Have you prepared a Chinese teaching plan before Chinese teaching? It plays an important role in your teaching work. The soothing effect of literature on students' hearts is indelible, and it gives students warmth and beauty. Are you looking for a lesson plan to be written soon? I have collected relevant information below for your reference!
People's Education Publishing House, the second volume of Chinese in the third grade of primary school 1 Knowledge and skill objectives:
1, know1/new words in this lesson, and master 1 1 new words such as "introduction, order, integrity, longevity, attack, ton, mine, wife, rock and pro".
2. Read the text, and find out how the mine completed his research on "Blue Whale" and the general content of the paper written by the mine by consulting the materials.
3. From the beginning of reading Mineral and Mine Research, I have a feeling, a feeling, and even an impulse to research and create.
Process and method objectives:
1, continue to carry out autonomous literacy, improve students' ability to understand the meaning of words in combination with the text, and at the same time improve students' reading ability.
2. Through various reading training, guide students to imagine while reading, enhance their understanding of the article and cultivate their imagination.
Emotional attitude and value goal;
From the beginning of reading "Mine Research", I felt deeply, deeply, and even studied and created.
Strategies and methods:
Cooperation and communication, reading comprehension.
Teaching preparation:
Teachers and students prepare Huang Quanyu in advance. Information.
Teaching process:
First of all, stimulate interest and introduce new lessons.
1, first introduce Huang Quanyu to the children, and then transition to his children who go to primary school abroad.
Huang Quanyu, a Chinese-American educator. In 2000, American Quality Education was published, which became the first non-literary bestseller in China. In 2003, Huang Quanyu published two new books, American Survival Education and American College Entrance Examination. Ask the students to introduce others.
2. Reveal the topic.
Second, read the text for the first time and learn new words by yourself.
1, students can read the text freely and ask teachers, classmates, etc. When they encounter unfamiliar words.
2. Show the new words in the text with new words cards, indicating reading and train reading.
3, these words are solved in the group, but the whole class can't solve them.
For example: "tangled"; In addition, "Miami University" can look at pictures or be introduced by teachers;
(In addition to words and expressions that need to be recognized, students can also make "complaints" and teachers will solve them in time. )
4, check the reading situation:
The teacher calls the students to read the text, and the listeners can evaluate it habitually. Read the text paragraph by paragraph by name. Teachers and students should correct their mistakes. Only by reading correctly and fluently can we understand the text better.
Thirdly, teacher-student dialogue and poetry appreciation.
1, the teacher guides the students to read the text again, "What do you know when reading the text?"
2. Guide students to grasp the key points of the article to communicate, that is, to taste and understand the language in the article. (Guide students to communicate in their own language)
3. I understand that if a mine wants to write a research paper on blue whale, it has to go to the library to check the information. My father doubts his son's ability.
4. Accompanied by my mother, I borrowed many books about blue whales in the mine, and my father also learned a lot in the process of consulting materials in the mine.
He finished his blue whale research report, which is the shortest and most interesting paper that Dad has ever seen. The focus of the above communication is to understand the seriousness and persistence of mines and guide students to read aloud with emotion. Teachers can add some American mining knowledge. (see reference book)
6. Discussion: After reading the text, have you ever had any research results similar to mining?
7. Do you have anything to say?
8. Review the full text.
Fourth, remember the font and guide the writing.
1, this course requires understanding 1 1 new words, and mastering1/new words such as "introduction, point, positive, longevity, attack, ton, mine, wife, rock and face". Pay attention to the comparison that "resolving points" is the prefix of "person" rather than "eight" in teaching.
2. Memorize new words such as "Ling, Attack, Ton, Mine" by comparing pictophonetic characters with glyphs.
Verb (abbreviation of verb) expansion and accumulation practice
Take children to the library, or guide them to a rich life, ask their parents, adults or neighbors, or some professionals, so that children can learn the nutrition they need and complete their research results like a mine.
People's Education Press, the second part of the third grade Chinese teaching plan;
1. Understand the content of the text and the truth contained in the fable.
2. Deepen the understanding of fables by combining the learned texts and life experiences.
3. Read the text in different roles.
Teaching emphases and difficulties:
Understand the content of the text and the truth contained in the fable.
Division of class hours: one class hour
Preparation of teaching AIDS: one pottery jar and one tin jar.
Teaching process:
First, import
1. Let's have a look. What's on the teacher's platform? Words on the blackboard (pottery and tin cans)
In this lesson, we will learn the story that happened between these two jars.
Step 3 read the topic together
Second, overall perception.
1, please listen and put a serial number in front of each natural paragraph. And think about what the text is mainly about.
2. Students can speak freely.
3. Teachers are employed.
Chef Wang has a casserole and an iron pot, which is hard by itself. Often ridicules the clay pot arrogantly. A few years later, the pottery jar was still beautiful when it was dug out of the ruins, but the iron jar was oxidized without a trace.
Third, learn the natural paragraph of 19 to understand the personality characteristics of pottery and tin cans.
1. Listen to 19 recording of natural paragraphs: What do these natural paragraphs mainly talk about? (Tin pots are lofty, look down on pottery pots, and often ridicule them. )
The words on the blackboard: ridicule
2. Which classmate will talk about the meaning of sarcasm?
Satire: Use harsh words to criticize others' shortcomings and embarrass others.
In these natural jokes, it is often said that iron pots often use sharp words to talk about the shortcomings of pottery pots.
4. Let students read the text and think:
(1) What are the disadvantages of pottery pots? What is the basis for the iron pot to ridicule the pottery pot?
(2) What sharp words are used in the tin can to describe the shortcomings of the pottery can (how does the tin can mock the pottery can? )
(3) In the face of the ridicule of the iron pot, how did the pottery pot answer?
Please draw the relevant sentences with horizontal lines when reading.
5. Students answer the teacher's questions
6. Show the dialogue on the blackboard and understand their attitude.
Dare you touch me? Pot!
Don't you dare touch me when the clay pot opens its mouth? It means that the clay pot dares to touch it. It doesn't care about clay pots at all. It calls the clay pot by its first name, which shows that it is polite. & lt doesn't >. Please find a word in the text that can reflect the attitude of tin cans. < arrogant >. In the face of the arrogance and irrationality of tin cans, how did pottery cans answer? I dare not, brother tin can. Is the clay pot angry? & lt doesn't >. Not only is it not angry, but it also politely calls its brother and admits that it dare not touch it. Where's the clay pot? & lt's very modest.
Let the students learn the following sentences by themselves and see how these sentences reflect the attitudes of clay pots and tin pots. Tin jar: arrogant pottery jar: modest, patient, not proud and not inferior.
③ Please look at the illustrations on page 10 1 in the book and have a look. Which jar is an earthenware jar and which is an iron jar, and why?
7. Guide reading 19 paragraph.
(1) Through the study of 19, we have learned the different personality characteristics of pottery and tin, the arrogance and arrogance of tin, and the modesty, forbearance, pride and inferiority of pottery. Let's read the passage 19 in different roles.
② Note: When reading, you should read the arrogance and arrogance of tin pots and the modesty of pottery pots.
③ Reading in different roles: Boys read what tin cans say and girls read what pottery cans say. The narrative was read by the teacher.
Ask two students to act out what they have just read.
Fourth, summarize paragraph 19 and learn paragraph 10 17.
Tin cans think they are hard, look down on clay pots, and often ridicule them. They had a quarrel, and it ended in discord. What changes have taken place in the story over time? Please read the paragraph 10 17 silently and think:
1. Many years have passed. What's a clay pot like? Where is the tin can? The clay pot is as bright, simple and beautiful as before. Tin cans were oxidized and disappeared without a trace. )
2. What's people's attitude towards discovering pottery pots? Why? (happy, surprised) (this is an old thing, very valuable)
Pottery pots, which were ridiculed by iron cans in those days, have now become very valuable cultural relics and have been preserved forever. But the arrogant tin can was oxidized and disappeared without a trace (blackboard writing: oxidation). Does the tin can have such a result?
(No, because I only saw its hard side and didn't see the shortcomings of easy oxidation; Similarly, pottery pots only see their fragile side, but they don't face up to their easy-to-preserve side. )
3. What do we understand from this fable? Let's talk about the students' texts and life practice.
Verb (abbreviation for verb) summarizes the text.
Finish the exercises on the blackboard.
This fable personifies pottery and tin pots through personal description, telling people that everything is harmonious. You can't compare yourself with others, and you can't.
Six, homework:
Tell the story to your brothers and sisters and tell them to look at the problem comprehensively. Don't compare your own shortcomings with others and don't be proud of it.
People's Education Press, the third grade Chinese teaching plan 3 teaching objectives:
1, read poetry with emotion and accumulate beautiful words in poetry.
2. Understand the characteristics of the scenery described in the poem, feel the beauty of spring, and appreciate the thoughts and feelings expressed in the poem.
Teaching focus:
Guide students to understand the author's deep love for the motherland revealed between the lines.
Teaching difficulties: understanding the content of poetry and understanding the author's rich imagination.
Teaching process:
First of all, an exciting introduction.
"Where is spring? Where is spring? Spring is in that child's eyes. " (Singing) In your eyes, where is spring? The student replied that it was spring ...
Yes, spring is like a beautiful and happy little girl who travels around the motherland happily. In this class, we will follow her footsteps to enjoy the beautiful scenery of spring in all parts of the motherland. Are you happy? (happy)
Second, read poetry.
1. Please open your books. Let's read the first verse of this poem with joy. (Students read together)
Where did this happy little girl go in spring? Please read sections 2-6 by yourself.
Students can read freely.
Report by name (fields, rivers, grasslands, hills, villages)
The teacher asked: How did you find out?
The way students say each paragraph of a poem.
Yes, Mr. Chun took us through fields, rivers, grasslands, hills and villages. What did she see in those places? Let's follow her to the venue first.
Read the second section by name, and think while reading, what changes have taken place in the fields of the motherland with the arrival of Miss Chun? When all the flowers are in full bloom, farmers begin to sow and some crops begin to sprout.
Do you think the fields in spring are beautifully described by the author? Where is the beauty? (Students explain related poems and appropriately infiltrate anthropomorphic rhetoric methods)
Who wants to see it?
4. Spring has come, what has happened to the river? Please read the third paragraph of the poem in a low voice, draw verbs that can express the change of the river, and talk about the content of this paragraph.
Who will try to talk about it? Students grasp singing, meeting, rolling, flowing and rushing to tell the changes of rivers.
What do you feel from the author's rich imagination?
Yes, rivers are also full of life. Are you listening to the song of the river? Let's read it together and taste its happy mood.
5. Where did Miss Chun go across the fields and rivers? (grasslands, hills, villages)
Please read verses 4, 5 and 6 by yourself, read your favorite poems several times, and talk about the changes brought about by the arrival of Miss Chun.
Students can read freely and study groups can discuss.
Sign up for class, grab a paragraph and tell details, encourage students to imagine the picture and read aloud emotionally in various ways.
6. Following Miss Chun, we went to many places. What do you want to say most? What a beautiful spring! ……)
The author also wants to say: how beautiful! How happy the spring of the motherland is!
The last paragraph of the poem is a summary of the whole poem What kind of mood do you think we should read? (Reading "Happiness")
Read it together.
Third, appreciate the artistic conception
1. Spring Every year, all countries in the world have spring. Why is the title of this poem "Spring of the Motherland"? (The author loves spring and loves his motherland even more. )
2. Yes, we should integrate our love for the great rivers and mountains of the motherland into our poems, so that we can truly feel the feelings expressed by the author.
The teacher accompanied your reading with beautiful music. I hope your reading can bring you a wonderful enjoyment.
Read 1 and 7 in the whole class, and read 2-6 by roll call.
Fourth, expand writing practice.
1. What changes will Miss Chun bring to the motherland? (Street, yard ...)
2. Do you try to write in the form of poetry like the author?
3. Students read their own works.
4. Teacher's summary: Spring in the motherland is beautiful. Every grass and tree, every flower and leaf, breeze and drizzle, blue sky and sunshine all make us feel the vitality of spring and the beauty of life.
People's Education Press Primary School Grade Three Chinese Volume II Teaching Plan 4 teaching material analysis:
The story of Radish Head shows that Radish Head is in adversity, but cherishes life, longs for freedom and is full of hope for life after liberation. The spirit of kindness, optimism, progress and longing for freedom is the highlight of his humanity. This is also the superman of his short life.
Teaching objectives:
1, read the text correctly, fluently and emotionally, and understand the meaning of key sentences.
2. Understand that the radish head is in trouble, but it has infinite pursuit and yearning for a free life. Analysis of psychological changes of radish head in Catch and Release.
3. Imagine through the words "pride" (such as middle school) and "deep thinking" (actual experience), fill in the blank of the text, understand the content of the text, and experience the psychological activities of the characters.
Teaching emphases and difficulties:
Imagine filling in the blanks with the words "proud" and "thoughtful".
Teaching process:
First, review and introduce feelings.
1, classmates, last class, we met a child who grew up eating moldy rice and didn't know what sugar tasted like. He is our companion-radish head. Today, let's continue to pay attention to radish head and feel his unusual life!
2. Who can tell me what the main story of this text is?
Design intention: lead in emotion, arouse students' enthusiasm, review the content of the text and help students sort out the ideas of the text.
Second, read articles, for example, middle school.
1. Please read the first part of the study plan.
2. Students read silently, teachers patrol and ask for silent reading.
Design intent; Silent reading is the primary stage of junior three students, so it is necessary to cultivate students' correct habit of silent reading.
3. Presentation:
Default value:
(1) The description of the insect shape can be understood in reading and guided to read aloud.
(2) The radish gently holds the bug in both hands for fear of hurting it. (Description of radish head movements, experience carefully. )
(3) Since the spring, there have been a lot of this kind of bugs, and they often bump into bars to accompany people who can't breathe free air all the year round.
People who lose their freedom are kind when they see flying bugs, and bugs seem to be very sensible and know how to accompany these people who have been imprisoned for a long time. )
(4) Another one flew by, standing side by side, deliberately crawling proudly in front of people.
Grasp the words "pride" and "shoulder to shoulder" to understand what the bug may be thinking.
Bug may be thinking: I have () and you don't have (). I can (), you can't). I can (), you can't ().
Teacher summary method:
Design intention: Use scaffolding to fill the blank of the text for students, reduce the difficulty, and expand students' imagination with diversified choices.
Third, fill in the blank and realize it through practice.
1, radish head likes bugs so much, why did he let them go again?
Default value:
He was about to close the box when he caught a glimpse of the bug and crawled uneasily in the box. Ah, it lost its freedom. The radish head stopped thoughtfully.
(Students can also use their own words)
2. Imagine the word "thoughtful" and fill in the blanks.
3. Students practice writing
4. Show students' works
5. Teacher's summary
Design intention: experience emotion, from speaking to writing, writing is the consolidation and development of reading knowledge, and it is a process of knowledge transfer.
Fourth, homework, migration
"Radish head probably just finished class. He put the book he read every day next to the railing, grabbed the railing half a head taller than him with both hands, stood on tiptoe and looked at the mountains outside the wall of Bai Mansion. "
What might radish head see? What do you think? Write and write.
People's Education Publishing House, the third grade Chinese teaching plan 5 teaching objectives:
1, learn new words and words composed of these new words, and understand the words.
2. Read the text correctly, fluently and emotionally, and understand the content of the text. Recite your favorite part of the text.
3. By studying the text, cultivate students' observation ability and imagination ability, and pay attention to the improvement of students' reading level.
Important and difficult
Understand the content of the text, learn to create new words, understand key words and sentences, infiltrate ideological and moral education and develop thinking.
Teaching preparation
Multimedia courseware slides.
first kind
Introduction before class
Students, do you like listening to fairy tales? There are fierce tigers, cunning foxes and lovely rabbits in the story ... Today, the teacher invited a friend from a fairy tale (showing the projection of the ugly duckling). Let's see who it is. Do you know that?/You know what? Today, the ugly duckling brought a very beautiful story to everyone. Let's listen to this story together. (Listen to the tape recorder and read the text) This story is the text we want to learn. (Blackboard: 26 ugly ducklings) Read together.
teaching process
First, read the text for the first time and understand the content with the help of illustrations.
1, with the help of Chinese Pinyin, read the right words, read the text for the first time, and read every sentence. Mark natural paragraphs, draw birth words and read them several times.
2. Read the text again with the help of illustrations to understand the content of the text.
3. Read the text paragraph by paragraph by name, check the effect of self-reading and evaluate it. Focus on guiding the pronunciation of the following words:
The vowels of "stretch" and "stuffy" are nasal. The initial of "Anzu" is a flat tongue sound, and "Shen" is a tongue sound.
(1) is pronounced correctly.
(2) Understand the meaning of words. In addition to using reference books, contact the context, but also by letting students
Find synonyms and antonyms to understand.
Synonym: ridicule-() sadness-() bullying-() beauty-()
Antonym: Ugly-() Hate-() Be careful-()
Thin-() Happiness-() Patience-()
4. What did the old teacher discuss in groups after reading the text?
5. Read the full text by yourself and let the students say what you can read. What you don't understand is "?" Mark it and solve it in groups first. If the group can't solve it, tell everyone and solve the problem together.
Interlanguage: From what you have just read and said, we can see that you can master a lot of knowledge and roughly understand the content of the text. There are still some questions you haven't understood, which shows that everyone is diligent and inquisitive. Next, the teacher will lead you to study this text in detail.
Second, talk about reading 1 ~ 3 paragraph.
Read 1 ~ 3 by name.
1, thinking: How did the ugly duckling get its name? Where did you read it?
2. Find the ugly duckling and let the students see the difference between the ugly duckling and other ducks.
Draw sentences describing the ugly duckling from the text and understand why people call it "ugly duckling".
Read the paragraph 1~3 carefully and tell me what else you can read. What do these three paragraphs mainly talk about?
Third, assign homework.
Read this text with emotion.
blackboard-writing design
26 ugly duckling
Big and ugly, hairy, gray mouth, big and thin body.
Second lesson
teaching process
Read the passage 1 ~ 3 with emotion first.
Transition: What is the fate of the ugly duckling?
Second, learn the fourth paragraph.
1. Why is the ugly duckling bullied? Why doesn't everyone like it?
Read the text and talk about how people treat it. Why did it run away from home? What was your mood at that time?
3. Analyze words. What words and sentences have you read?
How do you feel about the ugly duckling being forced to leave home?
Summary: The ugly duckling is very pitiful. Everyone sympathizes with it and wants to help it, which shows that you are all very caring.
5. Instruct reading aloud and read the fourth paragraph in a sympathetic, caring and helpless tone.
Transition: What happened after the ugly duckling left home?
Third, learn the fifth paragraph.
1, watch the fifth paragraph for free. Q: What difficulties did the ugly duckling encounter after leaving home?
2. Experience words.
3. Read the fifth paragraph emotionally in a sad and sympathetic tone.
Transition: How does the ugly duckling live outside?
Fourth, learn the sixth and seventh paragraphs.
1. On the basis of familiar reading, I realized: Why does the ugly duckling "drill around in the water by itself"?
Who did it see at this moment? What's on your mind? Which words do you think are well used?
The focus is on "air strangeness" and "envy". The ugly duckling was surprised to find that there were such beautiful birds in the world. What it envies is that it wants to be as beautiful as a swan and fly freely in the sky.
2. With the change of the weather, has the ugly duckling found a home? How does it spend the winter? What does the ugly duckling do after encountering difficulties?
The experience of "freezing to death" and "lucky" shows that the ugly duckling has nowhere to hide in winter and is in a miserable situation, almost freezing to death.
3. Read paragraphs 6 and 7 with emotion, and read the tragic fate of the ugly duckling.
Fifth, learn the eighth paragraph. (close reading)
1, it's warm, and the ugly duckling comes out for a walk. What does it suddenly find?
2. How did the ugly duckling find himself a swan?
3. Read more books to understand the content and be clear about what to say first. Understand the meaning of the sentence
4. Training reading aloud: Starting from "suddenly", read aloud with surprise and joy to express your ugliness.
The duckling is glad that his fate has changed and his wish can come true.
Read the text with emotion: draw sentences about the weather and environment and say them.
Say how its fate changes with the change of weather and environment.
Seven. Summarize and expand.
What have you learned after learning this text?
Summary: Everything in the world is constantly developing and changing. We should bravely face setbacks and difficulties, persevere in adversity and strive to realize our ideals.
Homework: Recite your favorite parts.