The original text, lesson plans and teaching reflections of the Chinese language "Song of the River" for the third grade of primary school

Original text of Article 1 "The Song of the River" from the third grade primary school Chinese language "I am a small river,"

A bright small river.

I have endless roads to walk,

I have endless songs to sing.

I sang about the stars and the moon,

I was surrounded by many birds and flowers.

I keep running in the valley -

No matter how far and bumpy the journey is,

How cold the winter is,

Summer How hot.

I am a small river,

A happy small river.

I often endure loneliness,

Sometimes I also have to endure thirst.

As long as you can give even a handful of water to the dry lips in the distance,

For the loess, sand and gravel that have lost their vitality,

Add a touch of green,

That is my happiness.

I am a small river,

A green small river.

The milk of the earth and the sweat of the mountains have nourished me.

I have a noble pursuit——

Yearning for the sea;

I have a solemn responsibility——

Irrigating the fields. millet.

I sow hope for people,

I also share the joy of their harvest.

I am a small river,

A running river.

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1. Recognize the 8 new words in this lesson and be able to write 10 new words.

2. Understand related words and be able to use them correctly in real life.

3. Understand the content of poetry and be able to read the text correctly, fluently and emotionally.

4. Understand the thoughts and feelings the author wants to express, and cultivate students’ spirit of starting from small things, perseverance, and dedication.

Key points and difficulties in teaching and breakthrough strategies:

The focus of this lesson is reading aloud. Pay attention to guiding students to master the rhythm of reading aloud and read out the rhythm of poetry. Teachers can make appropriate model readings based on the actual situation of students, guide students to read pauses in long sentences, and pay attention to the expression of tone when using different punctuation marks. Make breakthroughs through model reading, exploration, and finding key phrases. Inspire students' love and interest in poetry reading.

Preparation before class

1. Teacher preparation

Create vocabulary cards, learn about the Liaohe River in my hometown, and what benefits the construction of the Junhe River Team in Shenyang has brought .

2. Student preparation

Find relevant information on the origin and formation of the river and its benefits to human beings. Collect what rivers there are in Shenyang, Liaoning, and what role they played in the construction of Shenyang, my hometown.

Teaching design:

Pre-class communication: The teacher asked you to collect information about rivers before class. Did you collect it? (Student report)

(The courseware plays an animation of a river flowing through mountains, plains, fields...)

(1) Introduction

A winding river It flows gurglingly, crossing mountains and plains; watering fields and forests. The river is flowing loudly, and she is singing her own song. What is she telling us?

(2) Reading through literacy

1. Read the text freely, mark the words you don’t know or understand, and then solve them in the group.

2. Students interact, take out Chinese character cards and test each other.

3. The teacher checks the students' literacy and word recognition. The courseware shows the words and the students read them.

Roughness, dryness, milk nourishment, sublime watering, lonely lips, sowing and sharing

4. The courseware provides Chinese characters for students to read. Category 1 characters allow students to tell themselves how to recognize and memorize new characters and related words.

5. Guide new words. Instruct students to write words that students think are men's shoes and easy to make mistakes. Such as "feeding and irrigation". Compare and appreciate.

(3) Understanding the text

1. Name the students to read the text aloud and underline how many sections there are in the full text.

2. Read whichever section you like more than once.

3. (Courseware presentation screen) Teacher: I am a small river, a running river. Listen, splash, splash, splash. At that time, I was flowing through the city and mountain village, telling touching stories. What stories were sung in the songs of the river? (Singing that you are a bright river, a happy river, a green river)

(1) Verse 1: What do you know? (Name students to answer, and guide the reading of the sentence wherever they answer.)

Guess where it might have gone? (Students introduce themselves to the information about the formation of the river and its final flow to the sea. They can read the information they find and draw it. There is no limit to the form. Students are encouraged to draw it on the blackboard.)

He left The road is indeed far enough. Practice reading this sentence and read out the feeling of a long way to go.

Nominate classmates to read and then evaluate.

(2) What else do you know?

Where did you know? Answer with words from the book. (Student supplements the blackboard drawing)

Anyone who feels the same as him, please raise your hands. Poems need to be read. That classmate can use reading to tell everyone that Xiaohe has endless songs and has met. Many, many friends. Read the first three sentences aloud by name. evaluate.

(3) It might be singing about the stars, the moon, or what else? Besides birds and flowers, what else could possibly keep him company?

(4) Can you also write a poem using this sentence pattern? (omitted)

(5) What tone should we use to read the following sentence?

Nominate classmates to read. (Read out the feeling of being on a rough road, not tired, not afraid of severe cold and heat)

(6) Musical score, evaluation by students after studying in normal school.

When the teacher was reading, he seemed to see a river running in the valley, with birds, flowers and many other friends around him. As long as there is something in your eyes and something in your heart, you can read well.

(7) Courseware animation soundtrack. Read together.

4. What else did you understand in the second section? Refer a few classmates to report.

(1) Do you know what loneliness means? Have you ever been lonely? Tell your classmates.

(2) When will the river become lonely? (The answer is no)

(3) Who will read these two sentences? Read the feeling of loneliness.

(4) What is the reason that makes Xiaohe change from loneliness to happiness? Use a pen to underline the relevant sentences and read them.

(5) Think about what else you saw when you read? Communicate with classmates in the same group. Students answer after communicating. (The earth in arid areas is cracked, the fields have no harvest, and people have no water to drink, just like the Flame Mountain area where Tang Monk and his companions passed.)

(6) Loess, sand and gravel that have lost their vitality; thirsty The terrible little animal must have been extremely happy to see the river. Xiaohe must be very happy to have helped others. Let’s be like Xiaohe and give happiness to our friends! Read it in a group and give them joy.

(7) Name a classmate to read. Competition reading. Perform reading.

(8) Compare the sentence patterns of the first and second stanzas and see what you find? (Guide students to discover that the first sentence of each section has the same sentence pattern, and that the sentences below each section are written around the first sentence, and understand the function of the general sentence.

)

5. Study the third and fourth stanzas

Think: What methods were used when studying poetry just now? (Read, draw, connect with context, etc.) Use your favorite method to learn these two sections.

(1) Draw the general starting sentences of these two sections yourself. What else was learned from the group discussions.

(2) Students report, and other students provide timely supplements. Thus, we know that Xiaohe has pursuit, sense of responsibility, and brings happiness to people.

(3) (The courseware shows the animation of the river flowing through the beautiful scenery of the place.) The students admire the beautiful picture, and the teacher makes the transition: Some people say it is the son of rivers, lakes and seas; others say it is the son of rivers, lakes and seas; It is the home of fish in the water. The land he passed was full of green trees and full of life; the fields he passed were green and fragrant with melons and fruits. It seems that he knows no sorrow and always beats the stones with his body to sing a sweet song. It seems that he is tireless and always moves forward no matter the cold or midsummer. Hence the last stanza of the poem which says it is a running river.

Read the last summary together and tell us how you understand “running”?

Yes! It was precisely because of his running that he finally fell into the arms of Mother Sea. It is indeed a small river that is abandoned; it is precisely because of his running that the earth is alive; it is really a small river that sows hope. Let us read the text again, listen, and experience.

Courseware animation soundtrack. Students can read the text aloud with free movements.

(4) Courseware playback: Introduction to Liaohe

After listening to the students’ reading, I was really moved by Xiaohe’s optimism, tenacity and perseverance. The teacher brought our mother and Liaohe from our hometown. You listen - play the courseware.

(5) Summary

After reading Liaohe’s introduction, what do you feel?

Reflection on the Teaching of the Chinese Language "The Song of the Little River" for the third grade of primary school. The poem "The Song of the Little River" tells the voice of a little river in the first person. It expresses the feeling that the river, no matter day or night, cold or hot, endures loneliness and thirst silently, but keeps flowing happily, sowing hope and happiness for people. It has the following characteristics in teaching:

1. Respect students’ differences and believe in students’ abilities. When teaching, fully consider the differences of students, so that students of different levels can find confidence in the classroom, have opportunities to show themselves, and feel the joy of learning. For example, students can use sentences or paragraphs to report touching stories about Xiaohe. When talking about their feelings, they can say why they like Xiaohe or what they want to say to Xiaohe. Teachers give affirmative answers to students' actual situations, so that every student has a sense of achievement and satisfaction. This feeling is most conducive to stimulating students' interest and desire to continue learning.

2. Let students learn by themselves and cultivate their ability to learn independently. To realize the transformation of learning methods, independent learning is the foundation. The entire teaching process is student-centered, and teachers do not replace students' reading with their own analysis. For example, on the basis of students' literacy and overall perception of the content of the text, requirements are put forward:

(1) Read silently and think about what kind of river this is?

(2) Draw a picture of the words and phrases that impressed you most;

(3) Read them;

(4) Talk about them, Communicate with classmates in the group. In this way, in the process of independent reading, cooperation and communication, students can experience and comprehend, understand the problems, understand the text content, develop logical thinking ability, and accumulate language sense.

3. Participate in activities with multiple senses and pay attention to the guidance of learning methods. Good habits will benefit you throughout your life. When the teacher guides students to read, they ask them to think and mark while reading, thus developing the good habit of "not reading without writing". In cooperative exchanges, students inspire each other. Teachers are not eager to give ready-made textbooks, but guide and give guidance so that students can obtain reading methods where they need, contradict, or be confused, and improve students' ability to explore and solve problems on their own.