#三级# Introduction lesson plans have many functions. As a new teacher, the importance of lesson plans cannot be underestimated. First of all, in the process of writing lesson plans, you must be familiar with the teaching materials, teaching materials and homework, and secondly The process of writing lesson plans is also a process of coherent and divergent thinking. In addition, further improvement of lesson plans through continuous revision and trial teaching can further improve self-confidence. Finally, with the completion of the lesson plan, the grasp of teaching materials and knowledge points will be more powerful, which will be more conducive to future lectures. The following is a collection of relevant materials on the lesson plan for Chinese language "The Story of the Swan" for third grade primary school students. I hope it will help you.
1. Lesson plan for Chinese language "The Story of the Swan" for the third grade of primary school Learning objectives:
1. Read the text correctly, fluently and emotionally. Retell paragraphs 5-7 of the text.
2. Learn the new words in this lesson and understand the words composed of the new words.
3. Understand the text content and be able to answer relevant questions in the exercises after the text.
4. Rely on the language materials in the text to understand the swan’s spirit of brave dedication, unity and hard work, and cultivate students’ thoughts and feelings of loving and protecting birds.
Learning points:
1. When reading the text, focus on guiding students to read the description of the swan breaking the ice, experience the swan’s spirit of brave dedication, unity and hard work, and cultivate students to love and protect birds. thoughts and feelings.
2. Retell the text
Preparation before teaching: Pictures of swans, pictures of swans breaking ice
First lesson
1. Reveal the topic and introduce new lessons
1. Students, have you ever seen a swan? Today we will study Lesson 7 "The Story of the Swan" together. Writing topics on the blackboard.
2. The conversation is exciting.
Who can tell me what kind of bird a swan is? Show pictures. Teacher profile. What story will the swan have?
2. First reading guidance
1. Students read the text freely and softly to understand the main idea of ??the text.
2. Learn words by yourself.
3. Check the status of self-study.
3. Clarify the context of the text.
1. Number each natural paragraph in the text. Think about it. Which natural paragraphs in the text tell the story of the swan breaking the ice with its body?
2. Discussion and exchange, summary.
Second Lesson
1. Introduction
1. Listen, read and think: What story does the text mainly tell about swans?
2. (The story of a group of swans, led by an old swan, using their own bodies to break the ice in order to survive).
2. Intensive reading
1. Self-study and thinking: In the story of the swan breaking the ice, which sections move you the most, find out and read them.
2. Students read and think by themselves.
3. Communication is determined to be 5-8 natural segments.
Natural paragraph 5
(1) Read by name
(2) Discussion: Why does this place move you? Which words move you most?
(Camera writing on the blackboard: Flying into the air and hitting hard)
Discussion: Find out why "flying into the air". What do you think of Old Swan? (Written on the blackboard: tenacious)
(3) How can we read the brave and tenacious dedication of the old swan? Give it a try.
Natural Paragraph 6
(1) Introduction: At this time, other swans——, they——, looked at——, and only heard ‘chuck-chuck- —', the ice layer——, then——, the ice surface finally——. This - along - the water -.
(2) Show: This tenacious "icebreaker" continues to beat along the edge of the ice cave, and the water surface is slowly expanding.
Discussion: What does the "icebreaker" here mean? Why is it said to be tenacious?
(3) Read the first four sentences of paragraph 5 and paragraph 6 together.
(4) Discussion: If you are one of the swans, you have witnessed such an old swan using your own flesh and blood and your own life to beat once, twice, and countless times. Ice surface, what do you think? What would you do?
(5) Transition: This group of swans thought and did exactly this. The following story confirms this point and reads it by name.
(6) Observe the illustration, this is about the scene of the swans collectively breaking the ice. Collaborate with classmates, one looks at the pictures and listens to the reading, and the other reads to see if they can read the exciting scene of the swans collectively breaking the ice.
(7) Read by name, other students look at the pictures and imagine the heated scene at that time.
(8) Discussion: How did these swans do? (Write on the blackboard: Everyone joins in the fun together) How are these swans doing? (Unity)
Natural paragraph 7
(1) With the concerted efforts of the swans, the small ice hole finally turned into a large piece of water. The swans can finally find something to eat, they——(Introduction)
(2) Read that “the small ice hole finally turned into a large water surface.
"What do you want to say?
(3) Guided reading
3. Retelling
1. Sections 5, 6, and 7 of the text vividly reproduce a group of swans. In order to survive, inspired by the action of an old swan, the magical and spectacular scene of using one's own body to break the ice, our hearts were deeply shocked, just like I eagerly wanted to introduce it to my classmates after reading this text. , you must also want to tell others. Let’s practice retelling in groups.
2. Retell by name. 4. Read Section 8 intensively. 1. Classmates. Everyone, we were moved by the story of the swans who sacrificed their lives to break the ice after reading this text. I think the old man Stepan who witnessed all this must have felt more deeply. Find out and read it.
Name it. Read and show:
I was only thirty or forty meters away from them, holding a loaded shotgun in both hands, but I hung the gun on my shoulder and quietly left the lake shore.
2. Discussion: Why did the old man put the gun on his shoulder and leave quietly instead of shooting the swan?
3. Read section 8 again, prompting "affectionate".
5. Read paragraphs 1-4 of the text intensively.
1. Tell us what caused the story. Guide the reading of the second natural paragraph of the text.
2. Freely read the third natural paragraph of the text, look at the last few sentences, and try to layer this paragraph.
1. Learn the 11 new words and new words in this lesson, and recognize 4 words.
2. Understand the story, feel the unity and brave spirit of the swan, and be able to speak. Express the deepest feelings.
3. Be able to divide the text into parts and tell the main content of each part.
4. Recite your favorite sentences. .
5. Be able to write down your feelings after reading this text.
2. Teaching focus:
1. Understand the story and feel it. The unity and courage of the swans, and the ability to express the deepest feelings.
2. Can write down the feelings after reading this text.
3. Teaching difficulties: < /p>
Feel the unity and brave spirit of the swans, and be able to tell where you feel the most.
IV. Teaching hours:
Two class hours
< p> First lesson1. Teaching objectives:
1. Read the text correctly, fluently and emotionally
2. Learn the 7 words in this lesson. New words, understand words composed of new words.
3. Clarify the context of the text.
2. Teaching focus:
Learn the 7 new words in this lesson and understand the words composed of the new words.
Clear the context of the text.
3. Teaching difficulties:
Correct writing of the word "trap". Read the text emotionally.
IV. Teaching process:
(1) Reveal the topic and introduce the swan.
The design intends to communicate the information found and give students a space to display.
(2) First reading of the text.
1. Read the text by yourself. It is required to read the pronunciation of the characters and read the sentences thoroughly.
2. Check the effect of self-study.
(1) Correct pronunciation of new words. Russian Stepan stared clearly, his eyes collapsed and his chest expanded
(2) Read the text aloud in sections by name, combining the correct pronunciation.
The design intention is to check students’ pre-class preparation and teach students how to distinguish similar words during the communication process. How to understand the meaning of words.
(3) Clarify the context of the article.
1. Read the text again and talk about the content of the text.
(The text mainly talks about the magical and spectacular scene of a group of swans using their own bodies to break the ice in order to survive, inspired by the actions of an old swan.)
Summary of the main points of design intention training students content method.
2. Think about it: Which natural passages in the text tell the story of the swan breaking the ice with its body? Try dividing the text into paragraphs.
3. Exchange and discussion:
First paragraph (1) "I" went to the home of the Russian old man Stepan.
Second paragraph (2-7) Old man Stepan tells the story of a group of swans, inspired by the actions of an old swan, using their bodies to break the ice.
Paragraph 3 (8) Old man Stepan did not fire, but quietly left the lake.
The design intention is to train students to divide articles into parts.
(4) Assign homework.
1. Read the text emotionally.
2. Copy the words.
Blackboard writing design
The story of 18 swans
Paragraph 1 (1) "I" visited the home of the Russian old man Stepan.
Second paragraph (2-7) Old man Stepan tells the story of a group of swans, inspired by the actions of an old swan, using their bodies to break the ice.
Paragraph 3 (8) Old man Stepan did not fire, but quietly left the lake.
Second Lesson
1. Teaching objectives:
1. Understand the story told, feel the unity and brave spirit of the swan, and be able to express your feelings The deepest place.
2. Read the text emotionally. Recite your favorite phrases.
3. Be able to write down your feelings after reading this text.
2. Teaching focus:
Understand the stories being told, feel the unity and brave spirit of the swans, and be able to tell where you feel the most.
3. Teaching difficulties:
Be able to write down your feelings after reading this text.
IV. Teaching process:
(1) Introduction to conversation to stimulate interest.
(The story of a group of swans, led by an old swan, using their own bodies to break the ice in order to survive).
Design intention conversation leads into and stimulates interest.
(2) Read to yourself, find inspiration, and focus on key points.
1. Self-study and thinking: In the story of the swan breaking the ice, which sections move you the most? Find out and read them.
2. Students read and think by themselves. Communication is determined to be 5-7 natural segments.
(2) Read silently, grasp words, and understand quality.
Transition: Please read paragraphs 5-7 of the text silently again, underline the sentences that moved you, think about why you were moved, you can use a pen to write down your feelings next to the sentences, and start .
Read the text silently. Random communication and understanding of paragraphs 5-7 of the text.
1. Paragraph 5
(1) Read the sentence by name: Suddenly a very big old swan rose into the sky, but it did not fly away, but took advantage of its whereabouts The impact was strong, and it hit the ice with its chest and wings like a stone.
(2) Discussion: Why does this place move you? Which words move you most?
Guide students to express their opinions on "breast and wings", "fly into the air", and "like a stone", and give the following instructions one after another:
a. "Breast and wings" , it means that the old swan uses flesh and blood as a weapon to break the ice. "Rising into the sky", what is the purpose of the old swan doing this? (It is to increase the momentum of falling and make the chest and wings hit the ice with greater force.) "Like a stone", is it really a stone?
Generally speaking, we always compare the static to the dynamic, and the ordinary to the beautiful. Such a beautiful swan is compared to a lifeless stone. Is this a good metaphor?
Use the method of adding words, use imagination to understand the spirit of the old swan, and feel the scene at that time. Instruct students that this is a way to add imagination to understand the text.
b. At what cost did the old swan do this? What do you think of Old Swan? (Write on the blackboard: Brave)
He did this entirely for - this is called (Write on the blackboard: Dedication)
c. Introduction, lyrical:
According to relevant According to the data, the ice layer of Lake Baikal is about one meter thick in winter. Now is the cold wave in early spring, and the ice layer is still thick and hard. The old swan used its flesh and blood body to come into a head-on collision with the mirror-like ice surface. If it failed once, it would try again a second time. At this moment, we can't help but breathe with it and fight against its fate. Cheer up the old swan's icebreaker with our read-aloud. Read these words of the old swan that break the ice again.
There was a slight tremor on the ice, and his chest was in great pain from the impact, but he! (Read by name)
The ice surface trembled even more violently, and the feathers on his chest fell apart due to the impact, but he! (Read by name)
d. Practice speaking and applying,
Teacher: Then the fourth, fifth, or even the twentieth or thirtieth time, she was How to hit the ice? Who has seen it, can you use the sentence pattern "Old Swan, but him." Communication after the group discussion
The old swan hit the ice with his body. During the heavy impact, his eyes were filled with stars; during the heavy impact, pieces of his feathers were scattered; under the heavy impact, pieces of his feathers were scattered. During the impact, its blood stained the ice red. But the old swan did not stop, and would not stop. It continued to beat until the ice broke.
e. Teacher: What a huge power, what a valuable tenacious spirit! An old swan interprets the value of life and flashes the beauty of life with its own actions
The design is intended to learn key passages, comprehend the spirit, and penetrate the study method.
(3) Read aloud, think about pictures, express emotions
1. Paragraph 6
(1) Introduction: Seeing this situation, you You are one of those young swans who are still watching the old swan on the ice. You are stronger than the old swan. You have witnessed such an old swan using his own flesh and blood and his own life to fight once or twice. , hitting the ice countless times, what would you think? What would you do? (The old swan even put his life aside for the survival of all of us. I, the young swan, can no longer watch.) Okay! You joined.
Read the projection: Together with this tenacious 'icebreaker', I continued to beat along the edge of the ice cave, and the water surface was slowly expanding.
Talk to your classmates about your feelings: Aren’t you afraid that your breasts will be bruised like an old swan? Why? (Okay, you read it too) Student Reading
Where are you swans? If you are willing to join, just read with the two of them.
(2) Transition: This group of swans thought and did exactly this, reading the text "Soon,..."
How did these swans do? (Write on the blackboard: Qixin) How are these swans doing? (Unity)
Their shouts are like the exciting labor chants. Teacher-student reading: Brothers, come on! Let’s work together! Come on!
2. Natural paragraph 7
(1) With the concerted efforts of the swans, the small ice hole finally turned into a large piece of water, and the swans We can finally find something to eat, they——(Introduction)
When the swans hunt happily on the water, we are also sincerely happy for them, "Klu-Kri-Kri !" Those cries seemed to be telling us something. Think about it and write it down.
Practice: The swan cheers for victory from time to time: "Klu - Klu - Klu!" as if to say: "."
Feedback guidance: guide writing, Provide guidance on typos and pay attention to the use of punctuation.
(4) Read in pairs, find connections, and learn structures.
This is a miracle, a miracle written with life. The old man Stepan who witnessed this miracle felt even more profoundly, so she found it and read it. Read the eighth section of the text
(1) Read by name and show: "I was only thirty or forty meters away from them, holding a loaded shotgun in both hands, but I hung the gun on my shoulder. , quietly left the lake shore."
(2) Discussion: Why did the old man not shoot the swan, but put the gun on his shoulder and left quietly? If you were this old man, what would you be thinking at this moment? (Writing on the blackboard: Awe)
(3) From then on, this shotgun has been hanging on the wall and has never been used again. How many years has this been hanging on? Where did you know that? Read the sentences and project them.
After sitting down, I saw a shotgun hanging on the wall, so I asked curiously: "Do you always like hunting?"
The old man nodded and said: "Yes. But that was more than thirty years ago..."
Comparing these two sentences, one comes before and one comes after, the former leads to a touching story about life. The latter sums up the approach to life. This writing method is called: echoing from beginning to end. This echo makes the structure of the article more rigorous and the storyline more closely connected.
The design intention is to allow students to understand the emotions of the article through different forms of reading.
(5): Summarize the full text.
At this point in the lesson, I think the students must have a lot to say in their hearts. From here, choose an object of expression and say it to whomever you want to say.
I want to say to the old swan:
I want to say to the swans:
I want to say to the old man Stepan:
3. Lesson plan for Chinese language "The Swan's Story" for the third grade of primary school
Course standards
Independent literacy. Able to connect with the context, understand the meaning of words and sentences, and appreciate the role of key phrases in the text in expressing affection. Able to understand the meaning of new words with the help of dictionaries, dictionary and life accumulation. Can initially grasp the main content of the article and understand the thoughts and feelings expressed in the article.
Brief analysis of content and academic situation
Teaching objectives
1. Learn the 9 new words in this lesson and understand the words composed of the new words in conjunction with the context.
2. Retell the fifth, sixth and seventh paragraphs of the text.
3. Can summarize the main content of the text in concise language.
4. Be able to read aloud the 5-7 natural paragraphs of the text correctly, fluently and emotionally, use the reading method of bullet points, appreciate the swan’s spirit of brave dedication, unity and hard work, and understand the relationship between humans and animals (nature) The principle of living in harmony.
Teaching process
1. Stimulate interest and introduce new lessons
1. Show multimedia courseware or wall charts of Swan. See what this is? You must like it, right? Who will introduce the information about swans you collected before class to the students?
2. Reveal the topic.
One year spring came very early, and a group of swans flew back from the south. Suddenly, a cold wave came, the north wind howled, and the lake surface froze again. What to do? A shocking story happened (show topic).
2. First reading of the text, overall perception
1. Read the new words to your classmates against the big screen and correct their pronunciation.
2. Read the text and put forward reading requirements.
3. Read the text again and ask: Who can summarize in one or two sentences the main story of the swan in the text? (The story of a group of swans, led by an old swan, using their own bodies to break the ice in order to survive.)
3. Grasp the key points and experience the feelings
1. This is A touching story, please find out what touches you most in this story, read it carefully and savor it.
2. Students read the text by themselves, and the teacher inspects and provides guidance.
3. Discussion and communication, camera guidance. Which paragraphs moved you the most? (Paragraphs 5 to 7 of the text describing the swan breaking the ice are the ones that touch our hearts the most. This is the focus of our study.)
4. Communicate in paragraph 5 to appreciate the brave and dedicated spirit of the old swan.
① Guide students to grasp key words such as "rising in the sky", "stone-like", "ice-breaking warrior", "tenacious", etc., to experience the brave and dedicated spirit of sacrifice of the old swan, and guide students to read aloud .
②Personal practice and experience.
Classmates, let’s be old swans for a time, use our hands as wings, raise them high, use the desk as an ice surface, and slap it down hard with our hands, again and again... you How do you feel?
③Studying in a normal school creates imagination.
Let us close our eyes and slowly replay in our minds the footage of this old swan hitting the ice one after another.
④Read aloud with emotion.
5. In the sixth paragraph of the exchange, you can experience the unity and fighting spirit of the swans.
(1) Read paragraph 6. If you were a swan and you witnessed the old swan beating the ice with your own flesh and blood countless times, what would you think? What will you do? What did the swans do? Find it, read it, and discuss it with your classmates. What do you think?
(2) Exchange feelings. ("The whole group", "all devoted", "so united" and "so cheerful" express the spirit of unity and hard work of the swans.)
(3) Read paragraph 6 emotionally. Collaborate at the same table, one looks at the pictures and listens to the reading, and the other reads to see if they can read the swans' collective ice-breaking spirit of unity and hard work.
(4) Read aloud collectively and emotionally.
6. In paragraph 7 of the exchange, experience the joy of the swan’s victory.
(1) With the concerted efforts of the swans, a miracle happened. Read paragraph 7.
(2) What do you want to say when you see "the small ice cave finally turned into a large water surface"?
(3) Are you willing to share the joy of the swan’s victory? Read paragraph 7 emotionally as a group.
4. Set the scene with passion, retell the migration, and inspire students to love birds.
1. Create a situation: A reporter from the TV station interviewed the old man Stepan. Why did he hang the shotgun on the wall for 30 years? Students play different roles to practice.
2. Students play different roles to practice telling stories.
3. Teacher’s question: Birds are cute and full of spirituality. Old man Stepan tells us with stories of his own personal experience and affects us with his words and deeds. Through this lesson, please say something that deeply affects you to educate and influence the people around you.
5. Assign homework, read and write practice
Animals are friends of humans, and humans and animals should live in harmony. Check the information and write a letter of advocacy for animal protection.