1. The original words of the third grade of primary school "After the Rain".
The green treetops are shining with golden light, and the square has become an ocean!
A group of barefoot children are in the water,
Happy as a fairy.
Little brother stepped on the water hard,
How high is the splash?
He shouted: "Sister, be careful, slip!"
Said he slipped!
He patted his muddy pants,
He said, "Shit, shit!"
And his happy red face,
But it exudes excitement and pride.
My little sister has two short pigtails,
Follow these muddy pants closely,
She bit her lip,
Grab the skirt,
Run gently and carefully,
If only there were such a good gap in my heart!
2. The third grade of primary school, the second volume of Chinese "After the Rain" teaching plan
I. Introduction Display Video [Summer Scenery]
Summer is here, are you happy?
A few words appeared on the screen: the square after the rain is terrible ... terrible!
Student activity: Imagine a story that happened in summer according to the prompt.
[Design Intention] First, open the door of students' thinking and imagination and stimulate their interest in learning. If some students have read this poem, tell a story according to the content of this poem, and it is not bad to follow suit.
Second, the topic.
Grandma Bing Xin, a China writer, wrote an interesting poem after the rain.
Third, the first level of reading aloud: reading aloud correctly
1, student activities: read children's songs for free and learn new words by yourself.
[Design Intention] Students' autonomous learning ability is particularly strong, especially in the second semester of senior two, and their autonomous literacy ability is very high. So you don't need the support of the teacher at all. Let go when it's time to let go.
Teachers patrol to participate, praise students who look up dictionaries, students who can read in groups and other students who adopt novel and effective learning methods, and inspire other students to make their learning methods more diverse and more suitable for them.
2. What words did you know through study? Tell us about it!
[Operation mode] Find a classmate to be a little teacher, and tell everyone what you have learned. The teacher will hold a camera for guidance, focusing on guiding a few difficult words.
3, bravely read the first level, reading requirements: correct.
Student activities: read aloud freely and evaluate each other.
[Design Intention] Students who are particularly good at reading tend to read independently, and students who are not confident may participate in group reading. Free reading can stimulate every student's interest in reading.
[Operation mode] The standard of students' mutual evaluation revolves around "accuracy": whether the pronunciation is accurate or not, and whether there are any missing words.
Fourth, the second level of reading aloud: reading fluently.
1. Do you like reading this nursery rhyme? Why do you like it? Guide students to express their opinions freely.
When I read well and fluently, I prefer poetry.
Break through the second level again, reading requirements: fluency.
The children's songs are played on the screen, and the students read along with them, so does the teacher.
[Operation mode] When a paragraph appears, if you are not proficient in reading it once, read it again and ask to read it aloud the second time.
Fifth, the third level of reading aloud: reading aloud with emotion.
1, the teacher read a favorite children's song with emotion.
Other students commented on the teacher's reading.
2. Break into the third level and read aloud: read aloud with emotion.
Student activities: each group chooses a children's song and performs a sketch together. Requirements: lively and interesting. Other students will read aloud the passages performed by the group.
[Design Intention] The students' performance reproduces the scene of the text, and more importantly, it mobilizes the happy mood of brothers and sisters after the rain, and then reads aloud, which is more infectious.
Sixth, the additional level: recitation.
The wonderful reading just now made many students dance. If you can recite children's songs, I believe you will perform better! Give it a try!
Student activities: Reciting nursery rhymes. Teachers and students try to recite nursery rhymes together and encourage each other.
Seven, the actual work:
What would your parents do if you slipped in the water?
When I get home, I vividly recite this nursery rhyme to my parents. Maybe they will bring you some unexpected changes. ...
3. The teaching plan of "After Rain" in the third grade of primary school.
Teaching objective: 1. Recite the text correctly and fluently.
2. I am confirming to read the new word 16, and I can write seven new words "Shanghai, foreign country, sample, sister, second, rough, mention".
3. Feel the happy situation of brother and sister playing after the rain, and experience the love of my brother for my sister.
Preparation before class: new word cards
Teaching time: 2 hours.
first kind
First, create a situation to stimulate the introduction of interest:
Students, do you like rain? What do you like to do after it rains? Let's see what other children do after the rain. Write on the blackboard.
Second, read the text for the first time and know the new words.
1. Read the text by yourself. If you don't know the words, please help your deskmate.
2. Read by name.
3. Show the new words, find them in the text and read them aloud.
4. Learn new words in groups.
5, the teacher checks.
6. The whole class exchanges expanded words.
Third, understand the text
1, read the text by yourself, and mark any questions.
2. Read the text. What do you understand?
3. Communicate and read in groups.
4. Name it.
5. Emotional reading.
Fourth, expand and extend.
Has the rain brought you happiness? Tell me you're happy.
Second lesson
First, review the new words.
Show the new words on the card and drive for inspection.
Second, learn to write.
1. Show me the words you want to write, and then read them by name.
2. Memorize new words in the group.
3. Report to the class.
4. Group new words.
5. Observe the position of Tian Zi Gerry's words and think about how to write them well.
6. Draw red and try to write.
7. Evaluate each other in the group, who writes well and where to write well.
4. Reflection on the teaching of the second volume of Chinese in the third grade of primary school "After Rain"
In the teaching of this course, I pay attention to let students think while reading and cultivate their autonomous learning ability. In junior high school reading teaching, reading should be the main line, not speaking, and reading should be promoted by speaking, so that students can feel the content of the text and experience emotions in reading. In teaching, students' reading activities run through the whole text. Therefore, I guide students to read in various forms, and give encouraging comments after reading, so that students can get a real aesthetic experience. For example, 1 section, knowing that students feel the incomparable happiness of the children in the square, I guide: Let's read 1 section happily with the children in the book like "immortals"! I also attach importance to inspiring their imagination, talking about what they seem to see, activating their life emotions and arousing their life experiences. The information they saw and heard was stimulated and the spark of thinking was ignited. The students spread their imagination wings and scrambled to communicate. For example, in the first section, let students realize that "a group of children are playing with water in the square after the rain, and they are as happy as gods". How happy is it? I showed such a language training from easy to difficult: "I am as happy as a fish, in the water _ _ _ _ _ _ _ _. I am as happy as a bird, in the air _ _ _ _ _ _ _. I am as happy as _ _ _ _ _ _ in _ _ _ _. " The students expressed their opinions: some said, "I am as happy as a fine horse, running on the grassland." Some said, "I am as happy as a dog, running on the grass with a bone in my mouth." ..... The language is never coherent and fluent, and the emotion is never true and natural, which shows that the students' body and mind have been truly released. With the understanding and personal experience of the text, their feelings will become more and more profound and their emotions will become more and more involved. Then, they will guide the students to read aloud, and naturally they will read the feeling of "happiness".
If junior students are allowed to sit quietly for a class, there will definitely be students who can't sit still. In teaching the fourth quarter, in order to let the students experience the caution of Miss Sister, I asked the students to imitate the appearance of Miss Sister. There is a boy who imitates it very much, which fully demonstrates the caution of Miss Sister. ) Some students' divergent thinking is caught back in class, which also helps students understand the text correctly.
In a word, I think the classroom in the lower grades should not be a teacher's classroom, but a classroom for students to study independently. If teachers teach students learning methods according to their age and psychological characteristics in the lower grades, it will be very easy for students to learn Chinese in the middle and high grades.
In addition, the time of this class is not well grasped, which leads to some unfinished content, so we have to put it in the third class, so we should pay attention to the allocation of time in the future.
5. Reflection on the teaching of the second volume "After Rain" in the third grade of primary school Chinese.
The poem After the Rain describes the children playing in the water after the rain. After reading the text for the first time, many children couldn't help laughing. When I wrote down the topic "After Rain", the students immediately got excited: "It seems that it rained for us today." Then I can't help reading aloud. Listening to the delicious reading, I know that they have learned the text, felt the happiness of "little brother" and "little sister" and recalled the scene of playing in the water. That is the blending of heart and heart, and words are their emotional diarrhea. Needless to say, the children have already felt the happiness in the article. I only asked, "Do you think my little brother and sister are the same as you?" "Like" answered in chorus. "Where is it like?" A stone stirred up a thousand waves, and the children talked heartily about the happiness brought by rain. In the process, I also answered my question: "Aren't you afraid of getting your shoes wet when you step on the water?" "My shoes are wet, just like I just washed my feet. They are very cold, very cool and very happy ... "I think at this time, the students must understand that" my little brother slipped but was also very happy ",because that is their epitome, and that is where childlike interest lies! I seized the opportunity to ask, "What do you want to do after it rains today?" They replied, "It's fun to play in the water." "Let's think about the scene in the rain and tell our friends quickly." The group exchange atmosphere was warm, and the representative's speech was extremely wonderful. Reading the text again, the children naturally read out the bright play of their little brother and the timidity of their little sister. After studying, I asked the students, what do you want to do most now? Some said, let's play, too. Some said, I also want to write it.