1. Composition preparation for the third grade of primary school

A topic in Chinese Garden: Our after-school life requirements: write about your after-school life.

You can write about the activities you take part in after school, and you can also write about interesting things, happy things that happen after school, or other things that you are willing to write. Tips: 1. The content of the exercise is very wide, as long as it is related to after-school life, you can write it.

2. Read the requirements of the exercise, recall what you have said in oral communication, and think about what you are going to write. 3. Exchange your thoughts with your classmates, and then write down what you want.

4. After writing, communicate your homework and thinking process with your classmates, or read it to your parents to get their help. My after-school life is colorful and happy.

I have many hobbies, such as playing the piano, playing computer, singing, playing basketball, running and skipping rope. During the break, I skipped rope with my classmates and said, we started. Wow! I'm really amazing. I jumped 38 times at once. Haha, it's really funny. My friends all said I was a March 8, but I wasn't angry at all. I took a sentence and said, "Although the number' three' is unlucky, it's a great success. It's nothing to talk about!" I played a little joke and made my friends laugh! They all say that I am a "king of humor".

Another time, during recess, I told my classmates a joke: "There was a man with bad eyes-severe myopia. That day, he went to the bank to withdraw money. When waiting in line, he seemed to see a person standing in front of him. He shouted several times, and a child looked at him naively.

he didn't want the child to say that he was a terrible adult, so he put up with it and stopped talking. But after a while, the man was still there, so he scolded him, but he didn't move or talk back.

at this moment, he leaned up and took a closer look. It turned out that the' person' was actually the ATM of the bank. At this time, my classmates laughed at me, and I laughed myself.

My after-school life is so colorful and happy. Analysis of train of thought: The after-school life written in this article is a microcosm of school and campus life, and I write my own humor, wit and good at teasing in the game.

Although these things are small, they happen every day, which shows that our life is rich and colorful. Students, don't forget that they can all be used in our exercises to add literary grace to our articles. Writing knowledge: how to write about after-school life? This is the exercise of remembering an activity, which belongs to the category of remembering things.

According to the topic, a certain life that is limited to "after school" does not belong to class time. Our extracurricular life is rich and colorful, such as playing chess, table tennis, collecting stamps and singing.

There are three outstanding requirements in the exercise: First, we should choose good examples, choose our favorite activities in real after-school life, and then choose the most impressive ones to write once or twice. Second, we should focus on the center, and this center should be positive, healthy and progressive, or exercise the body, or increase knowledge, or enlighten the mind, or cultivate sentiment. 2. Composition teaching plan for primary schools

[Composition teaching plan for primary schools] Composition teaching plan for primary schools in the third grade: If I were ... [Design ideas] The teaching objectives of this composition are: (1) to guide students to expand their imagination and fantasy, activate students' thinking, enrich the materials for students' exercises, and make composition teaching plans for primary schools.

(2) Guide students to understand the method of writing hypothetical imaginary compositions through directional reading. (3) Using the method of supporting and releasing to improve students' ability to learn to write hypothetical imaginary compositions.

(4) Cultivate students' good habit of independently thinking and seriously revising their exercises. [Writing process] First, inspire conversation and stimulate interest. Students, your beautiful spiritual world must be full of beautiful wishes. When you see the Monkey King's extraordinary skills of endless changes, you may think, if only I could change seventy-two; When you are tired of studying, you may think, if only I were a free cloud; When you see the disease take away a person's life, you may think, if only I were a wonderful doctor ... It is certainly impossible to make your wish come true today.

However, it is entirely possible to make your wishes come true in your composition through your own imagination and fantasy. Students, are you willing to write down your good wishes? Second, guide to reading and understand the writing rules. In order to help students understand the writing rules of hypothetical imaginary compositions, teachers arrange for students to collect extensively about hypothetical imaginary compositions before class, and take notes on the basis of browsing, and then organize class discussions to reveal their rules.

1. Class discussion, activating memory representation Students, the teacher arranged for everyone to collect and read imaginary compositions before class. Think about it: Who or what impressed you in this kind of articles you have read? What inspiration did you get from it? What's the difference between a hypothetical imaginary composition and a general composition about people, notes, scenery and objects? 2. Summarize and reveal the law of writing. Teachers should first organize students to discuss: What do you think must be grasped to write a hypothetical imaginary composition? On the basis of organizing students' extensive discussion, teachers make a summary and reveal the following writing rules: (1) According to your own wishes, choose your ideal person or thing to write, and guide the composition teaching plan for primary schools. (2) Imagination should be bold and reasonable, hypothetical speculation should be well-founded and the plot should be lively and interesting.

(3) The ideal person or thing written should have people's thinking and behavior. Third, inspire and guide the selection of materials. 1. Inspire the conversation and open up the ideas of selecting materials. Students, write hypothetical imaginary compositions and write anything.

If you have a desire to "solve the mystery" about the elapsed time and ancient history, you can imagine that time can be turned back. If you feel sleepy in your study, you can imagine yourself as a bird, a fish, an eagle. If you see a patient with cancer dying, you can imagine yourself as a box of pills, a famous doctor … and so on. Everyone has different hobbies and life experiences, so everyone's imagination should be varied and colorful.

2. Choose materials independently, discuss the topic "If I were ……" in groups, let the students fill in the blank space of the topic according to their own interests, hobbies and impressions, and then guide the students to discuss in groups of four and talk about their reasons for choosing this material. Fourth, the combination of support and release, training ability In order to slow down the slope of training, teachers in guiding students to write compositions, adopt the method of "advising students to write according to providing materials → independently conceiving and expressing", and gradually improve students' writing ability.

1. Guide students to write hypothetical imaginary compositions according to the materials provided. According to the beginning provided by If I were a scientist, if I were a scientist, I would invent something to contribute to mankind. Let the students expand their imagination and continue to write a complete article.

2. Guide students to independently conceive and express according to the materials they choose (1) Enlighten and guide, and open up ideas. Teachers should work hard to guide students' thinking of seeking differences when guiding ideas. Let the students understand that the same wish can be imagined as many different people or things, and the arrangement of the plot structure of the same person or thing can also be varied.

(2) independent conception, completing the first draft of the exercise requires students to independently conceive and complete the first draft of the exercise according to their own material selection and using the writing rules learned to write hypothetical imaginary compositions. Students who can finish the first draft of the exercise within 25 minutes will be awarded the "Cultivation Award".

5. Guide the revision and improve the exercises. 1. Ask for revision, and the students will correct the exercises themselves. After the students make typos and? (2) Is the imagination strange and reasonable, and is the hypothetical speculation well-founded? Is the plot lively and interesting? (3) Can your exercise give people some enlightenment? 2. Divide into four groups to approve and correct each other.

3. Classroom communication. Ask the students to tell the process and reasons of how to modify it.

4. Award "Hundred Flowers Award" to the students who have made obvious progress in their work through their own revision, so as to further arouse the enthusiasm of students for revision. Sixth, guide the evaluation, achievement motivation 1. Let the students who were rated as "Hundred Flowers Award" go to the stage to read their excellent works, and the teachers and students will demonstrate the evaluation.

2. Self-evaluation and self-appreciation in groups of four. 3. Awarded the "Wave Award" to the students with good evaluation.

4. compile the excellent class exercises into a book and circulate them in the class or school to stimulate students' sense of accomplishment. The quickest and most sure way to conquer fear and build self-confidence is to do what you are afraid of until you gain successful experience.

。 3. How to prepare lessons for primary school composition < P > If you want to give children systematic counseling, you still need to prepare lessons.

First, determine your educational target. The educational objectives and contents of each grade are different. Prepare lessons according to the outline requirements.

I'm mainly giving composition lessons to the second grade students in primary school. Every time I go to class, I will first ask the students to recite the good words and sentences she has accumulated and taught me.

Then take out a composition topic, mainly cartoons, let her observe, let her dictate what she has observed, and then give hints about what she has not observed. After observing, let her write down what she observed and then correct it.

Actually, you should write an article yourself before asking her to write it, which can be used as a demonstration. After she finishes writing, remember to praise her and then read your own. If it is for a class, you can find out what is well written and demonstrate it. 4. Teaching plan of composition guidance for primary school students < P > A probe into the idea of composition guidance for primary school students [Abstract]: Composition guidance for primary school students is an important part of Chinese education and has been widely concerned by people.

Based on the reflection on the teaching practice in my usual composition teaching, this paper expounds this theme from five aspects around the guiding ideas of composition in primary schools, so that students can have a clear composition idea in their minds. Practice the breadth from the selection of materials and cultivate the openness of ideas; Cultivate the multidirectional thinking from multiple angles around the center; From the depth of details, cultivate the meticulous thinking; From training students to understand the level of objective things, to cultivate the profundity of thinking; To cultivate the agility of thinking by limiting the time from conception to writing; Express the true feelings from * * * events to cultivate the humanity of students' thinking.

Keywords: primary school, composition, guidance, thinking, humanity Foreword: The Outline of Chinese Education for Nine-year Compulsory Education for Primary Schools points out that composition teaching in primary schools mainly undertakes the task of enriching students' language accumulation, guiding them to correctly understand and use the Chinese language and writing, and cultivating their language expression ability. At the same time, it should also make students receive the enlightenment education of socialist ideological and moral education and scientific thinking methods, develop good will quality, cultivate healthy aesthetic taste and promote students. However, today's primary school composition still has one-sided pursuit of expressing the truth in words, which greatly limits the freedom of students' writing individual hearts.

When you open the composition book, what flows between the lines is almost a repetitive thinking, with no intention of novelty and transcendence. Looking for students' advantages, amplifying their courage and expanding their thinking can help them to cross the line, emancipate their minds and languages, and produce the positive effect of "the sky is high, the sea is wide, and the fish jumps", which can promote the development of different students' language ability, give full play to their creativity and improve their humanistic quality.

I would like to talk about my own experience from the training of primary school composition ideas: First, practice breadth, and cultivate the openness of ideas. The composition content should be rich, the materials should be widely selected, and the ideas should be broadened. At present, students often look at propositions and don't know where to start.

their thinking psychology is anxious to think about "what should I write", so they suddenly entered a narrow dead end. According to students' thinking characteristics, we should train the breadth of material selection and cultivate the openness of students' thinking, that is, guide students to think about what they can write according to the meaning of the question, and then think about what I write, that is, spend a little time, broaden the scope of material selection, expand our thinking, borrow coordinate forms, note information points, and then select or retrieve materials for their own writing.

Take "A Happy Event" as an example, the idea of selecting materials can be as follows: being a good student in the spring outing at school and on the street ... Event range, people range, place range, time range, happiness. The arrow above points to a student's final writing content: He is on Saturday? A story about winning a prize in a composition contest at school expressed his happy mood. It can be seen from the above figure that this proposition can be selected from the aspects of time, place and people. Of course, the main thing is to consider the selection of materials from the things. Pupils generally have a deep experience of what they have experienced personally, so I focus on guiding students to select materials from the scope of events to remind them of the past. Generally speaking, what remains in their minds is always beautiful and profound, which is worth writing down.

Swimming and catching the sea in summer vacation, playing hide-and-seek with friends, playing house and being a primary teacher; Flying kites and playing with mud in spring; Make a snowman, have a snowball fight, etc. in winter vacation. Once you open your mind, students will feel that they have something to say, something to write, something to express, and their thoughts are like a spring. They are eager to try and get it off their chest.

The dilemma of scratching your ears and scratching your cheeks, biting the pen, and making things up won't happen again. As shown in the figure, students can see at a glance, their sense of time and space is enhanced, and there is a big room for choice. Then, with this coordinate, they can often screen the best materials for writing, which is to train the breadth of material selection.

In specific exercises, we must also carry out thinking extension training, that is, the training of association and imagination, so as to expand our thinking. For example, Mother's Day is coming in May, and students are required to write a composition about filial piety. They can start from the little things they usually do for their mothers, take chopsticks for their mothers, pour a cup of hot tea for their mothers, and beat their backs. Because children are still young, filial piety to their mothers only stays in these little things. In communication with them, some students reveal that they want to do things for their mothers that they can't do when they grow up.

So I timely guide students to spread their imagination on the basis of realism. Use hypothetical words, let your thoughts fly, and express your filial piety to your mother happily.

For example, students in our class wrote: If mom doesn't care, she wants to be a chef to cook delicious meals when she grows up, so that mom can eat nutritious food and keep slim; If mom doesn't care, she is willing to be a teacher; Be a fashion designer and so on. Children's rich emotions and affectionate love are all between the lines.

filial piety to mother is a virtue and the cornerstone of life. People who love their mothers are caring, conscientious and responsible people. I still remember the bright red slogan hung high at the school gate on the first day of school when Sukhomlinski, a famous Soviet educator, was the principal. What a shocking slogan, like a flag flying in the hearts of students, I think students will never forget it after reading it. The quality of an excellent nation is shaped like a spring breeze in a seemingly unintentional and seamless way. From the essays handed in, it seems that although the language is plain and natural, it can show filial piety to the mother.

Life is realistic.