The third grade Chinese courseware "Flowers with Rain" in the first primary school
1, I am confirming five new words that I can know, mastering nine new words that I can write and understanding their meanings.
2. Memorize the poem emotionally and make an emotional sound with the children in the poem. This can stimulate children's interest in reading poetry and appreciate the beauty of children's poetry.
The emphasis and difficulty of teaching: reading poetry silently and understanding the content of poetry.
Teaching philosophy:
1, exchange preview and self-study, so that students can gain successful experience of autonomous learning and develop good study habits and methods.
2. Stimulate students' interest in reading, substitute reading for speaking, improve their reading ability, understand all the contents of the text and feel the beauty of the article.
3, basic exercises after class, understanding and mastering punctuation is different, and the mood and tone are different.
4. Expand reading, enrich reading materials and develop students' Chinese ability.
5. Practice writing a little, stimulate writing interest, master what you have learned flexibly, and improve your Chinese writing ability.
Teaching process:
(A) directly into the review of the text content.
The teacher asked the students to report the preview of the text between groups. The teacher checked the self-study situation.
Ask a question
1. What did the message say?
2. Who is the author of this poem?
After the students answer, introduce other excellent works of Jin Bo to enrich their reading.
I like this poem very much and want to read it to my classmates.
Teachers' Music Reading
(2) Analyze the author's mood, experience and guide reading.
Teacher: Do you like reading poems with interest? Let's try and find the feeling.
The students began to read.
The first sentence is the teacher's question: this sentence comes straight to the point and tells us that a child secretly ran out of the house to play. He knew that he was a disobedient child and it was wrong to do so, so he secretly ran out to play. Have you ever had a similar experience?
Students report their experiences.
Let the students understand my mood, the reason why I left, and the mood at that time.
Students try to understand and read this part with their own understanding.
(The emphasis is on the word "secretly", and the children read it with a strong tone. ) teacher's instruction: since you escaped from your mother's eyes, you must not be found! Quietly and mysteriously.
Student 2, try again.
Sheng 3 du
Teacher: He sneaked out. He was so eager for the outside world, and now he's out! Who can read the following sentences while he is playing?
On the big screen, I showed my textbook illustrations with words crossing the forest and crossing the bridge. I played to my heart's content on the bright shore of the lake.
After reading, students fully understand and play, understand and guide reading.
Students practice reading and exchange reading in groups at the same table.
Refers to 2-3 students.
Teacher: While reading poems, we imagined the scene at that time. We will also think about ourselves from time to time and read what we imagine. How nice! Let's keep reading. Who will come?
Read the second part for the students
Guide students to understand my mood of chasing butterflies and my caring personality, and guide them to read aloud.
The big screen shows: I don't want to catch it anymore, because that little flower is its sweet home.
Students feel the beauty of butterfly's happy and free life among flowers and read it aloud.
After the students try to read, read aloud by name.
Show me the third part. I was by the lake, watching an uncle go fishing. Small green fish really look like fresh pods. I also saw that old man, using a sheep bone as bait, came up with so many bouncing shrimps.
Read by name
Teacher's question: What do you think when you see uncle catching fish and grandpa catching so many shrimps?
Students talk about reading aloud under the guidance of the teacher.
The fourth part is displayed on the big screen. I asked my uncle for a small fish and my grandfather for a shrimp. I said, I promise not to eat. I have a big fish tank at home. I can make a home for them and let them grow up there.
Original reading
What is the tone and attitude of the students when I make a promise?
Students carry out reading training after experience, teacher evaluation and student evaluation.
Then read the fifth or sixth section of the text. Suddenly, it began to rain. The rain was urgent and heavy, and it hit my cheek, which was painful and numb. People are running. At this time, I thought of my home and my mother. Looking at the rainy day, I remembered my mother's favorite flower with water droplets. I picked wild flowers in the rain, one after another. How happy I am, because I can send my mother a bunch of flowers with water drops!
The teacher asked: It's raining. What did he do?
Health: Pick wild flowers for his mother.
Teacher: The teacher has a question. Let me see how happy I am, because I can send my mother a flower with water drops!
Guide the use of exclamation marks and experience reading aloud in a tone.
I'm going home after reading section seven or eight. I'm a little scared again. I am a disobedient child. I really shouldn't have snuck out of the house just now. Maybe because of this, I will be scolded by my mother, or even beaten?
Guide the use of question marks and read aloud in a tone.
The teacher asked the students: In this way, the children walked home with a rabbit in their hearts. I finished reading the poem here. Do you like this child?
After the students answer, explain the reasons. The teacher writes on the blackboard according to the students' answers. Write about how you met.
Finally, read the poem beautifully.
(3) Expansion and extension
Students and their classmates realize what they would do if they were mothers, and look at the children with fresh flowers in their hands. Answer by roll call after group sending.
(4) homework
1, record the students' thoughts just now and write them in a notebook.
2. You can record your life in the form of poetry and be a little poet.
Blackboard design:
Flowers with rain
Cute and caring.
Love mom, me and cleverness.
Kindness and filial piety
The third grade Chinese courseware "Flowers with Rain" in the second primary school
Knowledge and skills objectives:
I am confirming five new words I can recognize and mastering nine new words I can write.
Process and method:
1. Read poetry in various forms to realize emotional reading of poetry.
2. Feeling in reading, discussing while reading, mobilizing students' life accumulation and triggering emotions.
Emotional attitudes and values:
1. By reading poems and children in poems, emotional sounds are generated.
2. Stimulate children's interest in reading poetry and appreciate the beauty of children's poetry.
Teaching process:
first kind
First, passion attracts interest and introduces new lessons.
1. The teacher writes on the blackboard. Students read the questions together.
2. Teacher: "What do you want to know when you see the topic?"
Second, read the text for the first time and feel the whole.
1. Students can read the text freely with their own questions. When they encounter unfamiliar words, they can solve them in a favorite way and read the text correctly and fluently.
2. Check the reading situation:
The teacher calls the students to read the text according to the natural paragraphs, and the listeners can evaluate it habitually.
Question: Is there any text that you can't understand?
3. Show the new words in the text, read by name, and read by train.
4. Read new words and make words.
Question: Are there any new words you don't know?
5. Understand the words in the text in various forms.
Words like "bait" can be understood through pictures.
Words such as "heartily", "sweetness" and "forgiveness" can be understood in combination with the specific context in the poem.
Other words can be solved by teachers and students together.
Third, the understanding of the text is shallow.
1. Read this article and see what you know.
2. communication.
Fourth, summary.
Talk about your own gains.
Second lesson
First, introduce a dialogue between teachers and students.
Teacher: Children, we learned Grandpa Jin Bo's poem Rain in the Flowers last class. This poem is really beautiful, and you deeply intoxicated me. In this lesson, we will continue to learn lesson 19, flowers in the rain. Who can remember what this poem is mainly about? Answer the question.
The teacher's enthusiasm led to the demonstration reading of the text. (Intention: Guide students to recall what they have said and accumulate emotions. )
Second, the teacher reads the text.
The teacher read the text with music. Arouse interest: Do you want to read with interest? (Intention: Teachers' demonstration reading can stimulate children's emotions and make students have the desire to read aloud. )
Third, read the text carefully, deeply taste and guide emotional reading.
1. Experience the little girl's mood at that time in combination with her own life.
(1) Find a student and tell her the same experience as the little girl in the text.
(2) Teachers help students understand the two key words "secretly" and "heartily" and guide students to read aloud.
2. Take the happy things that happened when "I" sneaked out of the text as the main clue and continue reading the text. (Display large screen)
Teacher's question: Have you ever chased butterflies? Tell me about your experience of chasing butterflies and your mood at that time. Try to read the text.
Intention: (Close contact with students' real life, fully mobilize their experience world and emotional world to produce emotional voices. )
3. Continue the development of the story. Ask the students to read parts 3 and 4.
Teacher's question: Small fish and shrimp have brought us so much fun. How does the little girl treat them? Guidance: What's the attitude of giving a guarantee?
The teacher summed up and moved on to the next link.
4. Read 5 bars and 6 bars aloud.
(1) The teacher asked: It's raining and people are running. What did the little girl do? Students answer and try to read the text.
(2) The teacher asked: What was her mood when she picked flowers for her mother? what do you think? Students answer and read the text.
(3) Guide "a bunch of flowers with water droplets!" Finally, why use exclamation marks? Show the big screen.
The teacher summed up the function of punctuation. (Intention: The design of punctuation marks realizes the combination of text and tool. )
5. End of story.
Teacher transition: I have had a good time after playing for so long. It's time to go home now. What is the little girl's mood at this time?
Read the seventh and eighth parts by yourself.
(1) Students read the text by themselves and talk about the little girl's mood at that time according to their own life experiences.
(2) The teacher guides the students to understand the little girl's mood at that time.
Fourth, practice writing.
Will the little girl be scolded or even beaten by her mother when she comes home? If you were a mother, how would you treat your children? . Tell the truth instead of the mother. If you have enough class time, you can write it in a notebook in class. )
(Intention: Empathy, let children realize the love and care of their parents, and pay attention to the combination of listening, speaking, reading and writing. )
Fifth, read the whole poem and get the overall feeling.
1. Read the text with music and think about what kind of child is the little girl in the text? (The main words are on the blackboard at the same time)
2. Read your favorite passage in wonderful music and end this lesson. (Playing music)
Chinese "Flowers Bring Rain" Courseware for Grade Three in Primary School
Teaching objectives:
1. I'm confirming five new words such as "forgive and seduce" in reading class and mastering nine new words such as "steal, please and hide".
2. Be able to read the text correctly, fluently and emotionally.
3. Understand the content of the poem, mobilize students' life accumulation, and have an emotional * * * with the children in the poem.
4. Feel the poet's rich imagination, stimulate children's interest in reading poetry and appreciate the beauty of children's poetry.
Teaching emphasis: understand the content of the poem, arouse students' life accumulation, and have an emotional voice with the children in the poem.
Teaching preparation: Students preview poems and collect materials and slides about poems and Jin Bo.
Teaching time: two class hours
Teaching design
first kind
First, passion attracts interest and introduces new lessons.
1, the teacher writes on the blackboard. Students read the questions together.
2. Teacher: "What do you want to know when you see the topic?"
(Students speak freely. )
Second, read the text for the first time and feel it as a whole.
1. Students can read the text freely with their own questions. When they encounter unfamiliar words, they can solve them in a way they like, so that they can read the text correctly and fluently.
2. Show the new words in the text with courseware, read by name and read by train.
3. Understand the words in the text in various forms.
Words like "bait" can be understood through pictures.
Words such as "heartily", "sweetness" and "forgiveness" can be understood in combination with the specific context in the poem.
Other words can be solved by teachers and students together.
4, check the reading situation:
The teacher calls the students to read the text according to the natural paragraphs, and the listeners can evaluate it habitually.
Third, read the text again and understand the content of the poem.
1, read the poem silently and tell me what the poem is about.
The poem describes a naive and lovely child who likes to play in nature, loves his mother, always remembers to pick a flower with rain for his mother, and is afraid of being beaten at home. )
2. What kind of child do you think I am?
(Students speak freely)
3. Read a poem with your own experience.
homework
1, write new words.
2. Read the poem aloud.
Second lesson
First, check the import.
Teacher: Today we continue to learn lesson 19, Flowers with Rain, and read the topic together.
2. Teacher: Please recall what Grandpa Jin Bo mainly wrote in this narrative poem.
Students recall the main content of this poem according to what they learned last class.
Yes, Grandpa Jinbo described a little girl sneaking out of the house and having fun. What kind of little girl is this? Then let's walk into this world full of childlike innocence again. Please open the book on page 8 1.
Second, reading the text, emotional experience
1, read normally, please listen and think about what kind of child I am in the text. Find out the relevant sentences in the text and draw them.
2. Teacher: Tell me about your feelings, thoughts and classmates in the group.
Third, exchange experiences and sublimate emotions.
Students report, teachers guide reading and taste emotions in reading.
preinstall
1, "I sneaked out of the house and enjoyed myself. I forgot about you and my home. "
(Student: Naughty boy)
Teacher: Have you ever sneaked out to play? How was your game? Are you happy? Are you worried about being scolded when you go home? Tell me about your experience.
Students talk about their experience of sneaking out of the house, and tell how they felt at that time. )
2. "I went after the butterfly, which was hidden in a small flower." "I asked my uncle for a small fish and grandpa for a shrimp. I promise not to eat them. "
Teacher: From this, can you see what kind of child I am in the text? The' I' in the article is a kind, caring child who likes small animals.
3. "Suddenly it began to rain. The rain was urgent and heavy, and it hit my cheek, which was painful and numb. I think of my mother's favorite flower with water droplets. " What did you learn from it? (Children are playful and love their mothers)
4. "I am a disobedient child. Will I be scolded or even beaten by my mother? " Do you have such an experience? Tell me about your mood at that time.
Fourth, emotional reading to deepen understanding.
1, Teacher: Actually, every child of ours loves to play, is curious and full of childlike innocence. Then let's play the disobedient child in the text and read this poem with emotion! Students can practice reading aloud by themselves or in groups. )
2. Show reading and other students' comments.
Verb (abbreviation of verb) expansion and accumulation practice
Teacher: If you were a mother and looked at the flowers with rain, how would you treat your children? Please pick up the pen in your hand and write a few words for the child instead of the mother.
Starting with the topic, questioning interest and generating reading expectation.
Understand words in many ways, teach students how to read independently, and improve students' ability to learn words by themselves.
Check the reading situation, find reading obstacles, and completely remove word obstacles.
Understand the content of poetry and cultivate students' overall perception ability.
Understand students' feelings about "I" and respect students' experience.
Review the past and learn the new.
Relying on the central problem, improve students' autonomous learning ability and group cooperation consciousness.
Teachers and students discuss and communicate closely with students' real life, stimulate students' interest accumulation in daily play, imagine while reading, and let students' emotions and poems naturally blend.
Looking back at the full text, we can appreciate the emotion contained in the poem in the beautiful reading.