With its shiny black feathers, a pair of handsome and brisk wings, and a scissor-like tail, it forms a lively and clever little swallow. The following is the lesson plan for the third grade Chinese language "Swallow" in the second volume brought to you by me. For more information, please visit. Lesson plan for the Chinese language "Swallow" in the second volume of the third grade (1)
Teaching objectives:
1. Be able to correctly understand the long sentences in the text, and initially master the basic methods of reading long sentences . Can make sentences using "increase," "occasionally".
2. Learn the 11 new words in this lesson; understand words such as "handsome, blowing, stretching, dazzling, flowers blooming, sparkling".
3. Able to read the text emotionally and recite the fourth natural paragraph of the text.
4. Through understanding the beautiful words and sentences in the text, you can feel the beauty of swallows, the beauty of spring, and appreciate the happy mood and vigorous power that spring brings to people.
Teaching focus and difficulty:
Can use the method of reading long sentences in the unit prompts, and can correctly understand the meaning of long sentences. Guide emotional reading of texts. Understand sentences with more complex structures.
Preview before class:
1. Read the text proficiently.
2. Words: handsome, blowing, stretching, smart
First lesson
Lesson objectives:
1. First reading of the text , understand the main idea of ??the text.
2. Learn the new words in this lesson and be able to read the text proficiently. Can make sentences using "increase," "occasionally".
3. Study unit tips, initially master the method of reading long sentences, and use this method to learn the first natural paragraph of the text.
Teaching process:
1. Introduction and unveiling of questions.
1. The teacher read the children's song "How Beautiful Spring": The little swallow is so nimble, dragging a pair of small scissors. Cut the colorful clouds, and the colorful clouds fly; cut the wicker, and the wicker shakes. A picture is cut out, the spring scenery is so beautiful.
2. Students, in spring, lively and cute little swallows fly from the south. Do you like swallows? Today, we will study the text "Swallows" together. This article is written by the famous writer Zheng Zhenduo. Please open the book and read it.
2. Experience on first reading of the text
1. Clarify the requirements for self-study.
(1) Read the new characters with accurate pinyin, underline the new words composed of the new characters, and carefully write the words you think are difficult to write several times on the table with your fingers.
(2) Read the text freely, and pay attention to re-reading the wrong sentences until you read them through.
2. Students study by themselves, and teachers guide on tour.
3. Check the effect of self-study.
(1) Show the new words, read them by name, and have the whole class read them together.
(2) Understand the meaning of words.
4. Read the text aloud and check whether it is read correctly and fluently.
3. Learn the first natural paragraph
This article is indeed beautifully written. Read the first natural paragraph carefully and tell me what kind of swallow comes to your mind.
1. Students can read freely.
2. Name the students to speak in their own words.
3. Teacher: This paragraph is a long sentence. How do we understand a long sentence? Let’s take a look at the “Unit Learning Tips” first.
4. Understand long sentences What are the steps? First... then..., draw them with lines.
5. Next, we will use the method in "Unit Learning Tips" to study the first natural paragraph of the text, and then read this paragraph.
6. Question: What parts of the swallow are described in this sentence? What are its feathers, wings, and tail like?
7. The sentence uses "black, smooth, handsome, scissors" What is the role of "like"?
8. Summarize the method of learning this long sentence.
9. Guide the emotional reading of this paragraph and summarize the meaning of the paragraph.
4. Carry out "drawing and speaking" training to gain in-depth understanding.
1. Can we draw the swallow written by Zheng Zhenduo? How about I ask a classmate to read the first paragraph and we draw it together? But when reading, we have to slow down.
2. Students at the same table introduce the swallows they drew to each other. < /p>
5. This tells us that when describing scenery, we must grasp the distinctive features.
6. Read the first natural paragraph.
5. Guidance on using "add," and "occasionally" to make sentences.
1. Understand the meaning of the word - talk about the synonyms of "increase," "occasionally".
2. Name and make sentences. Comment.
3. Written practice making sentences.
6. Assign homework.
Questions 1, 2, 3, 4, and 6 in the homework book.
Second lesson
Teaching objectives:
1. Learn natural paragraphs 2, 3, and 4, and use the methods in "Unit Tips" to understand long sentences ;Recite paragraph 4.
2. Instruct the reader to read the full text emotionally.
Teaching process:
1. Learning the second natural paragraph
1. Students read the second natural paragraph silently and think: How many sentences does the second natural paragraph have? , what is written? (Swallows fly back from the south, adding a lot of life to spring)
2. Let’s learn the second sentence first and read it together.
(1) This sentence is a long sentence. How to learn it using the method in the learning tips?
(2) You are right, then "yellow-green eyebrows" refers to What is it? (Reread the sentence "yellow-green eyebrows" refers to willow buds)
(3) Why does the author compare willow buds to "yellow-green eyebrows"? Why not just say buds? < /p>
(The willow tree slept all winter, and its buds were like open eyes)
3. Learn the third sentence.
(1) Let’s take a look at what to write in the third sentence? Name a classmate to read the sentence.
(2) Require students to understand long sentences in the same way.
(3) Name a classmate and tell me how you understand this long sentence.
Teacher: What forms the dazzling spring? How is it formed? What are the functions of other words?
(4) What is "going to the market"?
Teacher: Going to the market to buy or sell is called going to the market - please tell us about going to the market, and then think about the similarities between going to the market and the growth and blooming of grass, leaves, and flowers in spring.
Teacher: The ancients said: "The red apricot branches are full of spring." In spring, thousands of flowers bloom, which indeed gives people a lively feeling.
(5) Read the third sentence together.
4. Learn the fourth sentence.
Such a lively and beautiful spring cannot be complete without swallows. Please read the fourth sentence aloud.
(1) Who can briefly explain the meaning of this sentence.
(2) What does "add" mean, and what does "life interest" mean?
(3) Teacher: Students, painters cannot paint spring without swallows, and poets cannot write spring without swallows. , singers cannot do without swallows when singing spring. It can be said that without swallows, spring will lose half of its beauty. Let us read this paragraph in a praising tone.
2. Study the third natural paragraph of the text
1. Let’s read the third natural paragraph again. What do you know from this paragraph?
( The scene of the swallow flying, the swallow flies very fast and very light)
2. From which sentences can you see it? Read the first sentence of the third natural paragraph again.
(Written on the blackboard: slant, pass, chirp)
3. Teacher: The word "slant" describes the characteristics of the swallow's flight, giving people a light and fast feeling. Feeling, and wrote the graceful flying posture of the little swallow. How is the word "passing" explained in the dictionary?
4. What do you see from it? Read the sentence in which this word is located, and understand experience.
5. What can we tell from the word "chirp"?
6. Where else can we see that swallows fly "briskly"?
7. Let’s read the third paragraph aloud and see who can make people feel that the swallows fly briskly and gracefully. (Students practice reading)
8. Teacher: "The little circle is rippling in circles." You should read it slowly and leave room for imagination. Who can read this sentence again? ?
Teacher: What is a "small circle halo"? Have you ever thought about it?
Teacher: Why does the author not say "small circle" but "small circle halo"? "Halo" is What does it mean? Have you ever thought about it?
Teacher: "Halo" is the colorful circle of sunlight or moonlight refracted through the clouds. Have you ever seen the sun halo or the moon halo? Those colorful halos are so beautiful! In the author's eyes, the waves caused by the swallow's water are like the halo of the sun and the moon. Not only are the swallows described by the author beautiful, but even the small circle is beautiful! Let’s read this sentence again and appreciate the beauty in it.
3. Study the fourth natural paragraph
1. After reading the third natural paragraph, we know that swallows fly very briskly and gracefully. Let's continue reading the fourth natural paragraph to see what is written, and whoever understands it can speak.
2. Name theory. Lesson plan for Chinese language "Swallow" in the second volume of the third grade (2)
1. Teaching objectives
1. Observe the pictures carefully and teach students to proceed in a certain order and grasp the characteristics of things Observation methods cultivate students' ability to observe carefully and think in images; feel the liveliness and loveliness of swallows and the dazzling spring scenery, and cultivate students' thoughts and feelings of loving nature.
2. Read the text carefully, master new words, understand the content of the text, and understand how the text describes swallows step by step.
3. Read the text emotionally and recite the text.
2. Teaching Focus
Grasp the key words and sentences to enable students to further understand the characteristics of spring and understand the characteristics of swallows:
(1) In a certain order Observe the picture: observe the mountains, lakes, and rice fields in order from far to near; observe the swallows in order from near to far. By looking at the picture, I know that the painting is a spring scene, and I understand the relationship between swallows and spring.
(2) Focus on observing the swallow’s appearance, flight and resting conditions.
3. Teaching Difficulties
Through the language of beauty, we can appreciate the beauty of swallows, the beauty of spring, and the happy mood and vigorous power that spring brings to people.
4. Preparation before class
1. Wall charts and slides.
2. New word cards.
3. Text audio tape.
5. Teaching process
The first lesson
1. Revealing the topic
1. Blackboard writing topic: Swallow (look at pictures to learn text) )
2. Show the enlarged color picture of the swallow. Question: Who can tell us about swallows? (Swallows are migratory birds that fly to us from the south in spring. The characteristics of swallows: their wings are very long, their tails are like open scissors, the feathers on their back are black, and the feathers on their belly are black. The feathers are white. They often make nests in mud under the eaves to catch insects. Look at what is drawn on the picture? (Mountains, lakes, rice fields, peach blossoms, willow trees, swallows.)
2. Please describe the scenery in the picture in order from far to near. Then talk about the appearance of swallows and how they fly and rest in order from near to far.
Guide students to look at the picture and say:
(1) The picture depicts a spring scene. There are distant mountains, small lakes, rice fields, pink peach blossoms, yellow willow silk, and various brightly colored flowers.
(2)The most eye-catching thing in the picture is the swallow. A nearby swallow swept across the lake, its tail clipped or its wingtips touched the water, causing ripples on the calm lake surface. Another pair of swallows is flying across the lake to the willow tree. A swallow has flown under the tall willow tree. There are a few pairs of swallows parked on the wires in the distance, and they look like a few small black spots from a distance. These lively and cute little swallows add vitality to the spring scenery and make spring more full of vigorous and upward vitality. With them, spring looks more beautiful and lovely.
3. Read the text for the first time and understand the content of the text
1. Self-study the text.
(1) Read the text aloud softly, pronounce the words accurately, and look up the words in a dictionary or understand the meaning of the words in context. (Check with new word cards)
(2) Think about how the text introduces swallows?
2. Read the text aloud by name and in sections. It is required to read correctly and fluently, and Think about the main content of each paragraph? (The first paragraph mainly writes about the appearance and characteristics of swallows; the second paragraph mainly writes about spring, the swallows come from the south; the third paragraph mainly writes about flying swallows; the fourth paragraph mainly writes about resting. Swallow. Writing on the blackboard: appearance, coming, flying, stopping)
4. Look at the picture and compare it with the text, and explain the order in which the author observes the swallow.
(Observe the swallow first. The appearance of the swallow, then observe the beautiful spring scenery when the swallow appears, then observe the dynamics of the swallow when it is flying, and finally observe the static state of the swallow when it rests)
5. Guide reading the full text.
6. Practice in class.
1. Copy new words.
2. Read the text carefully.
Second Lesson
1. Review and Check
1. Read the text aloud by name.
2. Briefly describe the main content of each paragraph.
2. Study the text by looking at the pictures
1. Study the first paragraph by looking at the pictures.
(1) Look at the picture and describe the appearance characteristics of the swallow orally.
(2) After reading the first paragraph, answer: From what aspects does the text describe the image of a swallow? In what order is it described? (The text focuses on outlining the lively and cute image through feathers, wings, and tails. The image of the little swallow is described in order from part to whole: feathers, wings, tail.)
(3) What kind of feelings does this paragraph express towards the little swallow?( (love)
(4) Practice reading aloud with emotion, and read out your love for the little swallow.
2. Look at the picture to learn the second paragraph.
(1) Look at the picture and describe orally what kind of environment do swallows move in?
(2) What scenery does the text capture to describe the "dazzling spring"? (Read silently and Underline the relevant words. Discuss and write on the blackboard: drizzle, breeze, willow silk, green grass, green leaves, flowers)
(3) Compare the sentences: "It rained several times. The wind blew the willows. Grass, leaves, The flowers gather together to form spring.
"Compare this sentence with similar sentences in the book (slightly). Which sentence is better written and what is better about it? (Inspire students to experience the joy of spring when all things grow and flowers bloom by reading these vivid sentences in the text. "Drizzle" refers to very small raindrops, which is a characteristic of spring rain. "Breeze blows" means that the spring wind gently blows like a person. "Thousands of young yellow leaves. "The willow silk", it writes that the color of the willow silk is yellow; it writes that the posture of the willow silk is so beautiful; it writes that there are thousands of branches of the willow silk; "gathered like a market", this metaphor uses verbs Write a still picture of the lush trees, numerous flowers and plants, and the vibrant colors in spring)
(4) Fill in the blanks
Little swallows come from the south () (), Adding a lot of vitality to the spring scenery ()()
(Added dynamics to the static, reminding people of the little swallows busy adding vitality to the spring scenery like people going to the market, making spring appear more vibrant; The human body can appreciate the beauty of spring.)
(5) Practice reading with emotion
3. Look at the picture to learn the third paragraph. Look at the picture and talk about how swallows fly.
(2) Read the text by name. Which words describe the characteristics of swallows’ flight?
(Slope, sweep, sweep, cross). Words such as "blink, dip, ripple" highlight the brisk characteristics of swallows in flight.
(3) Compare the sentences: "The swallows flew across the sky, flying from here to there." Put this. Compare the sentence with similar sentences in the text. Which sentence is better written and what is better about it? (In addition to highlighting the characteristics of swallows flying, the sentences in the text also describe the scenery of spring: breeze, sunshine, rice fields, and willow trees. The close connection between swallows and spring further illustrates that swallows "add a lot of life to spring and make spring appear more vibrant")
(4) Guide reading this paragraph.
4. Look at the picture to learn the fourth paragraph.
(1) What happens when the swallow gets tired of flying? (Read the text by name, and look at the rest of the picture.)
(2) Guide students to discuss the usage of words such as "luo", "hen" and "like". (The word "luo" expresses the lightness of swallows. The word "hen" expresses the distance of wires. "Like..." "The metaphor is vivid and vivid. When the little swallow stops, it is the notes on the music score that are "just waiting to be played". When it flies, it makes beautiful sounds one by one, actively joining the spring chorus. These words are written accurately The image of a swallow flying tired is written on the blackboard at any time during the discussion: fall, trace, image...)
(3) Guide to read this paragraph
3. Summarize the full text. Guide recitation.
(Listen to the music and recite the audio tape to further feel the loveliness of swallows and the beauty of spring; learn to read with emotion.)
1. This article on reading pictures uses swallows. As the center, he writes from the appearance of the swallow to the scenery of spring, then to the flying situation of the swallow, and finally to the image of the swallow when it rests, thus praising the beautiful scenery of spring and expressing the author's cheerful mood.
2. Read the full text with joy and pleasure.
4. Practice in class.
Recite the full text.
Homework design
1. Use "→" to connect the words in the upper and lower rows into words.
Quietly and quietly, the steep whistle is slightly lifted
The handsome wall is quiet and the eyebrows are closed
2. Fill in the blanks:
(1) A set of () feathers, a pair of () wings, and a () tail make up the () little swallow.
(2)Some ()passed () the surface of the lake, ()or ()occasionally () glanced at the water surface, and saw ripples () going round and round.
In the sky of (2)(), there are several () thin lines connected between the poles, how like (). The parked swallow became (), composing a hymn of ().
(4) The author first observed the swallow’s ______, then observed ________, then observed ________, and finally observed _____________.
3. Fill in the appropriate words in the brackets.
The feathers of () are blowing ()
The wings of () are passing ()
The willow silk of () is rippling
()'s spring () playing
()'s swallows ()'s () beating
()'s hymn () weaving
4. Imitate the writing method of the first natural paragraph of the text, grasp the characteristics, and write the appearance of a small animal that you are familiar with. Lesson plan for the Chinese language "Swallow" in the second volume of the third grade (3)
Teaching objectives
1. Be able to recognize 9 new characters and write 14 new characters. Can correctly read and write 22 words such as "swallow, go to the market".
2. Read the text emotionally and recite the text.
3. Understand the content of the text, grasp the sentences describing swallows and spring, feel the liveliness and loveliness of swallows and the vibrant scene of spring, and cultivate the thoughts and feelings of loving nature in spring.
4. Learn the author’s careful observation and some expression methods, and accumulate good words and sentences.
Teaching preparation
Before class, ask students to observe the spring scenery around them and think about what they know about spring; collect pictures about spring (especially information about swallows) ), reciting poems and articles praising spring.
Teaching arrangement
3 class hours.
Teaching process
First lesson
1. Exchange "The Spring I Know" and introduce the topic
1. Show your collection Pictures about spring and describe them with beautiful words and sentences.
2. Introduction to the teacher’s summary: From the singing of birds, the fragrance of flowers, and the gurgling water introduced by the students, we feel that spring has arrived, especially the little swallows, which add vitality to the scenery of the mountains and waters in early spring, adding vitality to the scenery. The spring light embellishes it even more beautifully. Today, let us study the first text "Swallow" together.
(Show the topic and read together)
2. Read the text for the first time, read the pronunciation of the characters accurately, and understand the context of the article
1. Students read the text freely and are required to read it accurately pronunciation.
2. Work in groups to learn new words.
(1) Read the pronunciation of the characters correctly: read on the train and pass the test.
(2) Discuss new words that are difficult to remember and words that you don’t understand.
(3) Provide collective guidance on new words: "Qiao" is pronounced as "qiào", and the pronunciation and glyphs of "Qiao" should be distinguished from "Qiao". The pronunciation of "fu" is "fú", don't mispronounce it as "fó". "Liu" is an accent.
3. Read the text again and think while reading: In what order are swallows written in the text?
4. Group communication.
(Describe in order of observation from near to far)
3. Study the first natural paragraph of the text
1. Read the first natural paragraph softly, Thinking: What does this passage say?
(Appearance characteristics of swallows)
2. How do you want to read this passage? Why? Try to read it.
“A body of / jet-black and shiny / feathers, a pair of / handsome and brisk / wings, plus a scissor-like / tail, make a / living, clever little swallow.”
< p> "A body of feathers", "a pair of wings" and "made into a little swallow" are the outlines of the little swallow's appearance. "Black and shiny", "handsome and light" and "scissors-like" highlight the characteristics of the lively and clever swallow. Let students experience the liveliness and cuteness of little swallows while reading.3. Word training: Is it better to replace "to make up" with "to make up"? Why?
(Read the article repeatedly to appreciate the lively tone expressed in the article)
4. Use various methods such as named reading, group reading, etc. to read the first natural paragraph emotionally.
4. Consolidate characters and words, and guide the writing of 6 new words
1. Show the new words in this lesson: swallow, go to the market, gather, add, pass, rice field, tip of the tail, occasionally , circle, rippling, note, performance, hymn, full of vitality, touched the water, tired of flying
2. Show the new words "Yan, Ju, Zeng, Luo, Dao, Jian, Ou" to recognize Read and compose words
3. Observe and memorize by yourself, and give collective guidance:
The upper part of "Yan" is "Twenty", don't write it as "艹" by mistake; pay attention to "Ju" Don't write "water" below; "tip" is small at the top and big at the bottom. The first stroke in the lower right part is "rice", which is not connected horizontally in the middle.
4. The teacher writes according to the needs, and the students practice writing.
Second lesson
1. Review introduction
1. Dictation of new words: swallow, gather, increase, rice field, occasionally
2 , Read the first natural paragraph of the text together.
2. Study 2 to 4 natural paragraphs
1. Read the second natural paragraph softly and think:
What is this passage about?
(Telling that spring is here, and the little swallows fly from the south, adding a lot of vitality to the spring)
2. What scenery in spring does this passage describe? Read the relevant sentences carefully , read and imagine.
The flowers, grass, and leaves described in the second natural paragraph "all gathered together like going to the market." What kind of scene is this? Describe the picture in your mind.
(Flowers are blooming)
3. Guide the reading of the second paragraph.
Set a relaxed and cheerful tone, and speak slowly and sometimes quickly according to the content. "It has just been a few / misty / drizzles. The breeze is blowing / thousands of / willow silks that have just unfolded their yellow leaves."
The tone of voice should be soothing and gentle, reflecting the softness of willow silk. Colorful. "Green grass, green leaves, and brightly colored flowers are all gathered together like going to a market."
Speaking faster, it means going to a market or gathering. "The / dazzling / spring is formed" should be read with joy. When reading "dazzling", the speaking speed should be slowed down, the intonation should be emphasized, and the emotion should be full. Let students feel the beauty and vitality of spring.
4. Read the third natural paragraph freely and think about what is written in this paragraph?
(Various postures of swallows flying)
5. Read again , tell me what characteristics of little swallows are described in this passage? In which sentences can you feel the swallows?
(lively, cute, clever)
From "leaning to the side" you can feel the swallows The flying posture is light, flexible and free when flying. Through "flying by", you can experience the rapid flight of swallows; through "chirping", you can feel the joyful mood of swallows when they fly; through "some...some...", you can understand the many swallows flying in the spring light of early spring. Breeze flying scene.
6. Read aloud collectively and emotionally.
Teacher: These free-flying swallows make this early spring scenery more vibrant and fascinating. What else did the author write?
7. Read the fourth natural paragraph
8. Name and tell what the fourth natural paragraph wrote.
(Written about the beautiful picture formed by swallows resting on flower wires)
9. There are several metaphors in this passage. What are they compared to? Why use "staff" How about an analogy?
(Combined with the illustrations to understand and imagine)
10. "Performed Spring Hymn" What do you think of this song praising spring?
3. Practice reading the text with emotion
4. Guide the recitation of the text
1. Read the text silently, then review the context of the text, and teach the author's observation writing method.
(From near to far, according to the shape of the swallow - the little photo in the beautiful spring - the order of the swallow's flight and rest)
2. Give instructions on how to recite. To recite this lesson, you can recite it according to the context of the text, and remember the order of descriptions in each paragraph, for example, the first natural paragraph from feathers to wings to tail and the order of the lively and lovely swallow. The second natural paragraph is recited in order from spring drizzle, breeze, willow silk, grass, flowers to swallows.
3. Recite freely.
The third lesson
1. Learn "Zhan, Quan, Yang, Juan, Fu, Yan, Zan"
1. Show the new words to read and group word.
2. Observe and memorize the glyphs.
3. "Group instruction model writing:
There is a horizontal line in the word "play", do not throw it away when writing; do not write "巳" in the lower right part of the word "tired";" The lower part of "yang" is "yong", not "water".
4. Writing practice.
2. Complete classroom exercise 3
1. Give an example sentence "Some cross the lake,... What is the good thing about the word "plunder"?
(Clear what kind of words are called good words)
2. Do it yourself Find some words that are well used. Think about why it is used well?
3. Communicate in groups of four and the whole class.
3. Accumulate language practice
Copy down your favorite sentences.
4. Assign homework
1. Encourage students to excerpt some sentences describing spring outside class.
2. Memorize the text.