People's education publishing house, the first volume of the third grade Chinese compilation teaching plan 1
I became a tree.
Teaching objectives and difficulties:
1. Know eight new words such as "Xi" and "itch" and write words such as "continue" and "secret".
2. Perceive the text content, extract the plot information, and feel the author's bold and magical imagination.
3. Learn and use "continuous imagination" to boldly imagine stories.
Teaching preparation: PPT, board paste
Teaching process:
First, reproduce the strategy of "divergent imagination" and introduce the topic.
Write on the blackboard before class. )
1, we know Xiao really has long hair. You see, she has done so many interesting things with her divergent imagination. (imagine on the blackboard)
Today, we are going to see a little girl. Her name is Ying Ying. She has a good idea. She wants to be-(show the topic). Read it together.
The old knowledge of design concepts leads to new courses, stimulates the interest in learning literature and strengthens the concept of imagination.
Second, first read perception and teach generalization methods.
1. Why does Ying Ying want to be a tree?
Read the text freely and think about why I want to be a tree. Say it in the above words.
2, word feedback, camera pronunciation.
The little teacher takes the reading, boys and girls read in pairs and read together.
3. Review question: Why should I be a tree?
(preset: I really hope to become a tree, so that no one will invite you to dinner when playing. )
Please read, evaluate and read your desires. Instruct the class to read aloud.
4. Ask and answer questions between teachers and students, and teach the "straight circle" generalization method.
Ying Ying was so eager and thinking that he felt-
Health: My body itches. (paying attention to the itch softly) Look down, ah, what magical thing happened?
Health: I became a tree (half trunk drawn on the blackboard)
You see, I circled the magical events directly in the text with my pen. This generalization method is called the straight circle method.
5. What's so special about this tree?
Simply put, the trees are covered with all kinds of bird nests. (Board: It's all a bird's nest), when the words are not together, we can jump around. This method of summarizing content is called jumping around.
Design concept: the article is long, so it is difficult for students to summarize the story concisely. Teachers teach and demonstrate how to extract information from the original text, which helps students to better perceive the text and extract information, thus solving problems.
Third, summarize the story and refine the strategy of "continuous imagination".
1, Ying Ying didn't want to eat, so she became a tree full of all kinds of bird's nests, and her magical transformation journey began. (Inside the blackboard trunk: the journey of magical transformation) What wonderful events will happen next?
2, please communicate with the students, the teacher to help summarize, paste the order at random.
3. Who will help the teacher pose? (Please put it on the stage)
4. Why do you say that? (Default: The storylines have a certain order)
5. Affirm the students' answers and add arrows to the events.
6. I want to ask a row of students to tell this interesting story briefly. (The group retells them one by one in order. )
Design concept: Please arrange students to take the stage and ask a small group of students to retell the story. The purpose is to let students know the driving force of the story and the continuity of events. At the same time, retelling the text in the form of telling stories is not only the internalization process of the text language, but also the training process of students' listening, reading, thinking and remembering abilities.
7. Summary: You see, imagination is really interesting. It can not only divergent thinking like Xiaozhen, but also lead from one thing to another like Ying Ying. In this way, she continued to imagine step by step, making her magical transformation journey lively and interesting. (blackboard writing: continuity)
8. Among so many interesting events, which part do you think is the most interesting?
9. (Pay attention to the water drops flowing out of your mouth and show your classroom exercise book. The teacher found that many students found it interesting to have water droplets in their mouths. Let's see what small animals think. Ask four students to read the dialogue of small animals separately, and the teacher will read the narration.
10, the discussion of small animals is really interesting. If you were there, what do you think the water drop might be? Write your thoughts in the exercise book, and please answer after writing.
1 1. Your imagination makes this story more interesting.
Design concept: The problem setting here not only solves the problem after class, but also completes the classroom exercise book, so that the exercise book is no longer independent of the classroom.
12, let's take a look again. In Ying Ying's transformation journey, becoming a tree is the beginning of the story, with a story in the middle. Finally, mother discovered the secret at the end of the story, so Ying Ying told the whole story with continuous imagination.
Fourth, practice the strategy of "continuous imagination" and start the journey of magical transformation.
1, the teacher has a bold idea. I also want to be a tree (the other half of the trunk is painted on the blackboard), but I don't want to grow a bird's nest. I want to grow all kinds of fruits (blackboard sticker: full of fruits). What fruit do you think might be there? (Stick pictures of all kinds of fruits on the board)
2. Who might my tree full of various fruits attract, and what magical events will happen?
3. Learning Activity 2: Group Continuation.
Pay attention to the division of labor must be clear, the first person thinks about an event first, and the second person continues to think according to his event, so he keeps imagining. After the discussion, write it down in your notes in order. One wonderful event has a star, two wonderful events have two stars, and so on.
The group will show it on the stage, and the rest of the students will evaluate it.
The teacher gave a positive evaluation: look, their group used continuous imagination to make up the story so interesting.
The teacher wants to pass on the magic to you. If you can change, what do you want to be? Please answer.
6. If it becomes what you say, what magical events will happen? You all have a learning list in your hand. Use your persistent imagination and start a wonderful journey of transformation. Write a wonderful event with one star, and then write a second wonderful event with two stars to see who can get the most stars.
Please show it to the students on the stage. Camera evaluation.
Design concept: The two learning activities are the practical application of the strategy of "continuous imagination", which is divorced from the text and gives students a broader imagination space.
Fifth, guide writing and summarize in class. "
1, the sharing of students is very interesting, and continuous imagination is the little secret to help us write a good story.
2. Guide the writing of the word "secret".
Looking closely, what are the similarities between these two words? (Default: Everyone has a "must") What do you want to remind everyone?
The teacher summed up: two brothers must remember that the old one is at the edge of grain and the second one is on the mountain.
3. Students practice writing.
Summary: In this lesson, we learned to tell the whole story with continuous imagination. Next class, we will learn how Ying Ying told this story magically.
People's Education Publishing House Grade Three Chinese Volume I Compilation Teaching Plan II
Well-informed person
First, import.
Students, a few days ago, we wrote a composition about sound. Many students describe the same sound in their compositions. What's that noise? Listen! (Played: birdsong) Yes, it's birdsong. Please close your eyes again and listen carefully. Imagine what kind of picture this is. (Student A) What you said is really good, which makes us all feel immersive. Yes, how crisp and beautiful the birds are. What a pity it would be if the world really never heard the sound of birds again and never saw birds flying happily in the Woods again! However, such a thing really happened!
In this Chinese class, the teacher and his classmates will read a story that happened to a bird, ok? (Blackboard: A bird; Point courseware)
Second, read the text for the first time and find out the context.
1, open the book and read the text quietly to see if you read the pronunciation correctly and read the sentences smoothly.
2. So what does the article say about this bird? Please listen to the teacher and read the text. You draw a natural paragraph and try to say something about birds, ok? The story of a bird is mainly about a fledgling bird singing on a branch every day. Children like it very much, so they hurt the bird with a slingshot. Two old birds caught the bird and took it back to the nest. Since then, the children have never heard birds sing again. )
3. So this is a narrative, which is narrated according to the development order of things. That is to say, write the cause of things first (blackboard writing), then write the process (blackboard writing), and finally write the result (blackboard writing).
Third, read carefully and imitate imagination.
1. Knowing the main content of the text, we have to accept the cruel reality that a lovely bird is injured! Who caused such a tragedy? What is the reason? Kindhearted students, can you find the answer in the text? (Answer) Where do you see that children love this kind of bird?
2. What birds do so many children like to eat? Please read the first and second paragraphs, draw a picture with strokes, and then talk to your classmates. Can I tell you later?
3. Who wants to read the first and second paragraphs? Teacher: What a happy and lovely bird!
4. Which classmate can imagine the happy mood of the bird and come to the front to perform this lovely bird? Other students and Miss Zhou regard themselves as a tree or a flower in nature. Let's match him with our bodies. Let's listen to her beautiful singing with a smile!
Who doesn't like such a lovely bird? However, unfortunate things happened! A marble flew in and hurt the bird. What was the situation then? Who can read it to you? Other students think about what you read in this section.
6. Which parents don't love their children, and which parents can watch their children get hurt? At this point, they are worried, at this point, they are deeply grieved. How can I understand the anxiety and sadness of the old bird at that time? Try it, class.
7. What about the bird that was alive and kicking just now? How is he? What do you think of this bird? What a pity! ) Our hearts are going to break! Can you try to read this sentence?
8. What is this picture? A pair of sad and anxious parents looked at the injured child with tears in their eyes, and the child was bleeding painfully. Son, how can we? How could I? Let such a lovely and innocent little life get hurt? Let's read the last two paragraphs of the text together and feel the children's mood at this time.
Fourth, expand and extend, and sublimate emotions.
1. What do you understand at this point in the story? What do you think? Can you tell us something about it? If you were asked to talk to those children who are shooting birds, what would you say to them?
It's no use regretting alone. We must also help birds with our practical actions. What shall we do? Please watch this cartoon and talk about it.
The teacher's passionate concluding remarks led to the sublimation of the theme of "Please take care of the earth, birds and human homes".
People's Education Publishing House, Grade Three, Chinese Volume One, Teaching Plan 3
A divided life
First, introduce the new course:
1. Last class, we learned the importance of life from the chicken my grandmother gave me. Today, the teacher also told us a story related to life. do you want to hear it ?
2. Play music and tell stories.
3. What happened to the story later? Let's study the text together.
Second, reading the text for the first time
1, read the text for free.
Requirements: ① Correct pronunciation.
2 draw what you don't understand.
Third, check the self-reading situation.
1, (courseware demonstration) New words in this lesson
Blood draws blood, trembles, only seeps out in an instant and rolls up.
Read new words freely
(2) Reading new words by train
(3) Read new words together
2. Students ask questions
Third, study the text.
1. Read the text by name and think: What impression did that boy leave on you?
2. Read the text silently and draw sentences that show the boy's bravery. Why?
3. Group discussion.
4, collective communication, guide students to find out the description of the boy's demeanor, movements, language, experience the boy's courage, and feel the affection between brother and sister.
(1) When drawing blood, the boy quietly made no noise, but smiled at his sister in the next bed.
The boy didn't want his sister to be nervous and worried about himself, so when drawing blood, the boy was very quiet and smiled to comfort his sister in the next bed. )
(2) When drawing blood, the boy immediately stopped laughing, lay motionless on the bed and asked in a voice, "Uncle Doctor, how long can I live?"
Hearing these words, the boy was so scared that he thought he was going to die. )
Read the name out loud
(3) The doctor was stunned by the boy's bravery: only this boy! He thinks that blood transfusion will kill him. He must have been dead when he decided to give his sister a blood transfusion. What courage!
The doctor didn't expect a child aged 10 to die after blood transfusion, but in order to save his sister, he made up his mind to die. He was moved by the boy's behavior. )
First, understand the meaning of "shock".
B, combined with the text to understand the meaning of "shock".
C. guide reading aloud.
What was the boy like when he learned from the doctor that he would not die and could live to 100?
(4) The boy jumped from the bed to the ground, jumping and jumping with joy. He turned around on the ground several times to make sure it was really okay. He stretched out his arm again, rolled up his sleeves, held his head high, and solemnly said to the doctor, "Please give half my blood to my sister, and each of us will live for 50 years!"
A. What kind of tone do you think should be used to read this passage?
B, understand the meaning of "serious". (Understanding related to intonation)
C show the illustrations and look at the pictures to understand the meaning of "solemnity". (Observing the boy's expression)
D. read this passage to each other at the same table and comment on each other.
E. read by name.
F, read together.
Fourth, the teacher summarizes according to the blackboard.
Verb (short for verb) Task:
1, read the text with emotion
2. Extract the most touching sentences in the text and talk about your own experience.
People's Education Press Grade Three Chinese Volume I Compilation Teaching Plan 4
Light rain in spring
Teaching objectives:
1. Read the text, feel the beauty and selflessness of spring rain, and cultivate students' feelings of loving spring rain, spring and beautiful nature.
2. Guide students to read the text with emotion, pay attention to understand the meaning of key words and sentences, and understand the thoughts and feelings expressed by sentences. Recite your favorite sentence.
3. Help students write five new words 1 1 "ditch, push, hoof, pulse, slippery, falling, dense, scattered, broadcast, taste and milk", and understand "you push me, hit me and squeeze me".
Teaching focus:
2-6 paragraphs of natural words, feel the sound beauty of spring rain.
Teaching difficulties:
1, understand the key words and feel the emotions expressed in the sentence. For example, why do you say, "The earth is a drum, and small raindrops want to circle the earth?"
2. Feel the spiritual beauty of spring rain in 8-9 natural paragraphs of the text.
Teaching preparation:
1, new word card.
2. courseware.
3. Collect words and poems praising the spring rain.
Teaching time: 2 hours.
Teaching process: the first class
Teaching purpose:
1, check the students' preview and help them write the new words "ditch, push, hoof, pulse, slippery, fall, dense, scattered, broadcast, taste, milk" 1 1, and know the five new words "plum, ditch, hoof and milk".
2. Read the text for the first time, understand the content of the text, clarify the context of the article, and ask questions that you don't understand.
3. Practice reading the text aloud.
Teaching emphasis: learn to create new words.
Teaching process:
First, read the topic aloud and understand it.
Second, check the preview to help students master new words.
1, show text slides, check and correct pronunciation in Braille:
Fall, like, sow, lift your face.
2. Show text slides to guide students to memorize fonts:
Trench, hoof, slippery, dense, paving, sowing and squeezing
3, focus on guiding the writing of the word "broadcast, milk", students practice.
4, combined with the sentences in the text, understand the meaning: you push me and squeeze, sow.
Third, read the text by yourself and understand the main content of the text. Write on the blackboard at will to clarify the context of the article.
Fourth, the problem. Sort out the problems. Problems with thinking value are reserved for in-depth discussion in the second class.
(Problem sorting: 1. Why do you say, "The earth is a drum, and small raindrops want to circle the earth?" 2. What does the horizontal line between "winter-winter-winter" mean? )
Verb (short for verb) Homework:
1, sketch words and read.
2. Practice reading the text, think and try to solve the questions raised.
Second lesson
Teaching requirements:
1. Read the text, feel the beauty and selflessness of spring rain, and cultivate students' feelings of loving spring rain, spring and beautiful nature.
2. Guide students to read the text with emotion, understand the meaning of key words and sentences, and understand the thoughts and feelings expressed by sentences. Recite your favorite sentence.
Teaching focus:
2-6 paragraphs of natural words, feel the sound beauty of spring rain.
Teaching difficulties:
1, understand the key words and feel the emotions expressed in the sentence. For example, why do you say, "The earth is a drum, and small raindrops want to circle the earth?"
2. Feel the spiritual beauty of spring rain in 8-9 natural paragraphs of the text.
Teaching preparation: audio-visual materials, text slides.
Teaching process:
First, the introduction of new courses.
Students, in this class, we will continue to learn the opening work of this textbook. It has something to do with spring and light rain. Let the strong spring blow into our classroom, and let the sweet rain and dew moisten our hearts! Look at the topic together.
(a), to further understand the theme:
The word "drip" is used in the project. How does the light rain in spring make you feel? How to read the question? Pay attention to the rhythm and pause, and read the question again.
(2) Recall the main contents of the text. It has been raining for a long time. Let's walk, listen and have a look with the author in the spring rain. Read the text and say what you hear. What do you see?
Second, learn the text, exchange feelings, and practice reading the text with emotion.
(1) Experience the content describing the sound beauty of spring rain.
1, recall which natural paragraphs write the sound of rain? These natural paragraphs are all written with the sound of rain. What's the difference between listening to the rain?
2. "Listen to the rain in front of the house" to guide students to pay attention to the fact that spring rain makes different sounds and understand why the rain that also falls from the sky makes different sounds.
(1) Read the name out loud. What did other students say they heard?
(2) Capture the words representing sounds and experience the differences of sounds made by small raindrops.
(3) Understand why rain, which also falls from the sky, makes different sounds.
(4) Grasp the "push, squeeze" to feel the joy of small raindrops, understand the accuracy of the author's words, and practice reading aloud with emotion.
3. Listening to the Rain in the Woods deepens the feeling of sound beauty and solves difficulties.
Show me the text:
The whole forest is like a concert hall, with all kinds of sounds.
(1) The sound of rain is written in the second paragraph, and this sentence is also written in the sound of rain. What's the difference between writing?
(2) Imagine: What is playing in the concert hall?
(3) Practice reading aloud and appreciate the beauty of sound.
(4) Read paragraphs 4-6 by roll call, and ask questions if you don't understand.
Question 1: What does the horizontal line between "winter-winter-winter" mean?
Question 2: Why do you say "The earth is just a drum, and small raindrops want to circle the earth?"? )
Question 1: What does the horizontal line between "winter-winter-winter" mean?
Solution steps:
① Teachers guide students to understand punctuation: dash. Understand that one of the uses of dashes is to express the extension of sound.
② Display subtitles:
"Hey, hey!" "Winter-winter-winter!"
Suddenly, a gust of wind blew and all the water drops on the leaves fell. "Hey hey!" "Winter, winter, winter!" "hey!"
③ Compare and guide the words expressing sound, and understand the function of dashes.
(4) Talk about why sometimes you read slowly and sometimes you read fast:
Question 2: Why do you say "The earth is just a drum, and small raindrops want to circle the earth?"? Solution steps:
(1) Students' initial understanding.
② Talk about when to beat the drums, combining the pictures seen in real life and movies. What do you think of this drum?
③ Understand the author's love for raindrops expressed in this way.
4. Play the picture of the spring rain and intuitively feel the beauty of the spring rain.
5. Read the beautiful part of the sound with music.
Writing on the blackboard: the beauty of sound
(2) Feel the content describing the beauty of the image of Spring Rain.
1. Listening to the rain makes us feel the beauty of the sound. What kind of feeling can watching the rain bring us? Read and say.
2. Use one word to describe the appearance of spring rain.
Blackboard writing: beautiful appearance
(3) Feel the content of praising the spiritual beauty of the spring rain:
1. Name paragraphs 8 and 9. Think about why people praise spring rain.
2. Play a children's song: "Spring Rain". Reading, feeling everything's longing for the spring rain.
3. Think about it. What is the relationship between seeds, flowers, wheat seedlings and spring rain in nursery rhymes?
4. If you were a spring rain, what would you do if you listened to the voices of creatures eager for your arrival?
Writing on the blackboard: spiritual beauty
(4) Read the last paragraph together to express your love for the spring rain.
Third, summarize the full text.
1, who can talk about the beauty of spring rain with blackboard writing?
2. Summary writing
This paper focuses on the sound beauty of Spring Rain, which brings us into a world of sound. Writing articles in the future can learn from the author's writing style, and the articles written will be more exciting.
3. Read the topic again and end the study.
Fourth, homework:
Must do: read the text with emotion. Recite your favorite paragraphs.
Selection: Extract words describing sounds and write them in the accumulation book.
People's Education Press Grade Three Chinese Volume I Compilation Teaching Plan 5
gift
First, import.
1. Students, what beloved gifts did you bring? Who will tell me when your gift was and who gave it to you?
2. There is a child who has many treasures. Do you want to see what they are? Everybody open the text and see what they have.
Second, the initial perception of the text.
1. Students read the text by themselves and memorize new words in their own way.
2. Teachers spot-check the self-study situation
(1) Identify new word cards
Gifts germinate and know a set of books.
Beautiful sustenance, decisive nourishment
(2) Understanding words
Gradually the pointer is refined.
Looking forward to being young and broad.
Third, read the text with emotion and understand the content.
1. Read the text at the same table. Pay attention to pronunciation.
2. Teachers demonstrate reading and guide students to pause in reading long and short sentences. The third section focuses on teachers' guidance.
3. Students read their favorite parts. Why do you like this part?
4. Organize students to discuss the pictures and contents described in the poem and the feelings expressed by the author.
Key guide:
What gift did I receive?
What have I learned from a seed? Seeds will take root and sprout in spring. They need sunlight and water to grow. Plants bring green to the earth. Green can absorb harmful gases and release oxygen. )
What was I thinking when I saw the chicken grow up? The chicken is so cute. As long as you are good to them, they will be good to you. They have feelings as much as people. Life is precious, but it is not easy for animals to grow. We should protect animals. )
What have I learned from watching the hands of my watch keep beating? Time just keeps passing. When you play, it will slip away from you. We should cherish time. )
Why is the world vast and wonderful? Can you tell us something wonderful that you know?
Why do you say that small gifts are entrusted with the care and expectation of your loved ones? What gifts have you received from your relatives?
5. Write a paragraph according to the first four paragraphs of the text.