#三级# Introductory lesson plans are for teachers to carry out teaching activities smoothly and effectively, based on curriculum standards, syllabus and textbook requirements and the actual situation of students, based on class hours or topics, the teaching content, A practical teaching document with specific design and arrangement of teaching steps, teaching methods, etc. The following is the relevant information compiled by "Five Chinese Lesson Plans for the First Volume of the Third Grade of Primary Schools". I hope it will help you.
1. Chinese lesson plan for the first volume of the third grade of primary school. Design intention:
"The Story of the Caterpillar" is a fairy tale full of imagination and profound meaning. This class is the first teaching period. ***It is divided into two parts:
1. In literacy teaching, because these 8 new characters are relatively simple, more emphasis is placed on independent literacy and reporting on their respective methods of memorizing characters.
2. When teaching the content of the first and second natural paragraphs, on the one hand, the changes in the caterpillar’s ??emotions are the main line, interspersed with methods of understanding words. For example, to understand the word "envy", learn how to interpret the word in context. The "fussing" students seem to understand but not understand. Let them imagine themselves as little ladybugs and read it with emotion. Once they can read it, they will naturally understand the meaning. On the other hand, reading teaching should be "reading-oriented" and leave enough time for students to read in the classroom. Use a variety of forms and gradually increase the requirements, so that each student can use his or her own experience to gain insights from reading and achieve a dialogue with the text.
Teaching objectives:
1. Recognize 8 new characters and be able to write the words "kun" and "stupid".
2. Study the first and second paragraphs of the text, and feel the changes in the caterpillar’s ??inner emotions by understanding the key words and sentences.
3. Read the first and second paragraphs of the text emotionally.
Teaching is important and difficult: understanding key words and feeling emotional changes.
Teaching preparation: courseware, pictures
Teaching process:
1. Appreciate butterfly pictures, introduce new lessons, and write topics on the blackboard.
2. Read the text for the first time and recognize the new characters
1. Draw the unknown characters after reading the text for the first time, and learn the pinyin by yourself after comparing it with the book.
2. Check the mastery of new words in various ways.
3. Guide the writing of the words "Kun" and "Stupid". Emphasize the structure and stroke order of the word "Kun".
4. Point to the words brought out by reading the new characters, emphasizing the pronunciation of easily misspelled characters.
3. Read the text again and get an overall perception.
1. When reading the text to yourself, you should read the pronunciation of the characters correctly and the sentences should be read smoothly.
2. Read by name and correct the pronunciation of easily misspelled words.
Tell me what you learned by reading the article?
IV. Study the first natural paragraph:
1. Find the words that best express the caterpillar’s ??mood.
2. Understand the meaning of "envy" according to the context.
3. Feel the mood of the caterpillar and read aloud with emotion.
5. Study the second natural paragraph:
1. What changes have occurred in the caterpillar’s ??mood? (Sad)
2. Through reading and understanding, the reason why the caterpillar is sad is:
The little ladybug screamed in a fuss;
Everyone Various discussions
3. By creating situations and reading with emotion, you can understand the meaning of "fuss".
4. Contact - use the context to talk about the discussions and understand the embarrassing situation of the caterpillar.
5. Read the words of the ladybug mother together.
6. Teacher’s summary.
2. Chinese lesson plan "Our Song" for the first volume of the third grade of primary school
1. Teaching objectives:
1. Be able to read and read 4 words; be able to write 6 words.
2. Read and recite poetry correctly, fluently and emotionally;
3. Let students experience the joy of childhood life;
4. Imitate and create poetry.
2. Teaching Focus
1. Be able to read 4 characters and write 6 characters;
2. Read and recite correctly, fluently and emotionally poetry.
3. Teaching Difficulties
1. Let students experience the joy of childhood life;
2. Create poems by imitating the first and second stanzas.
4. Teaching preparation
Collect children’s poems before class.
5. Teaching hours:
Two classes
6. Teaching process:
First class
Children's poetry is a dream in children's hearts, and students love it so much. Our childhood life is also like a colorful poem, and many poets have written them into beautiful poems. Share a poem you prepared describing campus life or childhood life with the group. Attention of each group leader: 1. Responsible for discovering the poems of this group, 2. Recommending students from this group to recite. (Exchanges between students and students, teachers and students, can be recited individually or collaboratively)
2. First reading of poems, overall perception
Transition (the teacher recites the content of the poem vividly and with assistance Using simple movements) Teacher: Yeah, the teacher has forgotten the title of this poem. Can anyone give it a nice name? (Teacher’s blackboard writing: 10 Our Songs)
1. Read aloud freely. It is required to read correctly and fluently
2. Let students find verses in poems that reflect their school life and feel the same way, and try to practice reading their own feelings.
3. Communication report
(1) Group communication: Read the content you have read, that is, the poems that students think can reflect their campus life, read them to the students in the group, and try to Read out your own experience, (teachers inspect, guide and participate to understand students’ reading situation)
(2) Group report:
(3) Name and express your deepest feelings. of poetry.
(4) Tell me why you read it this way, (camera guides reading)
(5) Teacher: There are several lines in the poem that are difficult to read. Who can read them well? (Especially: Why are our songs/so/colorful?)
3. Read them repeatedly and experience the emotions
1. Read aloud softly, paying special attention to the words that are difficult to recognize and understand. word.
2. Read aloud freely and feel the happiness of your campus life while reading.
3. Try to recite
4. Homework
Read and recite poems emotionally.
Second Lesson
1. Review introduction:
Teacher: We have studied "Our Song". Let's recall the poems together, and memorize them if we can. , can't memorize it, open the book and read.
2. Understand poetry and imitate poetry.
1. Teacher (students discuss after reading): What is good about this poem? The teacher randomly gives guidance (the words are beautiful and appropriate, the camera is inlaid, colorful, and soaring, the phrasing and sentence structure are the same, easy to remember and rhythmic, catchy...)
2. Imitation of poetry
(1) Show the content of verses 1 and 2 and read them together. Teacher: Where else can our songs be besides on the lawn, on the swings, and in the blue sky on campus? Where are our songs? (Students’ imagination talk)
(2) Who wants to be a little poet, spread the wings of imagination, and make up a few sentences like in the poem. The teacher is looking forward to the emergence of more young poets! (The teacher showed the courseware while talking)
Our song, |(),
In (), there is us ();
Our song , () on,
In (), there is us ();
Our song, () on,
In (), there is us ()
…………………………………………
(3) Summary: Students, you are really amazing. I believe the author of this poem heard you write These poems will also nod and praise you.
3. Learn to read and write.
1. Be able to read and write.
2. Work in groups and talk about which words you used to remember in a simple way?
The group will decide who has the most ways to memorize words.
Special note: Radical characters can be classified according to the classification method to form an overall character recognition.
Left and right structures: Zheng, Xuan, Teng,
Upper and lower structures: nest, rope,
Semi-encircled: Tu
3. Oral composition of new words
4. Guidance in writing
4. Homework
1. Copy and dictate new words
2. Modify and supplement The poems written in class are copied into homework books.
3. Chinese lesson plan for the first volume of the third grade of primary school "Fairy Tale on the Beach"
Teaching requirements:
1. Read the text correctly and emotionally.
2. Recognize 10 new words and accumulate 6 words and 1 sentence.
3. Based on the text content, imagine the story of the castle and the castle on the beach.
4. Cultivate students’ pursuit and yearning for ideals and happiness.
Teaching focus: recognize 10 new words, accumulate 6 words and 1 sentence.
Teaching difficulties: Based on the text content, imagine the story of the castle and the castle on the beach.
Teaching preparation: slides, text recordings
Teaching time: one class hour
Teaching process:
1. Look at the pictures and talk. Reveal the subject.
1. Show the beach picture and practice speaking.
(1) What kind of beach is this? What do you want to do there?
(2) Summary and transition: This beach is really charming, so a group of children also came here after school. What were they doing here?
2. Show the child’s castle picture and the third section of the text.
(1) Look at the pictures, read the sentences freely, read the pronunciation of the characters correctly, and read the sentences thoroughly.
(2) Read by name.
(3) Tell me what are the children doing on the beach? (Answer by name)
(4) Based on the answer, show the words: build a castle
(5) Read the sentences together and think while reading: What kind of castle did the children build?
(6) Imaginary talking: (talking by name, talking to each other at the same table)
On the beach, the children built a () castle. Outside the castle (), the castle inside().
(7) This group of smart children not only built a beautiful castle, but also made up a very beautiful fairy tale. Show the topic. (The topic is presented a little late, you can put it earlier, a little earlier.)
(8) Transition: Do you want to know the content of this fairy tale? Please listen to the recording of the lesson.
3. Listen to the text recording and think: What is the content of the fairy tales made by the children? (When students tell the content of the story, it is rather wordy, and the teacher can be more concise when summarizing.)
4. Answer by name, write on the blackboard: Save the Princess
5. Read the text to yourself, Thinking: Why do the children want to save the princess?
6. Provide relevant sentences according to the answers, and guide you to read out the angry and anxious tone: (free reading, group reading in roles)
One sentence for everyone, one sentence for me: "I live here "You stole the beautiful princess!"
"Listen, the princess is crying in the castle!" , failed to express the anxious tone appropriately, you can stimulate students' enthusiasm through comparative reading)
7. What methods did we think of to save the princess? Provide quotations for the relevant content:
Teacher: In the fairy tale we weave, the castle we built with our own hands has become... We have also become... We are discussing again... A partner said... I Said... My method was appreciated by everyone. So...I dug, and finally...I took my hand...and just...
After reading, learn the new words "ku" and "collapse".
8. How do we feel after rescuing the princess? Show the following sentences and guide students to read the excited tone. (Read by name, boys and girls take turns reading)
Oh, the princess was rescued by us! Here, here!
We cheered for victory, cheered for blowing up the devil, and cheered for rescuing the princess.
9. The groups read the text in different roles.
(1) Practice within the group.
(2) Named group communication and brief comments.
2. Summarize the text and imagine speaking.
1. Read the full text together.
2. Imaginary speaking: (You can choose one of the two questions for content, and the format can be compiled by yourself or co-edited with your deskmate.)
(1) What happened in the castle thing? How did we rescue the princess from the castle? Make up the story "Fairy Tale on the Beach - Rescue the Princess".
(2) What did you put on that golden beach? What happened there? Make up a fairy tale.
3. Tell stories and comment by name.
3. Review and consolidate.
1. Read the words.
2. Guide the accumulation of words with low Jianzi.
3. Provide guidance on copying sentences. (When instructing copying, students should be reminded not to look at one word, but to copy one word, and to read the meaning of the entire sentence before copying. At the same time, attention should be paid to checking after the copying is completed.)
4. Third grade of elementary school The Chinese lesson plan of the first volume "Tomur Peak of the Tianshan Mountains"
Knowledge and Skills
1. Learn the new words in this lesson and accumulate vocabulary.
2. Read the text correctly and fluently.
3. Understand the key words and sentences in the text and use your imagination to understand the content of the text.
Process and method
1. Guide students to read and write independently.
2. Focus on reading, grasp the key words and sentences, and use your imagination to understand the text content.
Emotions, attitudes, values ??
1. Feel the strangeness and charm of Tomur Peak.
2. Inspire students’ love for the great rivers and mountains of the motherland.
The first lesson
1. Introduction to the topic
1. Yesterday, we felt the fragrance and beauty of the Burmese osmanthus tree in southern Xinjiang of the motherland. Today, the teacher I want to go with you to appreciate the unique and charming natural scenery of Tolmu Peak in the Tianshan Mountains in the Western Regions.
2. The teacher writes the topic on the blackboard.
3. Students read the topic together and recognize the new words: Tuo and Feng.
2. Look at the pictures and read the text to get a preliminary understanding of Tomur Peak
1. The teacher presents the courseware.
2. Students perceive Tomur Peak after reading the courseware.
3. Study the first paragraph of the text and get a preliminary understanding of Tomur Peak.
(1) Students read the first paragraph of the text freely.
(2) Talk: After reading this passage, what new understandings have you gained about Tomur Peak?
(3) Nominated feedback and comments.
(4) Understand the words: stand tall and appreciate the height of Tomur Peak.
(5) Students read the first paragraph of the text together.
3. First reading of the text and overall perception.
1. Teacher’s introduction: What kind of mountain is Tomur Peak? Let's go to the text to find the answer.
2. Students read the text freely and are required to read the pronunciation of the characters and read the sentences thoroughly.
3. The text is divided into sections to refer to the year and name.
4. Make collective comments and correct mistakes.
5. Compete with classmates to read the text to see who reads more correctly and fluently.
6. Talk: What does this text mainly introduce about Tomur Peak?
7. Students speak freely, comment and supplement.
8. Start by finding the central sentence of the article.
9. Teacher summary, in the next class we will appreciate the unique scenery of Tomur Peak. Next, we will first learn new words in the text.
4. Learn new words and end the class
1. The teacher shows the new words in the text and names them.
Tomur Peak sets off the drought-resistant fairy tale charming snow lotus in various forms
2. Read the words together.
3. Extract the new words in this lesson from the words, read them in a train, and expand the words.
4. Guide independent literacy: Which of the new words should be paid attention to in pronunciation, and which words should be paid attention to in writing?
5. Students write new words and end the class.
Second Lesson
1. Review old knowledge and introduce new lessons
1. The teacher reads out new words in this lesson.
2. Through the study of the previous class, ask students to briefly introduce Tomur Peak.
3. Today, let us walk into Tomur Peak to feel its strangeness, its magnificence, and its charm.
2. Study the text and feel strange
1. Study the second paragraph of the text.
(1) Provide a tutorial outline to guide self-study.
·Read the second paragraph of the text carefully.
·Count how many sentences there are in this paragraph.
·Which sentences describe the peculiarity of Tomur Peak, which sentences describe the magnificence of Tomur Peak, and which sentences describe the various expressions of Tomur Peak. Draw them with different lines.
·Think about it: Which words are used well in these sentences? The good thing?
(2) Provide feedback and discussion one by one to guide the understanding of the text content.
·Read the second paragraph of the text by name.
·How many sentences does this *** have?
(3) Name and feedback sentences that describe Tomur Peak’s strangeness, spectacularness, and various expressions to guide you to experience the characteristics of Tomur Peak.
(4) Combined with understanding, guide students sentence by sentence to practice reading the text with emotion.
(5) Read the text in full.
2. Study the third paragraph of the text.
(1) After admiring the natural landscape of Tomur Peak, we now go to look for the animals and plants on Tomur Peak.
(2) Students read the third paragraph of the text freely.
(3) Talk about: Does this paragraph mainly introduce the animals or plants of Tomur Peak? What did you learn about the plants on Tomur Peak?
(4) Nominated feedback, communication, and comments.
(5) The teacher guides students to understand the characteristics of plant divisions taken from Tomur Peak.
(6) Teacher summary: There are so many kinds of plants growing on Tomur Peak, so what are the animals on Tomur Peak like?
(7) Students read the text and introduce it.
(8) Guide to understand the meaning of the word "rare birds and exotic animals" in the article and feel the strangeness of animals.
(9) Students practice reading the third paragraph of the text emotionally.
3. Summarize the full text and learn grammar
1. Students read the text together.
2. What characteristics does this text mainly focus on? (Strange)
3. From what aspects does the article mainly explain the strangeness of Tomur Peak?
4. What is the focus/(glaciers and plants)
5. Read relevant paragraphs and discuss in groups: How does the text introduce glaciers and plants?
6. The teacher guides you to understand the wonderful use of "some...some...some...". And list examples to practice imitation.
IV. Expand the inquiry and end the class
1. What else do you know about Tomur Peak.
2. Encourage students to read books after class to understand Tomur Peak and the Western Regions from multiple angles.
5. Chinese lesson plan for the first volume of the third grade of primary school "The Dream of Grape Leaves"
Teaching objectives:
1. Learn new words in this lesson. Can recognize 7 new words, learn the multi-phonetic word "ti", can write 8 words, and can independently accumulate words by referring to the word bank of this lesson.
2. Read poetry correctly, fluently and emotionally. Recite poetry.
3. Understand the content of the poem, feel the beauty of the grape leaves, and feel the valuable spirit of the grape leaves working hard for their dreams. Experience the joy of struggle and the happiness of harvest in grape leaves.
4. Through studying the texts, cultivate students’ awareness of establishing lofty ideals and working hard for their ideals.
Teaching focus:
1. Be able to recognize 7 new characters and write 8 characters.
2. Read poetry correctly, fluently and emotionally. Recite this poem.
Teaching difficulties:
Understand the content of the poem, and experience the joy of grape leaves fighting for their ideals and the happiness of harvest. Cultivate students' awareness of establishing lofty ideals from an early age.
Teaching preparation:
New word cards, vocabulary cards, text reading recordings, text illustrations, grape pictures or real objects.
Teaching hours:
2 class hours.
Teaching process:
First lesson
(1) Introducing topics with excitement
1. Autumn is here, and the teacher gives students What gifts did you bring? (Show a picture of grapes and post it on the blackboard.) Tell me, what do you see? (Crystal clear grapes, crystal-like grapes, gem-like...)
2. Do you like them? These lovely sweet grapes are a beautiful dream, the "dream of grape leaves".
3. Writing topics on the blackboard: 1. The dream of grape leaves
4. After reading the topic, do you have any questions to ask? (What does a grape leaf look like? What does its dream look like?)
5. "The Dream of Grape Leaves" is a beautiful poem. The students’ questions will be solved by themselves when learning this poem. Let’s walk into this poem together!
(2) Read the text for the first time and read the pronunciation correctly
1. Students turn the book to page 1 and listen to the recording of the text while reading the text.
2. What do you feel after listening to this poem? (Students can only say a few words, such as "Grape leaves are beautiful, and the fruit is the dream of grape leaves," etc. If you can't say it, don't force it. You can feel it in the subsequent reading.)
3. Read the text freely. Free choice of methods for literacy. You can underline the unknown words while reading the text, and use the vocabulary list after class to read the correct pronunciation of the words. You can also read the new words after class first, pronounce them correctly, and then read the text. If there are unfamiliar words in the text, you can ask your classmates or teacher for help.
4. Students at the same table listen to each other read the text, and read the text accurately.
5. Check the pronunciation of new words.
(1) Show the new word card and read it by name:
Bo, Qian, Cui, Fang, Hui, Ying, Zan
(2) Understand the text The polyphonic words that appear in the lesson: tired: fruitful (léi), accumulation (lěi), tired (lèi)
(3) Communicate how to memorize difficult words. The four characters "Bo, Fang, Huo and Ying" all have the prefix "Cao" and can be classified into categories. The characters "Cui" and "Zan" have the same characteristics, and can be memorized by adding familiar characters.
Read the words with flat tongue pronunciation: Cui and Zan; the words with back nasal pronunciation: Ying
(3) Read the text again and read the poem fluently
1. New Words Return to the text and read the words made up of the new words.
Thin, light green, emerald, fragrant, obtained
Nutrition, fruit, accumulation, praise
2. Read freely in the way you like text.
3. Check and evaluate, ask students to read the poem aloud, and the teacher will evaluate and encourage it in a timely manner.
4. How many stanzas does this poem have? Which section do you like to read the most? Read it a few times and think about what you understand.
(4) Guide students to write
1. Observe the 8 words to be written in this lesson and talk about what to pay attention to when writing.
Qian: Don’t write three strokes on the right side, don’t miss a horizontal line, and don’t lose a bit.
Cui: The word "yu" above is written as "horizontally folded" in order to allow the pen to "straighten its feet". There are many "giving pens" like this in Chinese characters, such as "conform", "like", etc.
Edge: The word "ji" on the upper right side changes from "horizontal bending hook" to "horizontal bending".
Camp: "官" cannot be written under the cursor prefix.
Like: The last stroke of "Xian" on the left above should be changed to "vertical lift".
2. Write a free letter in the blank.
3. Underline each word in red one, and write two in red. After writing, the deskmates evaluated each other.
(5) Assignment design
1. Read this poem fluently and read it to your family.
2. Use the new words in this lesson to make word cards.
3. Look up the dictionary to understand the meanings of words such as "emerald", "brew" and "only".
Second Lesson
(1) Review and Check
1. Check the word cards made by students and read and accumulate words.
2. Drive a train and recognize new words and phrases.
3. Read poems by name.
(2) Understanding the text and reading aloud with sentiment
1. Transition: Grape Leaf had a sweet dream in spring, which was a dream full of fruits. After a summer of brewing, this dream turned into a joyful reality in the fall.
2. Do you like grape leaves? What do you like about it? (The beauty of the shape of grape leaves, the beauty of dreams of grape leaves, and the beauty of sacrifice of grape leaves.)
3. Read aloud and feel the beauty of the shape of grape leaves.
(1) Take out the prepared grape leaves and let the students observe and talk about the color and shape of the grape leaves.
(2) How are grape leaves described in the poem? Find a poem and read it.
"The thin leaves are like light green emeralds; the soft leaves are the quilts of small grasshoppers."
Name reading, collective evaluation, and guidance on reading grapes The beauty of leaves. Can you describe the beauty of grape leaves in your own words, imitating the poem?
Encourage students to use their imagination to describe grape leaves.
4. What is the dream of grape leaves? Has its dream come true?
(1) Guide students to find the sentences in the article, read them, and understand that the dream of grape leaves is "full of fruits", and its dream has come true: "At this time, the leaves smiled quietly, and the drops of dew were Happy tears."
(2) Take out the prepared grapes, take a look, smell them, taste them, and talk about the "grape leaf dream" you feel. (Sweet, fragrant, sweet, sweet...)
(3) When we praise the sweetness of grapes, we will not forget the efforts that the grape leaves have made for it. How does it work to realize its fruitful dream?
5. Learn the second and third stanzas of the poem.
(1) Study these two verses with your classmates and think about the struggle of the grape leaves.
Tell me what you understand. Is there something I don't understand?
(2) How does Grape Leaf work hard to realize his dream?
“Look for sugar from the sun and get drunk from the autumn wind. Let every drop of rain, every bird call, every ray of sunshine, every ray of floral fragrance, along the veins of the leaves, turn into fertilizer that nourishes the fruits. . ”
What do you feel from these two sentences? (Grape Leaf works unremittingly. Grape Leaf never misses any opportunity to realize her dream.)
Read this section again to appreciate the accuracy of the wording.
(3) What a respectable Ye! It "spends the entire summer brewing fragrance and sweetness." Let us read this section together to express our admiration and blessings for it.
(4) With such persistence and dedication, Grape Leaf’s dream finally came true, and the joy of the harvest made it even more beautiful. Read the third verse by name, and read out the joy and praise.
6. Discuss and study Section 4.
Guess: Why "Zi Zi laughed quietly at this time"? Why is it said that "drops of dew are tears of joy"?
Guide students to fully imagine what the grape leaves will say to the grapes when their dreams come true.
Read the fourth section together and read the happiness of the grape leaves.
(3) Emotional reading and poetry recitation
1. Practice reading the text freely and emotionally.
2. Guide the recitation of poetry: "Thin leaves, like..."
(4) Expansion
1. Do you like this text? Grape leaves? Why? What spirit does it have that we should learn from?
2. This poem, like other poems, also has rhyme. What is its rhyme?
Read it carefully and understand the rhymes of this poem - green, quilt, beauty, drunkenness, fatness and tears.
3. Do you want to know more about grapes? In addition to this poem written for us by the writer Gao Hongbo, the teacher read another beautiful prose, which is "The Grape Moon Order" written by the writer Wang Zengqi. I copied some of it and gave it to the students!