#courseware# The introductory courseware is the opening remarks of the text teaching. As soon as the teacher comes to the podium, he uses a piece of courseware to introduce the text teaching, just like the prologue of a wonderful play. The design of courseware is often flexibly used according to the requirements of the syllabus, genre type, writer's style, content of the work, specific writing methods, and specific teaching environment. The following is the Chinese courseware for the second volume of the fourth grade of the Hunan Education Edition compiled and shared: "The Sound of the Piano". You are welcome to read and learn from it.

Chapter 1

Teaching objectives: Read the text thoughtfully and understand the content of the text.

Teaching focus: Grasp the key sentences and understand the content of the text.

Teaching difficulties: Understand the author's "admiration", "envy" and "gratitude" towards the piano player.

Teaching tools: courseware

Teaching methods: reading and discussion

Teaching process 1. (Students communicate freely)

2. Raise a topic. In this lesson, let us study the text "The Sound of the Piano" together!

(Topic written on the blackboard: The Sound of the Piano)

3. Students read the topic together.

4. Students question the topic.

2. Initial perception

1. Students read the text freely.

2. Provide self-study tips:

(1) Read the text thoroughly, read) 1 top.

(2) Circle the new characters and capture the pronunciation, radicals, strokes and glyphs.

(3) Circle the new words and understand the meaning in your own way.

(4) Read the text again, underline the natural paragraphs, and ask questions you don’t understand.

3. Students study by themselves according to self-study requirements.

4. Report on self-study.

(1) Show the new word card and ask students to read it and pronounce it correctly.

(2) Guide writing.

"Xian" is an up-down structure, do not write it in a left-right structure.

Under the word "MU" is "山", not "小".

Below the word "violent" is "war", do not write "水".

(3) Students communicate their understanding of new words.

Admiration: respect and admiration.

Envy: Seeing others have certain strengths, benefits or advantages and wishing you had them too.

Concentrate: concentrate.

3. Read the text again and clarify the levels

1. Students read the text in the way they like.

Thinking:

(1) What is the text about?

(2) In what order is the text described?

2. Students first think independently, then communicate in groups, and then communicate with the whole class.

(1) The little girl in the high-rise building opposite "my" house insists on practicing the piano no matter spring, summer, autumn and winter. From her piano sound, "I" feel the "diligence" and "warmth" towards me. She is full of gratitude.

(2)Natural paragraph 1: There is often a beautiful sound of the piano in the tall building opposite my house.

Natural paragraph 2~9. Paragraph: Write that "I" feel "admiration", "envy" and "gratitude" for the piano player.

Natural paragraphs 10 to 14: Write that the piano player is a little girl. p> Natural paragraph 15: The sound of the piano sounds again

3. Students read the text again

4. Class summary

1. Put yourself in the situation. Summary of learning gains from this lesson → Next!

5. Homework: Writing small print

Part 2

Knowledge and skills:

1. Learn the 12 new words in this lesson and be able to write them correctly

2. Understand and master the new words in the text.

3. Be able to read the text emotionally and feel the author’s changes in feelings towards the little girl playing the piano and his pursuit of beautiful music.

Process and method:

1. Through repeated reading, the emotional content of the text is read.

2. Use extracurricular tools and resources to explore problems by taking advantage of group cooperation.

Teaching focus and difficulty:

Understand the author’s changes in feelings towards the little girl playing the piano, his pursuit of beautiful music, and his gratitude to those who create beauty.

Teaching and learning:

Teacher: Read and discuss the method.

Students: Self-reading and self-enlightenment, combined with cooperative inquiry.

Teaching preparation:

Teacher: vocabulary cards, multimedia courseware.

Students: Preview the text and collect information.

Teaching time: 2 lessons

Teaching process:

First lesson

1. Introduction of passion.

1. Before class, the teacher plays a beautiful piano melody (such as "Whispers of Autumn") to bring students into a beautiful musical atmosphere.

The teacher asked: Do you like it? Why? Today we will study "Ding Dong" written by the writer Chen Bochui.

(Blackboard writing topic)

2. First reading perception.

1. Students use reference books to read through and understand the text in their own favorite way. Students are required to pay attention to the correct pronunciation and read the text smoothly. When encountering difficult-to-read sentences, read them several times and provide feedback and questions.

2. Thinking: What is the main thing mentioned in the text?

3. Check the status of self-study.

1. Try to briefly summarize the main content of the text, and teachers should pay attention to the penetration method. Instruct students to use key sentences in the article or their own words to summarize, and the language should be as concise as possible.

2. The teacher shows the new word card, points out the students to read it, and gives the new word a word.

Focus on pronunciation guidance: the finals of "Ding and Ning" are back nasal sounds, and the finals of "Qin and Xian" are front nasal sounds, so they can be read more easily.

Focus on writing guidance: "mu" and "bao" are characters with an upper, middle and lower structure. Pay attention to the writing below them, which can guide students to use imaginative memory or make up word puzzles to memorize.

3. The teacher nominates students to read the text aloud in natural sections, and other students and teachers comment.

4. The teacher shows the new word cards, repeatedly asks students to read the words, and guides students to understand the meaning of the words.

4. Guide students to read the text aloud.

1. Students read the text freely, paying attention to reading correctly and fluently.

2. Name a student to read aloud, other students will comment after listening, and the teacher will make corrections in a timely manner.

3. Guide students to share their gains and feelings from the first reading of the text and communicate with each other.

4. Students read the text freely.

5. Guide to writing new words.

1. The teacher shows the new word card, and the students read it, and then talk about tips for memorizing the new words.

2. Students work in groups to learn and memorize new words.

3. Guide writing.

(1) Name students to write their best new words on the small blackboard, and then talk about what they should pay attention to when writing.

(2) Student review.

(3) Students are free to write in their homework books.

Second Lesson

1. Review introduction.

1. Check the mastery of new words and new words.

2. Students dictate new words.

2. Read again, taste and feel the situation.

1. Read the text freely, draw sentences describing the sound of the piano, and read aloud for taste.

2. Thinking: What do you feel after reading these sentences?

3. Grasp the key issues and read and understand.

1. Read the first natural paragraph by name.

We should seize the "early morning and evening" to appreciate the frequency of the sound of the piano; guide us to understand the benefits of the onomatopoeia "ding dong", which allows readers to be immersed in the scene and feel what they are hearing with their own ears. []

Ask students to find places in the text where they are written in the same way and talk about the advantages of writing this way.

2. Learn natural paragraphs 2-14.

Students read together, read the text in sections, and talk about their feelings. Focus on the following sentences.

"The sound of the piano is often accompanied by raindrops gently and thinly sprinkled on the leaves, on the road, and on the umbrellas of pedestrians."

(Read aloud to experience "Sprinkling" The charm of the words brings the sound of the piano to life, as if the sound of the piano affects the people and scenery around it, highlighting the beauty of the sound.)

"I came back late at night and walked into this quiet alley. ,...welcome me home on this snowy night." (Guide students to talk about their feelings in context: Why is the sound of the piano "warm"?)

"The sound of the piano is so beautiful and sweet. "My son, he is so kind and familiar, like meeting an old friend." (Guide students to talk about: What is "that" like?)

"When I got home, I just sat down at the desk, and my eyes were like water. The sound of the piano rings in my ears again and flows in my heart. Ding dong! Ding dong dong! This method leads students to chew repeatedly.)

3. After reading the sentence, guide students to talk about their feelings: What kind of person do you think this little girl playing the piano is?

(Students can talk freely: practicing piano hard, persevering, practicing counting nine in winter, practicing three volts in summer, superb piano skills, etc.)

4. Work in groups to find out what to write Think about the sentences that express "I"'s emotional changes. What kind of emotions do "I" express?

Seize the after-school questions to guide students to understand (link to the text content to talk about why the author uses different words.)

CAI shows that I admire this person who plays the piano.

I envy this person who plays the piano.

I am grateful to this person who plays the piano.

Guide students to use word substitution and other methods to analyze the meaning of punctuated words, and then combine the text content to understand the author's true meaning in the article? Si Qian Si Gang?" Mei Fei Fei伲?业比?ldquo;Admiration"; The clear autumn night and the melodious sound of the piano, why don't you call me "envy"; The winter night is cold, I come back late at night and listen to the kind and warm music of the piano, I am naturally "thankful".

5. Grasp the four questions and one exclamation in the article to understand the emotion of "I".

CAI I often wonder, who is this person playing the piano?

Who is playing the piano?

Is it her?

I was stunned, it was really her!

First, let students find where they are in the text, and then talk about their feelings in relation to the context: What kind of emotion does "I" reflect?

After reading these sentences, guide students to continue to delve deeper. Thinking: Why am I so eager to know and see this person who plays the piano? (The sound of the piano is so beautiful, I am moved by her spirit of diligent study and practice...)

　6. Fully mobilize students' image thinking and let them read in imagination.

When reading aloud, the tone should be slow and lyrical, full of emotion, expressing love for the elegant piano sound and admiration and appreciation for the little girl.

4. Expansion and language training

1. Are there people like this little girl around you?

2. Excerpt from yourself. Favorite words and phrases.

Blackboard design:

2. The sound of the piano

Want to see him

Study hard

The tinkling sound of the piano is her?

The piano is superb

It’s her!