Article 1 Chinese lesson plan for third grade primary school Teaching objectives:
1. Recognize 7 new characters such as "Rong and Yan"; be able to write 12 new characters such as "鸳" and "鸯".
2. Connect with the reality of life, use the combination of pictures and texts to understand the meaning of words such as "reed bud, puffer fish, yin", and first understand the main idea of ??ancient poems.
3. Able to read and recite ancient poems correctly and write "quatrains" silently. Feel the joy of spring contained in the poem.
Teaching focus:
Be able to read and recite ancient poems correctly; write "quatrains" silently.
Teaching difficulties:
Be able to understand the main ideas of ancient poems by connecting them with real life, using pictures and texts, etc.
Teaching preparation:
Teacher preparation: courseware
Student preparation: preview the text and look for poems about spring.
1. Introduce the topic and clarify the task
2. Clarify the learning task of this lesson: learn the ancient poem "Queju".
3. Supplement knowledge of quatrains.
Quatrains are a genre of poetry. According to the number of words in each sentence, they can be divided into five-character quatrains and seven-character quatrains.
2. Read ancient poems for the first time and feel the rhythm
1. Show the requirements for the first reading:
(1) Read aloud, read the pronunciation of the words accurately, and read the poems thoroughly.
(2) Correct pronunciation for each other at the same table.
2. Read and check sentence by sentence. The courseware provides words such as "Chi Ri", "Nirong" and "Yuanyang" with correct pronunciation.
3. Teachers’ model reading and students’ practice reading.
4. Read ancient poems together and find out the rhythm and charm of the poems.
3. Understand the poetry and imagine the spring scenery
1. There are paintings in Du Fu’s poems. Read the ancient poems based on the illustrations in the textbook and see what is painted in the poems. and expand your imagination. The poem contains the sun, mountains and rivers, spring breeze, flowers, grass, mud, swallows, sand and mandarin ducks.
Describe the painting in the poem in your own words. Shi Jianjia summarizes the meaning of the ancient poem.
2. There are not only beautiful spring scenery in the poem, but also smell? The poem says: Chiri, rivers and mountains (), spring breeze flowers and grass ().
3. The beautiful spring scenery attracts many small animals. Self-study three or four sentences: The mud melts and the swallows fly, the sand is warm and the mandarin ducks sleep
4. What are the little swallows doing in the poem? Why are you flying around? What are the pair of mandarin ducks doing in the poem? Why do you sleep so soundly?
Design intention: Students can understand the main idea of ??the poem and feel the beauty of spring written in the poem by reading the poem, imagining it, looking at the illustrations in the textbook, and combining it with real life. This creates a love for spring.
IV. Summary in class, encourage recitation
Part 2 Chinese lesson plan for third grade primary school 1. Teaching objectives:
1. Be able to be correct, fluent, and emotional Read the text aloud.
2. Learn the new words in this lesson, among which the words above the grid can only be read but not written. Understand words made up of new words.
3. Understand the content of the text and know that everyone needs care and encouragement. You should take the initiative to care for and encourage others, and you should also cherish the care and encouragement of others.
2. Important and difficult points in teaching:
1. Read the text aloud and learn new words and phrases.
2. Understand the text content.
3. Teaching preparation:
New words and word cards
Slides
4. Teaching time:
Two lessons
V. Teaching process
First lesson
Teaching purpose:
1. Reveal the topic and read the text for the first time.
2. Guide the writing of new words.
Teaching process:
1. Questioning and questioning
1. Children, has anyone applauded you? Why are you applauded? How do you feel when you get applause from others? Have you ever applauded others? Why applaud others?
2. Today we are going to study a text, the title is: Applause
(Written on the blackboard: 15 applause)
3. After reading the topic, can you propose Problem? (Who is applauding? Who is this applause for? Why are you applauding her? How does she feel after receiving the applause and how does she act?)
2. First reading of the text
1 , ask the children to read carefully with the questions just raised, and when they encounter words they don’t know, look at the vocabulary list after class.
2. Ask the children to read the new words at the end of the text, paying attention to the clear syllables and pronouncing the correct pronunciation.
Feedback check. Focus on reading the following words accurately: the raised tongue sounds are "zhen", "su", "zhi", "shu" and "shu", and the flat tongue sounds are "can". Read by name, read by train, read together.
3. Ask the children to continue reading the text and write the pinyin of the unknown words above the new words. After reading and writing, ask the children to read the new word again and remember it.
Feedback check. Read by name, read to each other at the same table, and read in groups.
4. See if you can read the words composed of these new words. Read by name, boys read, girls read.
Time is willing to last forever
Disabled hesitation speaks of calmness
Courtesy is suddenly in trouble
Dancing slowly
5. We all know the new words and phrases. Please read the text again and try to be correct and fluent.
Feedback check. Read by name, review by teachers and students, and read together.
6. We can already read the text. Now ask the children to draw the words they don’t understand while reading the text.
7. Some of these words require help from the teacher, while others can be understood by reading the text. Ask everyone to read the text and think about the meanings of these words while reading. I believe that students can understand these words by reading the text. Pagination title #e#
8. Summary: Through their own efforts, the children in this class not only read the pronunciation of new words and words accurately, but also read the text correctly and fluently. Everyone also understood the meaning of some words through careful reading. Everyone took the initiative to learn and gained a lot. In the next class, we will continue to study the text, not only to understand the text, but also to practice reading the emotions.
3. Trace the new characters in red
1. Recognize the new characters that need to be traced in red after reading.
2. Students draw red.
Second Lesson
Teaching purposes:
1. Understand the text content.
2. Read the text emotionally.
Teaching process:
1. Dictate words
Be willing to take turns and be slow and slow
The long-lasting narration ends and then suddenly
p>2. Intensive reading of the text
1. Ask the children to read the text by themselves and draw sentences describing the changes in Xiaoying’s expression and movements.
2. Discuss in groups: What have you learned from these changes? Tell us your understanding.
3. Feedback and communication, and guidance on reading.
(1) When I was in primary school, there was a person named Xiaoying in my class. Classmate, she always sits silently in a corner of the classroom.
Instruct students to use the sentence structure of "because...so..." to talk about why Xiaoying always sits silently in a corner of the classroom.
Let students understand through discussion: Xiaoying has very low self-esteem because of her disability.
Practice reading aloud to understand Xiaoying’s inferiority complex.
(2) When it was Xiaoying’s turn, more than 40 pairs of eyes in the class turned to that corner, and Xiaoying immediately lowered her head.
Discussion: Why did Xiaoying lower her head immediately?
Practice reading aloud and understand Xiaoying’s inferiority complex.
(3) Xiaoying hesitated for a while, and finally stood up slowly. We noticed that Xiaoying’s eye circles were red.
The discussion helped students understand that "hesitation" and "slowness" are the way Xiaoying doesn't want others to see her walking. "The circles under her eyes are red," Xiaoying felt that her self-esteem was hurt.
Practice reading aloud to understand Xiaoying’s complex psychological changes.
(4) The applause was warm and lasting, and Xiaoying was moved to tears.
The discussion made the students understand: Xiaoying felt everyone’s concern and encouragement from the applause of her classmates, and she was moved to tears.
Practice reading aloud to understand Xiaoying’s grateful mood.
(5) Xiaoying bowed deeply to everyone, and then walked off the podium with a smile amidst the applause of her classmates.
The discussion made the students understand: Xiaoying bowed deeply to thank her classmates for their enthusiastic encouragement.
Practice reading aloud.
(6) She is no longer melancholy. She talks and plays games with her classmates, and even goes into the school dance room...
Contact Xiaoying to exchange and discuss the words in her letter. : Why did Xiaoying have these changes? Through discussion, let students understand: Xiaoying gained motivation from the applause of her classmates and mustered up the courage to live. She cherishes the applause of her classmates. Pagination title #e#
Practice reading aloud.
4. In paragraphs 1 to 6 of the emotional reading, tell me what you think of from Xiaoying’s changes.
5. Display the last paragraph, read it and then discuss: What does this paragraph tell us? How do you understand it? Guide students to understand how Xiaoying cherishes applause when she is in a difficult situation. Does "applause" here just mean applause?
3. Summary of the text
1. Read the text
2. Teacher summary: In the text "Applause", a young man with a disability and low self-esteem and depression learns from The story of Ying speaking on stage amidst the applause of her classmates and becoming optimistic and cheerful inspired by their applause. Tell us: Everyone needs applause, especially when a person is in trouble. Let us cherish the applause of others, and at the same time, don’t forget to dedicate our own applause to others.
IV. Homework
Part 3 Chinese Lesson Plan for the Third Grade of Primary School 1. Teaching Objectives:
Knowledge:
1. Recognition 4 A new character, and can write 7 new characters. Can correctly read and write words such as "jasper, makeup, cut out, scissors, colorful".
2. Recite two poems and be able to express the meaning of the poems in your own words.
Emotion: Experience the poet's love for spring and nature, and appreciate the beauty of nature.
2. Important and difficult points in teaching:
Generally understand the content of the poem, experience the author’s thoughts and feelings, and memorize the poem.
3. Teaching hours: 2 lessons
First lesson
1. Introduction
Recall what spring is like in your memory Yes, let me tell you about it.
2. Check and preview
1. Read the new words to yourself and make phonetic notations for the new words in the text.
2. Read randomly.
3. The primary school teacher teaches calligraphy.
Easily mispronounced: Zhuang, Bin, Cao
Easily confused: Yongyong, Binbin, Zaicai, Zijin
4. Read, Qi Audio reading
3. Study "Ode to the Willows"
1. Introduction to He Zhizhang: Tang Dynasty poet, courtesy name Xiangzhen, whose representative works are "Returning to Hometown" and "Plucking Lotus"
2. Problem solving: What do willow trees look like in spring? What does it look like in spring when flowers bloom all over the sky? Can you describe it using words or poems you have learned? Look at how ancient poets described the spring scenery. Topics for reading together:
Ode to willows: chanting means praising
3. How does the poet praise the willow tree? Everyone read ancient poems to themselves and talk about what you understood. (Read it in conjunction with the annotations). Mark what you don’t understand.
4. Communication report 1 or 2 sentences
(1) Jasper: green jade
Makeup: dressing up
Kazuki: Full of trees
Ten thousand: many branches
Ribbon: a kind of ribbon
The meaning of the first two sentences is: the tall willow trees are covered with emerald green The new leaves look as if they are decorated with jasper.
(2) Thinking: What is the author comparing to what? Is this a good metaphor? (Guide students to imagine that when everything revives in spring, willow trees will also send out new leaves. The color of the newly grown leaves is close to the luster of jasper)
(3) Read aloud
5. Exchange and report Sentences 3 and 4:
(1) Thin leaves: thin young leaves
Like: as if
Cut: cut
The meaning of these two sentences is: Who cut out these thin young leaves? It turns out that it was cut by the scissors of February Spring Breeze!
(2) Thinking: What form do these two sentences take? (Ask yourself) Compare what to what? What do you understand from this metaphor?
(3) Guided reading
6. Read the whole poem aloud and understand the poetic realm
The first two sentences write Liu, and the last two sentences transition from writing Liu to writing Spring, from the description of the whole poem, can you feel what kind of feelings the poet has towards willow and spring? Recite it repeatedly and experience the poet's feelings of praising the willow tree and singing the song.
4. Read affectionately
Speak at a moderate speed, full of emotion, high tone, and pay attention to pauses.
5. Recite the whole poem
Second lesson
1. Review introduction
Review "Ode to the Willows" and recite it collectively. Introducing "Spring Day"
2. Problem Solving
1. Zhu Xi: a thinker, educator and writer in the Southern Song Dynasty.
2. Spring is in spring
3. First reading, first understanding of poetry
1. Read the whole poem by yourself, and then read it randomly.
2. Discuss and study in groups; mark what you understand and mark the words you don’t understand.
3. Communication: Put forward words you don’t understand, write on the blackboard, and consult a dictionary to understand.
Victory day: a sunny day, a good day with clear weather.
Xunfang: Tour and enjoy the beautiful scenery
Surabaya: water name
Bin: waterside
Scenery: scenery< /p>
Temporary: Describes a short time
New: Fresh and beautiful
4. Think about the meaning of the words: What kind of weather the poet is in and where he goes How does he feel about the tour? Where did you read that from?
5. Sort out the meaning of the first two sentences: On a sunny day, the poet went to the edge of Surabaya to admire the scenery. The scenery there was infinite, and many fresh and beautiful scenery suddenly came into view.
6. Tell me what you have experienced from one or two sentences? Then guide reading.
7. Use the same method to learn sentences 3 and 4.
Read to yourself, highlight the words you don’t understand, discuss, exchange word explanations, and then explain the meaning.
丨彣 leisure: ordinary, casual
知得: Know
东风: spring breeze
A riot of purple and red: describes the scenery of hundreds of flowers blooming.
Always: all
Poetic: People usually know that there is a spring breeze, but what does the spring breeze look like? Only after seeing the colorful scenery did I understand that it was the spring breeze that brought this boundless scenery.
Guide to read 3 or 4 sentences aloud, talk about your experience, and guide students to understand the philosophy contained in the poem.
IV. Read again and understand the poetic realm.
Connect with the poetic meaning, talk about your own understanding, and experience the poet's praise of spring.
5. Guide reading and recitation