Original text, lesson plans and teaching reflections on the Chinese language "The Sound of Firecrackers" for the third grade of primary school

#三级# Introduction "The Sound of Firecrackers" This text mainly writes about the origin of the name of firecrackers and the legend about setting off firecrackers during the Spring Festival. It also introduces the history of setting off firecrackers in the Chinese nation and the evolution of firecracker manufacturing technology. and development. The following is the original text, lesson plans and teaching reflection related materials of the Chinese language "The Sound of Firecrackers" for the third grade of primary school. I hope it will help you.

Original text of Article 1 "The Sound of Firecrackers" from the Chinese language for third grade primary school. During the Spring Festival, people have to set off firecrackers. In the streets and alleys, in and outside the village, the sound of firecrackers was deafening. Maybe you are wondering, firecrackers are obviously not made of bamboo, why are they called firecrackers?

It’s interesting to say that the earliest firecrackers were actually made of bamboo. At that time, people saw the bamboo into sections of bamboo tubes, keeping the bamboo knots at both ends, and threw the bamboo tubes into the brazier. Once the bamboo tubes were heated, the air sealed in the bamboo tubes would expand, so there was a "pop" sound, and the bamboo tubes burst. . This is how the firecrackers got their name.

Why do families set off firecrackers during the New Year?

It is said that there is a mountain in the south of our country, and the mountains and plains are covered with bamboos. There is a monster on the mountain. Whenever the New Year approaches, this kind of monster will go to the village at the foot of the mountain to steal food. Anyone who has been in contact with monsters will suffer from a strange disease. They are either shivering with cold or so hot that they sweat all over and are extremely uncomfortable.

When everyone was struggling to deal with this nasty monster, something unexpected happened. Once, some villagers went to the mountainside to cut bamboo. When they were hungry, they used a few bamboo tubes to cook. At this time, several monsters came down the mountain. The burning bamboo tube made a "peeping" sound, and several monsters in the distance did not dare to approach. A clever villager added a lot of bamboo tubes to the fire, and the sound of "peeping" became louder, scaring the monster and running away to the top of the mountain. From then on, during the Chinese New Year, people would burn bamboo to scare away monsters and seek peace in the new year.

The custom of setting off firecrackers has long existed in our country. By the Tang Dynasty, gunpowder had been widely used. It was too inconvenient to use bamboo tubes to make firecrackers, so some people thought of gunpowder. They imitated bamboo tubes, rolled paper into tubes, and put gunpowder inside. When ignited, it would explode with a "pop" sound.

Lesson plan for the Chinese language "The Sound of Firecrackers" for the third grade of primary school. Learning objectives:

1. Study the text and recognize 9 new words including "deaf, tube".

2. Read the text aloud to understand the origin of the name of firecrackers, as well as the changes in their materials and functions.

3. During the discussion, exchange and learning, feel people’s desire for happiness and peace

Teaching process:

1. Talk: Today’s firecrackers

2. Read: The earliest firecrackers

3. Think about: the firecrackers of the future

Teaching process:

1. Talk about: the firecrackers of today

1. The Spring Festival is coming soon, what will you think of?

Let students say Spring Festival couplets.

Show the Spring Festival couplets: (PPT)

The sound of firecrackers marks the end of the year, and the spring breeze brings warmth to Tusu.

The sound of firecrackers bids farewell to the old year, and the sound of laughter welcomes the new year

The sound of firecrackers bids farewell to the old year, and thousands of households welcome the new year

The sound of firecrackers bids farewell to the old year, Plum blossoms herald the New Year

Firecrackers spread laughter, and wintersweet smells fragrance

Read and ask: What are these Spring Festival couplets related to?

What do you think of when you hear the sound of firecrackers?

Go on: look at the subject: the sound of firecrackers.

2. Based on our experience of setting off, listening to, and watching firecrackers since childhood, how much do you know about firecrackers?

Writing on the blackboard:

Name: (What is it related to? Explosion)

Materials: (Gunpowder, paper)

Function: (Celebration Festival)

2. Reading: The earliest firecrackers

1. Firecrackers, like people, also have history. So when they were first born, were they the same as our firecrackers today? How has it changed in the river of time? Please read the text.

2. Check new words. (PPT shows words)

Read by name. Read together.

What do you think of when you read "deafening"?

What do you think of when you read "trembling"?

3. Tell me about what new knowledge you have about the names and materials of firecrackers after reading the text?

It is indeed related to firecrackers. It really lives up to its name. Read the first sentence with emotion.

Read the second paragraph: What are the conditions needed for firecrackers to go off?

(Bamboo sections at both ends, heated)

Courseware demonstration.

What do you think of the sound of firecrackers like this?

Say: Look at the topic and say: The sound of firecrackers (so loud and nice)

4. Let’s look at the following. After reading the text, what do you know about the functions and origins of firecrackers? new understanding.

Please read the third and fourth paragraphs silently.

Say. read.

What methods might people have used before this?

Watch the courseware demonstration.

After you read this story, what do you think of this method?

It’s true: if you plant flowers intentionally, they won’t bloom, but if you plant willows unintentionally, they will create shade.

Originally, the bamboo-shaking festival was just for cooking, but it played a big role in driving away the hateful monsters and ensuring peace in the New Year.

5. Look at the topic and say: The sound of firecrackers (to drive away monsters and ensure safety)

3. Think about: Firecrackers in the future

As the wheel of history moves towards Turning forward, the firecrackers also underwent some changes. Please read paragraph five.

1. Although using bamboo joints to set off firecrackers played a great role at the time, over time, people also discovered that it had many shortcomings. What do people think they are?

(Inconvenient, you have to cut and burn. In some inland areas and cities, you can’t find bamboo. You need a lot of bamboo.)

2. When did the firecrackers happen? Big change? What does it have to do with? Therefore, changes in firecrackers can also reflect the progress of social science and technology.

3. But as time went by, people discovered that firecrackers using gunpowder also had some shortcomings. What do you think they are?

(Injuring people, causing fires, polluting the air, etc.)

4. Discussion: Is it good to cancel the custom of setting off firecrackers?

Divide into two groups and each give their reasons.

5. If we want to be lively and festive while also being safe and environmentally friendly, what are the best ways?

Imagine what the firecrackers of the future will be like?

6. If the firecrackers in the future are really like what you said, then please tell us:

Reflection on the teaching of Chinese language "The Sound of Firecrackers" for the third grade of primary school "The Sound of Firecrackers" A lesson is selected from the fourth unit of the sixth volume of the Chinese textbook for primary schools in the textbook "The sound of firecrackers" means that the sound of firecrackers is continuous and continuous. It tells people: The sound of firecrackers in China has a long history and has a long history. It has continued from ancient times to the present and will continue forever. I think the success of this lesson is as follows:

1. Success

1. In this middle-grade lesson, I left the students 5 minutes During the literacy time, I basically completed the literacy tasks of this lesson. During the teaching, I encouraged me to use my own methods to remember new words, and praised good methods, which improved the speed of literacy.

2. The focus of this lesson is to retell the legend about the origin of the custom of setting off firecrackers. If you just ask students to retell it in a straightforward way, it will be boring and boring for third grade students. , so in this part I made key considerations, using three simple questions about the cause, process and result of the matter to help students refine the retelling outline, making it easier to make it difficult, and then appropriately used students' independent evaluation to maximize their mobilization It improved students' enthusiasm for learning, broke through teaching difficulties, and achieved relatively good results.

3. The secondary focus of this lesson is to understand the origin of the name of firecrackers. Here I arrange students to work in groups to solve the problems they raised. The initiative in learning is completely given to the students themselves, so that students can Have a classroom that truly belongs to you. Before the group study, I briefly explained the learning methods so that students could follow the rules during the learning process. This not only improved the efficiency of learning, but also laid a solid foundation for future independent learning.

4. The whole class teaching begins with the sound of firecrackers and ends with the sound of fireworks. The forty-minute teaching keeps students immersed in a pleasant, relaxed, democratic and equal atmosphere.

5. In this class, I set aside 10 minutes for students to practice writing, and during the teaching, I focused on encouragement to promptly discover students’ progress, using red circles as encouragement. In order to mobilize students' enthusiasm, I also designed a group competition. Therefore, students write more seriously.

2. Shortcomings

1. My language in this class is not refined enough and is very arbitrary. It needs to be continuously strengthened in future teaching.

2. The teaching links are not compact enough.

3. Some students failed to actively participate in the teaching process.

4. The curriculum standards stipulate that students in grades 3-4 must write Chinese characters correctly and be standardized, correct and neat. There must be a certain speed. Therefore, in this lesson, I save the time of dividing the structure of Chinese characters and guide students to observe more new characters. Discuss and communicate. However, the students' speeches in this class were not positive.

5. The content of this class is too much, which makes the writing guidance insufficient.