During the holiday, the weather was sultry, and the family went to the forest: father, mother, fifth-grade student Tonya and four-year-old Sasha. This forest is so beautiful. There are clusters of wild roses near the open forest, and a flower has just opened, pink and fragrant. Mother and children are sitting on the grass chatting, while father is absorbed in reading. Suddenly there was a loud noise. First it rained a few drops, and then it rained heavily. Dad quickly gave the raincoat to his mother, who took it and gave it to Sasha instead of wearing it.
Sasha asked, "mom, dad gave you a raincoat and you gave it to me." Why did you do this? "
"Everyone should protect people who are weaker than themselves." Mom replied.
"So I am the weakest?" Sasha asked.
"If you can't protect anyone, aren't you the weakest?" Mother answered with a smile.
Sasha walked to the rose bushes. He lifted his raincoat and covered it on the pink wild rose. The rainstorm washed away several petals, and the flowers hung their heads, because they were delicate and had no resistance.
"I'm not the weakest now, am I, mom?" Sasha asked.
2. The third grade Chinese teaching plan "I am not the weakest"
Teaching requirements: 1. Read the text and tell stories with emotion.
Second, learn to create new words, understand their meanings and appreciate related words and expressions.
Third, understand the content of the text, realize the noble quality of Sasha's family consciously protecting the weak, receive education from it, and develop good moral behavior.
Teaching process:
Talk before class: about "the weakest", understand students' understanding and understanding of this aspect.
First, read the text and feel the story.
Check preview
1, read the text by name and chapter, and check the reading situation.
2, the group exchange their harvest preview, read something.
3. The group will send representatives to communicate with the whole class during the first reading.
This is the first level of reading: students read the text by themselves with the help of existing knowledge and ability, and this reading is promoted through communication. Their cognition basically stays at the level of understanding words, story content and characters.
Second, read and analyze carefully and accumulate words and phrases.
What words are appreciated in the description of this story?
1, "There are clusters of wild roses growing near the clearing in the forest, and one flower has just opened, pink and fragrant."
Guide to experience the beauty of flowers: rich, delicate, colorful and fragrant. And guide reading aloud.
The teacher reads the sentence, the students close their eyes and imagine, then look at the illustrations and read aloud with emotion.
2. "Heavy rain is like a note" guides to find a synonym from the text to help understand.
3. "The rainstorm washed away a few petals, and the flowers drooped their heads because they were delicate and had no resistance."
A guide to understanding the weak and helpless appearance of wild rose flowers in heavy rain and a guide to reading aloud.
This is the second level of reading: students make a little effort to read the text according to their personal preferences, appreciate it on the basis of understanding, read the text, talk about their own interpretation, accumulate good words, and experience the beauty of the open forest and the wild roses in the rain.
Evaluation: you weave an interesting story, you learn the importance of discipline from birds, you learn brave and tenacious skills ... deepen the understanding and experience of words, be influenced by emotions and enjoy aesthetic fun!
Third, intensive reading and understanding, experience thoughts and feelings.
1, write it on the blackboard and experience the beautiful quality of Sasha.
(1) Teachers participate in appreciating sentences. (blackboard writing: Sasha said)
Show the last sentence of the text: "Now I'm not the weakest, am I, mom?" Tell me the actual meaning of this sentence. (blackboard writing: I am not the weakest)
(2) Guess: Why does the teacher appreciate this sentence?
A From the meaning of this sentence, Sasha is ambitious and doesn't want to be the weakest. He can protect the weak.
B. grasp the "now" in the sentence to guide learning. In the seventh paragraph, Sasha protected the weaker wild rose with his own actions. Grasp the "lift to ... lift to ... lift to ...
Sasha's attitude is firm. Without hesitation, he lifted his raincoat and covered it on the delicate and delicate wild rose that was being destroyed by wind and rain. He proved with his own actions that I am not the weakest. (writing on the blackboard: doing)
Can we infer Sasha's thoughts from his words and deeds? Guide the students to read Sasha's language in paragraphs 3 and 5, and realize that Sasha doesn't consider himself the weakest at all.
Sasha's thoughts and actions proved that he was not the weakest, so he said-"Now I'm not the weakest, am I, mom?"
Grasp "should ... not ..." to guide you to read this sentence well.
(3) If you were a mother, what would you say?
Teacher's summary: After careful reading, we read a good boy who is strong, kind and knows how to protect the weak. You say, is this a commendable sentence? Of course, there must be ways to appreciate, and you will gain more by grasping the key words and appreciating them carefully.
2. Experience the beautiful characteristics of Sasha's family and express inner feelings.
(1) Look at the picture, listen to the wind and rain, and talk about the scene on the picture.
(2) Please carefully observe their expressions and actions in the rainstorm. Read and think about the relevant sentences in the book. Do you feel anything?
Ask the students to talk about their parents' thoughts and practices, and understand the meaning of the sentence "Everyone should protect people who are weaker than themselves". It is the humanitarian spirit that every citizen should have.
Guess what mom would do if she put a raincoat on Tonya?
(3) At this moment, do you have anything to say to Sasha, to mom or to yourself?
(4) It seems that "I am not the weakest" is not only Sasha's words and deeds, but also our heartfelt wishes. Together, we confidently say "I am not the weakest", and we "everyone should protect those who are weaker than ourselves".
Fourth, homework
1. Write down what you want to say or feel most.
2. Extract the words and sentences you appreciate and try to use one or two of them.
Tell this story to parents or children.
3. Reflection on the teaching of "I am not the weakest" in the third grade of primary school Chinese.
The text "I am not the weakest" tells the story of Sasha and his family going out on vacation and suddenly encountering a storm. Parents naturally gave the raincoat to the youngest Sasha. Under their influence, Sasha was unwilling to be a weak person and learned to protect the weak. In the process of teaching, I pay attention to cultivating students' speaking ability and perception ability. For example, when teaching the fragile wild rose in the rainstorm, I designed "What will the delicate wild rose say in the rainstorm?" Guide students to exert their imagination, let them enter the role of the article and enhance their emotional experience. Students can better stand in Bai Yutang's position and express Bai Yutang's desire for help. Bai Yutang's weak image is deeply imprinted in the students' minds. When Bai Yutang was protected by Sasha, I designed the question "What does Bai Yutang really want to say when it is protected by Sasha", so that students can experience the feelings after receiving protection from Bai Yutang's standpoint. Help students establish the quality of self-confidence and self-improvement, consciously assume the responsibility of protecting the weak, and take pleasure in it.