think about it: How many situations does the text list in which the wind turns the leaves and sings? What are the different situations? Use horizontal lines to underline relevant words and then say them. (Tip: Pay attention to fresh sentences. The same is true below and will not be explained again.)

8. Feedback guidance.

Default:

Question 1: The text lists four situations in which the wind turns leaves and sings.

Question 2: There are four situations: different leaves, different seasons, breeze blowing and strong wind blowing.

Talking: The text lists four situations in which the wind turns leaves and sings. They are different leaves, different seasons, gentle breeze and strong wind. (Write on the blackboard: The leaves are different in the season, the breeze is strong)

9. Present the task: read the third natural paragraph silently, and think: In what ways does water make beautiful sounds? Draw the relevant words and say them.

10. Feedback guidance.

Default:

Words: Raindrops gather together (blackboard writing: Raindrops gather together)

Answer: Water is formed through small raindrops and small raindrops. The raindrops gather together and make a beautiful sound.

11. Present the task: read the 4th paragraph silently and think: What animal singers are written about the beautiful sounds of nature in this paragraph? Draw the relevant words and say them.

12. Feedback guidance.

Default:

Words: Birds, insects, and grasshoppers (Hint: Grasshoppers are subordinate to insects. Here is a specific example.) (Write on the blackboard: Birds and insects )

Answer: This nature section uses animal singers such as birds and insects to write the beautiful sounds of nature.

13. Summary: (After summarizing the organization of the full text) We sorted out the organization of the text based on key sentences, understood that the text wrote about wind, water and animals making beautiful sounds, and understood the content of the text. . It can be seen that if the text has key sentences, we can use them to understand the content.

4. Experience the beauty of the sounds of nature through the wind and recite the second natural paragraph.

(1) Experience the beauty of the sound made by the wind.

Present the task: Read the second natural paragraph aloud. After reading, think about it. From which words did you read that the sound of the wind blowing in the forest is beautiful? Click on the relevant words, and then read the second natural paragraph emotionally, imagining while reading, and see if you can pronounce the beautiful sounds.

2. Feedback guidance. (Adopt the strategy of understanding while reading and reading while understanding.)

Default:

Words: different sounds, different music, soft, soft, whispering, gentle and majestic The music is full of power and the power of nature (written on the blackboard: Different sounds, music, soft whispers, majestic music, power and power)

Guide emotional reading, and read the extracted words according to the weight of the voice and the speed of the speech. Words embody the beauty of the sound the wind makes in the forest.

Follow-up question: (using blackboard writing) Where have you heard "soft whispers" or "majestic music" or "powerful sounds", the sounds of nature mentioned in these texts Woolen cloth? (Answer by name. If it is reasonable, it should be affirmed.)

(2) Try to recite the second paragraph.

Provide the task: with the help of blackboard writing, recite the second natural paragraph. (Tip: Recitation is emotional endorsement.)

2. Feedback guidance.

After nominating two or three students to recite it, recite it together.

5. Summary: (Learning status and knowledge and ability points)

6. Assignment design:

1. Read the text with emotion.

Reflection on the teaching of "The Sound of Nature" in the Chinese language "The Sound of Nature" for the third grade of primary school Colorful beauty. The overall structure of the article is clear, summarize first and then divide; the paragraph structure is distinctive, the summary is only one sentence, straight to the point, concise and clear; write each paragraph, summarize first and then divide, summarize first and then be specific, the structured thinking is very obvious. Therefore, students completed the second question after class very quickly and with little difficulty. It can be seen that students have an accurate grasp of the content of the article, but they do not know the term "total score structure."

The first sentence of the second, third, and fourth natural paragraphs, that is, the central sentence of the total writing, establishes the writing technique of the entire paragraph: personification. This kind of writing is full of interest in itself and is in line with children's reading interests. Students are relatively easy to accept when learning, especially when they read aloud, they can bring emotions more easily, and they have better control of emotions and tone when reading texts aloud.

The beauty of the language in the text, and more importantly, the ability to choose appropriate words, sentence length, and rhythm according to the characteristics of different sounds. The breeze is "gentle and soft", and the strong wind makes "the whole forest excited"; the creek is "gurgling", the river is "gurgling", the sea is "roaring"; the birds are chirping, and the insects are chirping. "Li", the grasshopper "sings"...Whether it is describing the characteristics of the sound or onomatopoeia, the words used are accurate and appropriate.

In the teaching of this class, I spent a lot of time practicing reading aloud. I did not explain the text content in too much detail. I also spent a lot of time accumulating onomatopoeia about wind, water, and animals. . Therefore, students recite the second and third paragraphs faster after class, and the reading is more emotional and smooth, but they have difficulties when doing class homework:

Question: Reading the "murmur" in the fragment "Whisper", I seemed to hear __________. Reading the "＿＿＿" in the fragment, I seemed to hear ＿＿＿＿ again.

Students’ understanding of “whispering” is basically correct, but they are not good at the subsequent free exercises of “as if”, and their divergent thinking is weak. Some students expressed that they did not understand the meaning of the question and did not know what to fill in. Later I told them that it was to describe the sound of the wind and imagine the scene when different winds blow. The students could understand it quickly, but some students did not know how to do it. Expression, or the students’ vocabulary accumulation is too little. The heart seeks understanding but fails to understand the meaning; the mouth desires to speak but fails to understand the appearance.

In the small pen practice after class, most students can write it, which shows that this class is still rewarding. The small pen practice in the homework book was written in class, but I found that in the class 21 students, how come most of the students wrote similar things, choosing the same things and using similar rhetoric.