语文课就是要书声琅琅。没有读书声,就不是语文课,朗读是语文课的第一。一、语言导读,带入情境——乐章的前奏有的课文,单靠学生理解文本内容,不能很好地激起学生情感的共鸣,教师形象生动的语言描述,却能把学生带入课文描绘的情境中,使他们产生身临其境的感觉,从而有助于学生的朗读。老舍先生的《草原》一文,有一段描写草原景色的文字。教师引导学生理解内容时,运用丰富形象的语言加以渲染:“同学们,假如我们和老舍先生一起来到了草原上,看到了那可爱而明朗的天空, Language class is to sound the book. Did not read the sound, it is not a Chinese class, reading is the first Chinese class. First, the language guide, into the situation - the prelude to the music Some texts, relying on the students to understand the text content, can not well stimulate the emotional resonance of the teacher vivid description of the image of the language, but can bring students into the text description So as to give them an immersive feeling that will help students read aloud. Mr. Lao She’s ”prairie“ article, a description of the scenery of the prairie text. Teachers guide students to understand the content, the use of rich image of the language to be rendered: ”classmates, if we and Mr. Lao She came to the prairie, saw the lovely and clear sky,