Good words and sentences to describe fountains

Spring water

Perspective before class

The text uses anthropomorphic techniques and a childlike tone to describe the journey of the spring water from breaking out of the cracks in the rocks to flowing into the sea. places and stories that happened. The four scenes of the pool on the mountainside, the flat land between the mountains, the orchard on the hillside, and the quiet valley are beautiful in artistic conception and full of picture quality. The language is fresh and lively, full of poetry and painting.

Children are used to mineral water, but rarely mountain spring water. Before class, teachers can arrange for students to collect information about spring water, and if possible, they can go and take a look in person. In teaching, we should give full play to the potential advantages of teaching materials, guide students to personalized self-reading and self-understanding, and fully enjoy the fun of reading.

Teaching objectives:

1. Can recognize 8 new characters and write 9 characters.

2． Grasp the sentences describing the four scenes to understand the purity and selflessness of the spring water, and read the text correctly, fluently and emotionally. Recite your favorite parts.

3. Self-reading and self-enlightenment understand the characteristics of spring water as "plentiful, clear, sweet, and beautiful", and appreciate the spirit of dedication and the happiness of dedication along the way.

Teaching focus: memorize new words, analyze words and sentences, and understand the happiness and selflessness of spring water.

Information materials: text audio tapes, music tapes "Spring Water Ding Dong", vocabulary cards, and collection of spring water related information.

Class schedule: two classes

First class period

Teaching process

1. Song introduction. Teachers and students sang "Spring Water Ding Dong" along with the music tape.

Teacher: How wonderful the spring water of Dingdong is! But do you know where the spring water comes from? (Blackboard writing topic)

Relaxing and beautiful music creates a harmonious and democratic atmosphere and stimulates students' desire to explore and read.

2. Perception

1. Students listen to the text tape (or read it in a normal school) and think: Where does the spring water come from? Where did it end up?

2. Students can freely read the text in the way they like, paying attention to the correct pronunciation of the characters and reading the sentences thoroughly.

3. Communication

1. The group leader uses vocabulary cards to check the students’ literacy. Pay attention to the difference in pronunciation of "Oh" and "I"; "Ji" has a flat tongue sound.

2. Students in the group take turns to read the text and ensure correct pronunciation without losing or adding words or singing. Everyone can correct the sentences that are not read well and read them several times.

3. Students choose their favorite passages to display and read aloud in the group, and evaluate and grade each other.

It is crucial to develop good reading habits in lower grades. This link gives full play to the resource advantages within the group and complements and shares them. Experience the joy of reading in a democratic and harmonious atmosphere, which effectively mobilizes students' initiative to participate.

4. Read aloud

1. Read the text carefully and think: Where does the spring water flow? Who did you meet along the way?

2. Read the first three paragraphs of the text by name, focus on what the spring water says, and try to figure out its mentality and expression.

"Come on, come on! I have a lot of water, and there is a natural water tower on the mountain."

"Look at it, look at it! My water is very clear, like A big bright mirror."

(Focus on the proud and cheerful tone of the spring water, highlighting the characteristics of "many" and "clear".)

3. Model reading - imitation. Reading—named reading—group reading—joint reading—competition reading.

Reading training is not only an effective means of understanding language, but also an important way to enhance language sense. Various forms of reading training allow students to have a direct dialogue with the text, allowing them to initially experience the joy and selflessness of spring water.

5. Recitation

1. Students choose their favorite way to recite paragraphs 1-3 of the text. (Recite by looking at pictures, recite by thinking about the plot, recite by reading on the blackboard)

2. Practice memorizing - memorizing by name - group competition to memorize.

6. Writing

Learn "tile, spring, natural, knot, tower"

1. Students observe and practice writing first, and the teacher writes according to the actual situation For guidance, it is important to emphasize that the lower right corner of the word "Tower" is "合", and the short horizontal line in the middle cannot be missing; the lower right corner of the character "Spring" is "水", and the right side of the vertical hook is two strokes, which should not be combined into one stroke.

2. Carry out the "Little Calligrapher" competition, and teachers and students will jointly select.

Evaluate the teacher: Ask students to evaluate the words written by the teacher.

Students evaluate each other: Students evaluate each other’s words in the grid.

3. Write a few more words that you are not satisfied with until you are satisfied.

Allowing students to participate in evaluation will help cultivate aesthetic taste and improve writing quality. At the same time, teachers participate in student activities as partners, creating a harmonious learning atmosphere.

Second Lesson

1. Reading the text

Learn 4-7 natural paragraphs.

1. Using the method of the previous lesson, students practice reading the words of spring water and experience its proud and cheerful mood.

"Drink, drink! My water is very sweet. When you are full, you can bear bigger and sweeter fruits."

"Sing, sing Come on! My piano sound is very beautiful, just the perfect accompaniment for your crisp singing."

2. Teachers and students cooperate in reading the text in the form of quotation, role reading, and music reading.

3. Read back the full text and communicate: What do you think of the spring water? Like it? Volunteer to demonstrate reading a sentence or paragraph that you like.

Break out of the text and combine reading and speaking, so that students can further understand the dedication spirit of spring water.

2. Imagination

1. Where else will Ding Dong’s spring flow? What else will you see along the way? What can you do for everyone?

2. Add a sentence:

When the spring water came, it saw it, and the spring water said: " "

Give full play to the demonstration role of the teaching materials and allow students to freely express themselves , space for imagination, train the originality and rationality of thinking, and experience the benefits that spring water brings to human beings.

3. Accumulation

Read the text and voluntarily excerpt good words and sentences in the text. You can also write a few other words or sentences in the form of words and sentences in the book.

(Such as many, many, very clear, very sweet, very beautiful, very beautiful..."Sing, sing! My piano sound is very beautiful, just perfect for your clear singing voice Accompaniment.")

Let students read, extract and write words, deepen their understanding of words, stimulate students' interest in accumulating language, and improve their ability to use language.

4. Exercises

1. Fill in the blanks

( ) the azalea ( ) the figure ( ) the mirror

( ) The song of the valley ( ) and the fruit of ( )

2. Fill in the blanks according to the text content.

(1) Spring water has the characteristics of ( ), ( ), ( ), ( ).

(2) Spring water flows through ( ), ( ), ( ), ( ).

3. After reading the lesson, practice the small rhymes in "I Can Read", and then work in groups to perform the reading aloud. Interested students are encouraged to memorize or copy it.

5. Practice

Use a group as a unit to organize a public welfare activity, such as cleaning the park in the middle of the street, making environmental protection billboards, helping military families with housework... Give love to society.

Fully develop Chinese course resources and enhance the practicality and comprehensiveness of Chinese.

6. Writing

Learn to write the four characters "gu, crisp, cuckoo", focusing on summarizing the meaning of the word "月" when it is used as "side" and in the lower left corner of the word. On the law of change.

You can combine the word "bone" in the fourth lesson and enlarge the four characters "bone, cuckoo, stock, and crisp" in the field grid, and guide students to observe and summarize: the word "month" remains unchanged when it is written to the side, and the word "month" changes when it is written down. vertical. In addition, the " " on the lower right side of the word "crisp" should not be written as "巳".

Teaching reflection:

When teaching the lesson "Spring Water", I based on the key points, difficulties and characteristics of the teaching material, so that students can understand the language and experience the emotion. Especially for the transfer and application of language, a teaching plan is designed that is in line with the actual teaching, guiding students to improve their Chinese literacy through language practice activities of reading and speaking.

1. Inspiration while reading, reading with passion

This lesson has beautiful language, sincere feelings, and is filled with praise for the spring water. It is a good article for learning language and edifying emotions. Textbook. Therefore, I strive to be reading-oriented, allowing students to appreciate the beauty of the language of the text and feel that Quan Shui is helpful and selfless through various forms of reading (self-reading, teacher-student cooperative reading, role-playing reading, reading together, etc.) The spirit of dedication. This kind of reading has the requirements over and over again, and the effect is achieved again and again, and finally achieves the purpose of familiar reading and reciting, thereby deepening students' ability to understand the text, allowing students to gain emotional experience, and improve their aesthetic taste.

2. Independent learning, sublimation and improvement

In addition, according to the characteristics of Chinese teaching, I first let students understand the text content on the basis of fully self-reading and familiarizing themselves with the text. Then encourage students to boldly adopt learning methods that suit them and learn proactively. During the exchange, the students felt the beauty of the language of the text, realized the spirit of selfless dedication of the spring water, integrated their own emotions with the thoughts and feelings expressed in the text, and deepened their understanding of the text content while reading. At the same time, teachers can provide timely guidance, guidance, and regulation during teaching, so that students' enthusiasm for independent learning becomes even higher.

3. Emphasis on accumulation and flexible application

The "Chinese Curriculum Standards" point out: Learning Chinese should focus on perception, accumulation and application. Primary school reading teaching must not only guide and train students to understand language but also guide and train students to accumulate language and use language.

To this end, I make full use of teaching materials to allow students to accumulate beautiful language in the text through different forms of reading, and on this basis, I guide students to carry out various language practice activities. Through speaking and copying exercises, students are encouraged to use the language in the text flexibly. I also asked students to collect poems about spring water from outside class, such as "Little Pond". As a result, students experience the methods of using language and the fun of accumulating language.

In short, this Chinese language class embodies the teaching concept of taking students as the main body, reading instead of teaching, reading with appropriateness, and reading with ideas. It is both solid and innovative. Students Have fun learning and gain something from learning.