1. The first volume of Chinese teaching plan for the third grade of primary school
Design intention: The story of the caterpillar is an imaginative and far-reaching fairy tale. This class is the first. * * * is divided into two parts:
First, in literacy teaching, because these eight new words are relatively simple, we pay more attention to autonomous literacy and report our own methods of memorizing words.
Second, when teaching the first and second paragraphs, on the one hand, the emotional changes of caterpillars are the main line, interspersed with ways to understand words. If you understand the word "jealousy", you should learn how to explain it in context. The "fussy" students seem to understand, let them think of themselves as ladybugs, read in their mood, read and read, and naturally understand the meaning. On the other hand, reading teaching should leave enough time for students to study in "reading-oriented" classes. By using various forms, the requirements are put forward step by step, so that each student can feel with his own experience in reading and realize the dialogue with the text.
Teaching objectives:
1. Know 8 new words and write the words "Kun" and "Stupid".
2. Learn the first and second paragraphs of the text and feel the inner changes of the caterpillar by understanding the key words and sentences.
3. Read the first and second paragraphs of the text with emotion.
Emphasis and difficulty in teaching: understanding key words and feeling emotional changes.
Teaching preparation: courseware and pictures
Teaching process:
First, enjoy butterfly pictures, introduce new lessons and write on the blackboard.
Second, read the text for the first time and know the new words.
1. Draw birth words in the first reading text, and learn by yourself against the pinyin at the back of the book.
2. Check the mastery of new words in various forms.
3. Instruct the writing of Kun and Stupid. Emphasize the structure and order of the word "Kun"
4, refers to the words brought out by reading new words, emphasizing the pronunciation of error-prone words.
Third, read the text again and feel it as a whole.
1, read the text by yourself, with accurate pronunciation and fluent sentences.
2. Read by name and correct the mispronounced pronunciation.
Tell me what you know by reading the text.
Fourth, learn the first paragraph:
1, find the words that best express the caterpillar's mood.
2. Understand the meaning of "envy" in the context.
3. Feel the caterpillar's mood and read aloud with emotion.
V. Learn the second paragraph:
1. What happened to the caterpillar's mood? (sad)
2. According to the reading, the reason why the caterpillar is sad is:
The little ladybug cried loudly and strangely;
Everyone has all kinds of comments.
3. By creating scenes and reading aloud with emotion, we can understand the meaning of "making a fuss".
4, contact-context, what will be discussed, and experience the embarrassing situation of the caterpillar.
5. Read everything the ladybug mother said.
Sixth, the teacher summed it up.
2. The first volume of the Chinese teaching plan for the third grade of primary school
"Our Song" I. Teaching objectives:
1, can read 4 words; Can write six words.
2. Read and recite poems correctly, fluently and emotionally;
3. Let students experience the happiness of childhood;
4. Imitate and create poetry.
Second, the focus of teaching
1, can read 4 words and write 6 words;
2. Read and recite poems correctly, fluently and emotionally.
Third, teaching difficulties
1, let students experience the happiness of childhood;
2. Imitate the first and second sections to create poems.
Fourth, teaching preparation.
Collect children's poems before class.
Verb (abbreviation of verb) teaching time:
Two class hours
Sixth, the teaching process:
first kind
Children's poetry is a dream in children's hearts, and students like it very much. Our childhood life is also like colorful poems, and many poets have written them into beautiful poems. Talk about a poem about campus life or childhood life in groups. Attention of each group leader: 1, responsible for discovering the poems in this group, 2. Recommend the students who recite in this group to recite. (Student-to-student communication, teacher-student communication, can be recited individually or in cooperation)
Second, the first reading of poetry, the overall perception
Transition (the teacher recited the poem vividly, supplemented by simple actions) Teacher: Ah, the teacher forgot the title of the poem. Can someone give it a nice name? (Teacher's blackboard: 10 Our song)
1, free reading. Read correctly and fluently.
2. Ask students to find poems that can reflect their school life and feel the same way, and try to practice reading out their feelings.
3. Exchange of reports
(1) group communication: read the poems that students understand, that is, the poems that students think can reflect their campus life, give them to the group students, and try to read out their own experiences. (Teachers patrol to learn about students' reading. )
(2) collective report:
(3) Tell me your most touching poem.
(4) Say why you want to read it like this, (lens-guided reading)
(5) Teacher: Some words in the poem are difficult to read. Who can read well? (Especially: Our songs/Why/So/Colorful? )
Third, read repeatedly and experience emotions.
1, read softly, paying special attention to difficult words.
2. Read freely and feel the happiness of your campus life while reading.
3. Try to recite.
Fourth, homework
Read and recite poems with emotion.
Second lesson
First, check the import:
Teacher: We learned our songs. Let's recall poetry together. Recite it if you can. If we can't, we can open books and read them.
Second, understand poetry and imitate poetry.
1, teacher (after reading): What's so good about this poem? Teachers randomly guide (beautiful and appropriate words, mosaics learned by cameras, colorful soaring, stereotyped sentence patterns, easy to remember, rhythmic and catchy ...)
Step 2 imitate poetry
(1) Display the contents of 1 and 2, and read them together. Teacher: Where will our songs be except on the lawn, on the swing and in the blue sky on campus? Where is our song? (Students imagine)
(2) Who wants to be a little poet, spread the wings of imagination and make up a few sentences like in a poem. The teacher expects more little poets! (The teacher shows the courseware while talking)
Our song, | (),
In (), we ();
Our song, (),
In (), we ();
Our song, (),
At () we ()
………………………………
(3) Summary: Students, you are really amazing. I believe that the author of this poem will nod to you when he hears these poems written by you.
Third, learn to know how to write.
1, can read and write.
2. Work in groups. Say, what words have you memorized in a simple way?
This group decides who has the most memory methods.
Special attention: radicals can be classified to form a whole word recognition.
Left and right structure: logo, gorgeous, soaring,
Upper and lower structures: nests, cables,
Semi-enclosure: mode
3. Oral word formation of new words
Step 4 guide writing
Fourth, homework
1, copy and dictate new words.
2. Revise and supplement the poems made in class and copy them in the exercise book.
3. The first volume of Chinese teaching plan for the third grade of primary school
Teaching requirements of Fairy Tales on the Beach;
1, read the text correctly and sensibly.
2. Know 10 new words and accumulate 6 words, 1 sentence.
3. According to the text, imagine the castle on the beach and the story of the castle.
4. Cultivate students' pursuit of ideals and happiness and yearning feelings.
Teaching emphasis: Know 10 new words, accumulate 6 words, 1 sentence.
Teaching difficulties: according to the text, imagine the story of castles and castles on the beach.
Teaching preparation: slides and text records
Teaching time: one class hour.
Teaching process:
Look at the picture and talk first, and reveal the topic.
1. Show the beach map and practice your spoken English.
(1) What kind of beach is this? What do you want to do there?
(2) Summary and transition: This beach is really charming, so a group of children came here after school. What are they doing here?
2. Show the children's castle map and section 3 of the text.
(1) Look at the picture, read the sentences freely, read the correct pronunciation, and read the sentences.
(2) Read by name.
What are the children doing on the beach? (Answer by name)
(4) according to the answer, show the text: fortress.
(5) Read the sentences together and think while reading: What kind of castle did the children build?
(6) Imagine speaking: (name, talk to each other at the same table)
On the beach, the children built a castle (), outside () and inside ().
These clever children not only built a beautiful castle, but also made up a very beautiful fairy tale. Show me the topic. The demonstration of the project is a little late, so you can put it in front and advance it. )
(8) Transition: Do you want to know the content of this fairy tale? Listen to the recording of the text.
3. Listen to the recording of the text and think: What is the content of the fairy tale made up by the children? Students are wordy when telling stories, so the teacher can briefly summarize them. )
4, named answer, blackboard writing: save the princess
5. Read the text and think: Why do the children save the princess?
6. Show the relevant sentences according to the answers, and guide the tone of anger and anxiety: (Read freely, read in groups)
Everyone said to you, I said, "There is a vicious devil living here."
"You robbed the beautiful princess!"
"Listen, the princess is crying in the castle!" In the process of reading aloud, students can't express their anxiety correctly. We can stimulate students' enthusiasm by comparing reading. )
7. What did we figure out to save the princess? Show the relevant contents of the introduction:
Teacher: In the fairy tale we woven, the castle we built by ourselves became ... we became ... we were discussing again ... A partner said ... I said ... my method was appreciated by everyone. So ... I dug, and finally ... I put my hand on ... just ...
Learn the new words "cave" and "collapse" after reading.
8. What do we think about saving the princess? Show the following sentences and guide the students to read the excited tone. (roll call, boys and girls take turns reading)
Oh, the princess was saved by us! Here, here.
We cheered for victory, for killing the devil and saving the princess.
9. Read the text in groups.
(1) Practice in the group.
(2) communication and brief comments of nomination groups.
Second, summarize the text and imagine speaking.
1, read the full text.
2. Imagine speaking: (The content can be chosen from two questions, and the form can be compiled by yourself or in cooperation with your deskmate. )
(1) What happened in the castle? How did we save the princess from the castle? Make up the story "Fairy Tales on the Beach-Saving the Princess".
(2) What did you build on the golden beach? What happened there? Make up a fairy tale.
3. Tell stories through names and comments.
Third, review and consolidate.
1, read the word.
2, guide the accumulation of low word formation.
3. Guide to copying sentences. (When guiding copying, we should pay attention to reminding students not to read a word, copy a word, read the meaning of the whole sentence before copying, and pay attention to inspection after copying. )
4. The first volume of Chinese teaching plan for the third grade of primary school
Knowledge and skills of Tomur Peak in Tianshan Mountain
1, learn the new words in this lesson and accumulate vocabulary.
2. Read the text correctly and fluently.
3. Understand the key words in the text and use your imagination to understand the content of the text.
Process and method
1, guide students to read and write independently.
2. Focus on reading, grasp key words, use your imagination and understand the content of the text.
Emotions, attitudes and values
1, feel the strangeness and charm of Tomur Peak.
2. Stimulate students' love for the great rivers and mountains of the motherland.
first kind
First, the introduction of topics
1. Yesterday, we felt the fragrance and beauty of osmanthus trees in southern Xinjiang. Today, the teacher will go with you to appreciate the strange and charming natural scenery of Tuolmu Peak in Tianshan Mountains in the western regions.
2. The teacher writes on the blackboard.
3. Students read the topic together and know the new words: Tuo and Feng.
Second, look at the pictures and read the text to get a preliminary understanding of Tomur Peak.
1, the teacher shows the courseware.
2. Students perceive timur Peak by watching the courseware.
3. Learn the first paragraph of the text and get a preliminary understanding of timur Peak.
Students can read the first paragraph of the text freely.
(2) Tell me: After reading this article, what's your new understanding of Mount Tomur?
(3) roll call feedback and comments.
(4) Understand: Stand high and feel the height of timur Peak.
(5) Students read the first paragraph of the text together.
Third, read the text for the first time and feel it as a whole.
1, introduced by the teacher; What kind of mountain is Tomur Peak? Let's go to the text to find the answer.
2. Students can read the text freely, but they are required to read the correct pronunciation and sentences.
3. Paragraph refers to reading the text by year and name.
4, collective evaluation, correct pronunciation.
5. Read the text at the same table to see who reads it more correctly and fluently.
6. Tell you: What does this article mainly introduce about Tomur Peak?
7. Students speak freely and add comments.
8. Find the central sentence of the article from the text.
9. The teacher concluded that in the next class, let's enjoy the strange landscape of Tomur Peak, and then learn the new words in the text first.
Fourth, learn new words and finish class.
1, the teacher shows the new words in the text and identifies them by name.
Set out from Tomur Peak to fight drought. Fairy tales are charming and changeable. Actually, snow lotus.
2. Read the words together.
3. Take out the new words in this lesson from the words, read them by train and expand the words.
4. Guide autonomous literacy: What new words should be read and written?
5. Students write new words and then end the lesson.
Second lesson
First, review old knowledge and introduce new lessons.
1, the teacher draws new words in reading class.
2. Through the study in the last class, please briefly introduce Tomur Peak.
Today, let's walk into Tomur Peak and feel its strangeness, majesty and charm.
Second, it feels strange to learn the text.
1. Learn the second paragraph of the text.
(1) Show the outline of study guidance to guide self-study.
Read the second paragraph of the text carefully.
Count the words in this paragraph.
Which sentences describe the strangeness of Mount Tomur, which sentences describe the majesty of Mount Tomur and which sentences describe the various forms of Mount Tomur. Draw them with different lines.
Think about it: which words in these sentences are used well? Where's the good news?
(2) Name feedback and discussion item by item to guide the understanding of the text.
Read the second paragraph by name.
What are the words in this article?
(3) Give feedback on the strange, spectacular and varied sentences of Tomur Peak, and guide people to feel the characteristics of Tomur Peak.
(4) Combining with comprehension, guide students to practice reading the text sentence by sentence with emotion.
(5) Read the full text.
2. Learn the third paragraph of the text.
(1) enjoyed the natural landscape of Tomur Peak. Now let's look for the animals and plants on Mount Tomur.
(2) Students can read the third paragraph of the text freely.
(3) Tell me: Is this passage mainly about animals or plants in Tomur Peak? How much do you know about the plants in Tomur Mountain?
(4) Named feedback, communication and comments.
(5) Teachers guide students to understand the division characteristics of ground cover plants in Tomur Peak.
(6) Teacher's summary: There are so many kinds of afterlife plants on Tomur Peak. What about the animals on Mount Tomur?
(7) Students read and introduce the text.
(8) Guide to understand the meaning of the word "rare birds and animals" and feel the strangeness of animals.
(9) Students practice reading the third paragraph of the text with emotion.
Third, summarize the full text and learn grammar.
1, students read the text together.
2. What features does this text mainly focus on? (strange)
3. From what aspects does the article mainly explain the strangeness of Tomur Peak?
4. What stands out/(glaciers and plants)
5. Read the relevant paragraphs and discuss in groups: How does the text introduce glaciers and plants?
6. "Some" experience of teachers' guidance ... Some ... Some ... ". And practice imitation with examples.
Fourth, expand the inquiry and end the class.
1. What else do you know about Tomur Peak?
2. Encourage reading after class, and learn more about timur Peak and the Western Regions.
5. The first volume of Chinese teaching plan for the third grade of primary school
The teaching goal of Dream of Grape Leaves;
1. Learn the new words in this lesson. Can recognize 7 new words, learn the polyphonic word "tired", write 8 words, and accumulate words independently with reference to the vocabulary in this lesson.
2. Read poetry correctly, fluently and emotionally. Recite poems.
3. Understand the content of poetry, feel the beauty of grape leaves, and feel the precious spirit of grape leaves working hard for their dreams. Experience the joy of grape leaf struggle and the happiness of harvest.
4. By studying the text, cultivate students' awareness of setting up lofty ideals and working hard for them.
Teaching focus:
1, can recognize 7 new words and write 8 words.
2. Read poetry correctly, fluently and emotionally. Recite this poem.
Teaching difficulties:
Understand the content of the poem, and experience the joy of grape leaves fighting for their ideals and the joy of harvest. Cultivate students' awareness of lofty ideals from an early age.
Teaching preparation:
New word cards, word cards, text reading recordings, text illustrations, grape pictures or objects.
Teaching time:
2 class hours.
Teaching process:
first kind
(A) to stimulate the introduction of the topic
1, what gifts did the teacher bring to the students when autumn came? Show pictures of grapes and stick them on the blackboard. Tell me, what do you see? (crystal clear grapes, crystal clear grapes, gem-like ...)
2. Do you like them? These lovely sweet grapes are a beautiful dream, a "dream of grape leaves".
3. Title on the blackboard: 1, Dream of Grape Leaves
4. Do you have any questions to ask after reading the topic? What are the grape leaves like? What is its dream? )
5. The dream of grape leaves is a beautiful poem. Students' questions will be solved by themselves when learning this poem. Let's walk into this poem together!
(2) Read the text for the first time and read the pronunciation correctly.
1, students turn to page 1 and listen to the recording while watching.
2. Did you feel anything after listening to this poem? Students can just say one thing, such as "Grape leaves are beautiful, fruit is the dream of grape leaves" and so on. You can't say it, and you don't have to force it. You can feel it in the later reading. )
3. Read the text freely. Free choice of literacy methods. You can write down unknown words while reading the text, and read the correct pronunciation with the help of vocabulary after class. You can also read new words after class, read the correct pronunciation and then read the text. If there are unfamiliar words in the text besides new words, please ask your classmates or teachers.
4. Listen to each other at the same table and read the text correctly.
5. Check the pronunciation of new words.
(1) Show the new word card and read it by name:
Thin, shallow, green, fragrant, beautiful, refined and praised.
(2) Understand the disyllabic words in this lesson: tired: fruitful (léi), accumulated (lěi), tired (lèi)
(3) Methods of memorizing difficult words in communication. "Bo, Fang, Huo and Ying" are all cursive characters, which can be classified and memorized. The words "Cui" and "Zan" have the same characteristics and can be remembered by adding familiar words.
Accurately say the words in the original words: Cui Hezan; Post-nasal word: ying
(3) Read the text again and read the poems fluently.
1. Return the new words to the text and read the words composed of new words.
Thin, light green, jade-like, fragrant and familiar.
Nutrition, fruit, richness, praise
2. Read the text freely in the way you like.
3. Inspection and evaluation. Let the students read the poem aloud. Teachers should timely evaluate and pay attention to encouragement.
4. How many verses does this poem have? Which part do you like best? Read it several times and think about what you have read.
(D) to guide students to write
1. Observe the eight words to be written in this lesson and talk about what to pay attention to when writing.
Shallow: Don't write three strokes on the right side, one horizontal line or a little less.
Cui: The word "feather" on it is written as "horizontal folding" to make the pen "straight". There are many "Ranbi" like this in Chinese characters, such as "Cong" and "Zan".
Edge: The "halberd" on the "cross hook" on the right has become a "cross bend".
Camp: You can't write "official" under the cursive prefix.
Zan: The last "first" on the left side of the top should be changed to "vertical lift".
2. Free books are written empty.
Draw a word in red, and then write two words. Evaluate each other at the same table after writing.
(5) Operation design
1, read this poem fluently and read it to your family.
2. Use the new words in this lesson to make word cards.
3. Look up the words "Cui", "Brewing" and "Unique" in the dictionary.
Second lesson
(1) review and inspection
1. Check the word cards made by students and read the accumulated words.
2. read new words and phrases by train.
3. Read the poem by name.
(B) understanding the text, reading comprehension
1, transition: Grape leaves had a sweet dream in spring, which was a dream full of fruits. After a summer's brewing, this dream became a delightful reality when autumn came.
2. Do you like grape leaves? What do you like about it? The beauty of grape leaves, the beauty of dreams and the beauty of giving. )
3. Read aloud and feel the beauty of grape leaves.
(1) Take out the prepared grape leaves and ask the students to observe and talk about the color and shape of the grape leaves.
(2) How to describe grape leaves in poetry? Find this poem and read it.
"Thin leaves, like light green jade; The soft leaves are the quilt of the little cockroach. "
Read by name, evaluate collectively, and guide reading The Beauty of Grape Leaves. Can you describe the beauty of grape leaves in your own words according to this poem?
Encourage students to use their imagination and describe grape leaves.
4. What is the dream of grape leaves? Has its dream come true?
(1) Guide the students to find the sentences in the text and read them. Understand that the dream of grape leaves is "full of fruits" and its dream has come true: "At this moment, the leaves quietly smile, and the dew is a happy tear."
(2) Take out the prepared grapes, have a look, smell and taste them, and talk about the "dream of grape leaves" you feel. (Sweet, fragrant, sweet, sweet ...)
(3) When we praise the sweetness of grapes, we will not forget the efforts made by grape leaves. How does it strive to realize its fruitful dream?
5. Learn two or three sentences of poetry.
(1) Read these two paragraphs with your deskmate and think about the struggle of grape leaves.
Tell me what you read. Is there anything you don't understand?
(2) How do grape leaves strive to realize their dreams?
"Look for sugar from the sun and get drunk from the autumn wind. Let every drop of rain, every bird song, every glow and every flower fragrance follow the context and become a fertilizer for nutritious fruits. "
What do you feel from these two sentences? (Grape leaves make unremitting efforts. Grape leaves never miss the opportunity to realize their dreams. )
Read this section again and realize the accuracy of the words.
What a respectable leaf! It "uses the whole summer to brew fragrance and sweetness." Let's read this passage together and express our admiration and blessing for it.
(4) With such persistence and dedication, the dream of grape leaves has finally come true, and the joy of harvest makes it more beautiful. Read the third section by name and read out the joy and praise.
6. The fourth section discusses learning.
Guess: Why "the leaves quietly smiled at this moment"? Why do you say "dewdrops are tears of happiness"?
Guide the students to fully imagine what the grape leaves will say to the grapes when their dreams come true.
Read the fourth section together and read the happiness of grape leaves.
(C) emotional reading, reciting poems
1, practice reading the text freely and emotionally.
2. Guide the reading of poems: "Thin leaves, like ..."
Extension and expansion
Do you like the grape leaves in this text? Why? What spirit is worth learning?
Like other poems, this poem rhymes. What's its rhyme?
Read it carefully and realize the rhyme of this poem-Cui, quilt, beauty, drunkenness, fatness and tears.
Do you want to know more about grapes? In addition to this poem written for us by writer Gao Hongbo, the teacher also read another beautiful essay, The Preface of the Grape Moon written by writer Wang Zengqi, and excerpted some for the students!