The first part: The third-grade Chinese teaching plan of People's Education Edition, the second volume, the whole book "returned to Zhao satisfactorily"
Teaching objectives
1, 7 unfamiliar words; Accumulate idioms with synonyms; Can use "command" and "charge".
2. Read the text correctly.
3. Learn to understand sentences in context, focusing on reading sentences, asking questions and finding relevant sentences in the text.
4. Understand the story of Lin Xiangru's return to Zhao and appreciate his resourcefulness and bravery.
teaching process
First, introduce and stimulate interest
1. Synopsis: Bian He offers jade.
2, blackboard writing topic, exciting thinking: What does it mean to "return to Zhao in one piece"?
Second, the first reading, the perception of the text
1, students read the text independently, and they are required to read the text correctly and think about problems.
2. Read the text by name and read the text together (correct the wrong words; Guide reading difficult sentences)
3. Communication: Talk about the understanding of "returning to Zhao in full". (I finally found out that "I will definitely bring him back intact!" " "Read this sentence on the blackboard. )
Third, read the text in combination with the above sentences.
1, why "do you have to bring Huibi back intact? And then what?
(1) Guide students to study section 1-3 and think.
(2) Communicate, then instruct reading aloud, and realize Wang Zhao's helplessness and Lin Xiangru's firmness. The teacher properly interpreted the important task of Lin Xiangru's trip. From the perspective of national strength, Zhao Can only promised to exchange; If the king of Qin got Choi for nothing, Zhao would be looked down upon. )
2. How did Lin Xiangru bring He Shibi back intact?
(1) Students read the text by themselves to understand the context (go back to Baoyu, buy time, and send someone to sneak around; Participate in "Speech Activity Room 2").
(2) Grasp Lin Xiangru's three sentences and start teaching.
① Make it clear: How many words did Lin Xiangru say? What words?
2 Say: Why do you say these words? Seeing that the king of Qin was insincere, he wanted to go back and win the initiative for Baoyu; Re-examine the king of Qin; Buy time to send Baoyu back to Zhao. )
3 read it; Why did the king of Qin obediently submit? Experience the wisdom and courage of Lin Xiangru. The understanding of the sentence 1 and 3 can be started from the reactions of the king of Qin, such as "believing" and "having to agree". The second sentence, as a key point, can be understood from Lin Xiangru's movements, expressions and language. )
Fourth, guide students to understand other sentences in context.
1. Students underline sentences they don't understand and ask questions.
2. Discuss and solve problems in the group through the contact context.
3. Teachers should organize class discussion appropriately.
Fifth, read the full text with emotion.
6. Evaluate Lin Xiangru in one or two sentences and briefly explain the reasons.
VII. Guide the completion of "Text Activity Room 1"
(1) complement.
(2) Remind students to pay attention to the meaning of each word.
(3) Write more similar words.
Eight, homework:
Read Mianchi Society and Jiang Xianghe after class.
Chapter two: The Beautiful Antlers, the second volume of the third grade Chinese teaching plan.
Teaching objectives:
1, know 9 new words, such as weighing, forbidding, passing, earning, etc. And learn to write 13 new words, such as deer, reward and accidentally.
2, can read the deer's emotional changes through words.
3. Tell a story in your own words according to the word hints.
4. Understand the deer's different attitudes towards the diagonal and legs, and realize the truth contained in the story.
Teaching emphasis: understand the different attitudes of deer to diagonal and legs.
Teaching difficulty: understanding the truth contained in the story.
Teaching preparation: Teacher: Making courseware.
Student: Preview the fable and complete the preview list.
Teaching hours: 2 hours
Teaching process:
Second lesson
First, read the language and feel the text.
1. How does a deer praise its horns?
Show the sentence: "Ah! How symmetrical my figure is, and how delicate and chic my horns are, like two beautiful corals! "
(1) Which word in the text means that a deer thinks its antlers are beautiful? -understand "exquisite and chic".
(2) What does it compare its own horn to?
(3) What is the mood of the deer at the moment? (Guide the tone of self-appreciation, self-admiration, intoxication, self-praise and complacency. )
2. How do deer evaluate their legs?
Xiu sentence: "The deer suddenly saw his legs and couldn't help pouting and frowning." Alas, these four legs are too thin to deserve these two beautiful horns! "
(1) Why do deer think their legs are ugly? Too thin for your own antlers.
(2) What expressions can be seen from the deer that it is particularly dissatisfied with its legs? (can't help pouting and frowning)
(3) Guide reading.
Design intention: Put forward clear requirements for students' reading, so that students can read purposefully, thus making reading more effective.
Second, study the mood and appreciate the change.
1. What changed the deer's view of the diagonal and legs?
2. The teacher reads the text and the students listen.
3. Imagine speaking with modal particles. (Group communication)
Courseware demonstration:
(1) When the deer deftly left the lion far behind, the lion was discouraged and didn't want to chase: "(), ()!" The deer breathed a long sigh of relief.
(2) Just then, the terrible and beautiful antlers were hooked on the branches! The fierce lion saw it and the opportunity came: "(), ()!"
(3) The deer was scared into a cold sweat: "(), ()."
How dangerous it is, said the deer who escaped from the lion's mouth with deep feeling.
Two beautiful horns almost killed me, but four ugly legs let me escape.
5. What will the deer say to the diagonal and legs at this time?
The deer said sideways, "You are beautiful, but ()."
The deer said to the leg, "You are (), but ()."
Third, understand the meaning and sublimate the theme.
1. The truth learned from fables.
2. Nothing in life is perfect, which leads to "the ruler is short and the inch is long."
After learning this text, I know that everything has its advantages and disadvantages. It is wrong to appreciate the advantages without seeing the disadvantages. Because of its shortcomings, it is wrong to completely deny its advantages. We should foster strengths and avoid weaknesses, and foster strengths and avoid weaknesses.
4. Unfold the fable "Friends and Bears".
Two friends who are usually very close are on the road together. On the way, I suddenly met a big bear. One of them immediately climbed the tree and hid. When the other saw that there was no hope of escape, he had a brainwave and immediately fell to the ground, holding his breath tightly and pretending to be dead. It is said that bears never eat dead people. The bear walked up to him, sniffed his face and turned away. The man hiding in the tree came down and asked what the bear said in his ear. The man replied politely, "The bear told me to be careful not to walk with friends who can't get into trouble."
5. Teacher's summary: Point out the characteristics of fables.
The third chapter: The third grade Chinese teaching plan People's Education Edition Volume II, the whole volume "Desolate Garden"
Teaching objectives:
1. Learn five new words "taboo, fungus, servant, permission and innocuity" by yourself in reading, and focus on understanding and accumulating words: "reckless", "get carried away", "remind", "retreat", "overgrown with weeds" and "barren".
2, can read the text correctly and fluently. Read the text and know the reasons for the changes in the garden. Imagine speaking according to the text and understand Mrs. Bell's different feelings.
3. Get the true feeling that "sharing is happiness" and experience sharing happiness with others, and you will get more happiness.
Teaching process:
First, observe the picture and introduce the theme.
1, (blackboard writing: garden) (showing pictures) Teacher: Children, let's enjoy this beautiful picture together. This is Mrs. Bell's garden. I asked the children to introduce the garden in one sentence. (Students say)
2. The teacher concluded: Yes, the garden is an attractive place. This is a good place to rest and relax. But there is such a garden, but it is deserted.
Look at the picture and explain the desolation
3. Look at the title: How to describe this "barren garden" in the article? Read the text freely. Look for sentences. Underline.
Show me that sentence: A few years later, someone went to this garden again, only to find that because the garden was too big and there were too few people walking around, it was really overgrown with weeds and poisonous snakes everywhere, and it was almost deserted.
Guide: Read the sentences together and feel the desolation of this garden.
Second, read the text for the first time and understand the content.
1, reading the text for the first time. Why on earth did this garden become like this? Please read the text in sections, without adding words or missing words. Read through the text. Read words together.
2. Teacher: Who is the owner of the garden? Who else is mentioned in the text? Young people, children, old people ... we all call them tourists. What do they have to do with this garden? Read the text and find the words that describe Mrs. Bell, the tourists and the garden. Explain the words.
Mrs. Bell: Anger and loneliness.
Tourist: I have no scruples, so I get carried away.
Garden: big and beautiful, overgrown with weeds and poisonous snakes? absurd
Third, read the article carefully and understand the sentences.
1. Mrs. Bell's garden was beautiful and attracted many tourists. Let's look at their performance from the book and read the section 1-2 by ourselves and say it again. Show and fill in the blanks.
Display: Mrs. Bell's garden is big and beautiful, which attracts many tourists. They ran to Mrs. Bell's garden to play without scruple. Young people _ _ _ _ _ _, naughty children _ _ _ _, leisurely old people _ _ _ _ _, and some very romantic people _ _ _ _. However, Mrs. Bell is _ _ _ _.
Division; They didn't consider Mrs. Bell's feelings at all.
Teacher: Because of the beauty of the garden, people are so reckless that they forget everything! However, this Mrs. Jambers thinks people are really a little-get carried away.
However, as we all know, this garden was overgrown with weeds and abandoned. There is a reason for this. Please read the paragraphs describing the reasons for desolation softly and quickly, and start!
Teacher: After reading it, who can tell me the reason? Say it in your own words after reading an article, and then the words in this article will become your own words. When you accumulate more and more such words, you will become a "talking" person. )
Health: Mrs. Bell wrote a sign: private garden, please don't enter without permission.
Health: Mrs. Bell asked the servant to change a new brand: Welcome to visit here. For the sake of safety, the owner of our garden specially reminded everyone that there was a poisonous snake in the grass in the garden. If someone is accidentally bitten by a snake, please take emergency measures within half an hour, otherwise his life will be difficult to save. Finally, I want to tell you that the nearest hospital is in Wilshire, about 50 minutes' drive.
The first sign doesn't work, just like many gardens will write: everyone is responsible for protecting greening. Many people have no scruples. Later, Mrs. Bell threatened everyone in this way, and everyone believed Mrs. Bell's words, so they hesitated in the garden, so no one came to visit it anymore, so it was abandoned.
3. A few years ago, what would Mrs. Bell think when she looked at her beautiful big garden and the happy tourists who were carried away? What will she say in the face of a deserted garden in a few years?
Complete the exercise:
Mrs. Bell looked at the tourists in the garden and thought.
Health: They always come to play and trample on my garden. How selfish Mrs. Bell is. She only knows that she has a beautiful garden, but she doesn't allow others to play. What an imaginative child. Your imagination is so rich that everyone needs to learn from it.
In the face of a garden full of weeds and poisonous snakes, Mrs. Bell often said to herself:
Health: If only I let them come in to play. (Well, he knew he regretted it. )
Health: If I can share some beautiful gardens with them, the gardens will not be deserted. Yes, if only Mrs. Bell felt the same way. )
A few years later, occasionally someone went to the garden that was once full of happiness, only to find that a happy garden turned into a barren garden. Is it just Mrs. Bell's garden that is "barren"?
The teacher summed up and read the topic again: Lonely Mrs. Bell-her heart is empty, like a deserted garden.
Students, if I compare everyone's mind to a garden, when your mind is full of selfishness, your mind and your garden will become overgrown with weeds, won't it? So how can I turn my heart into a beautiful garden? What does it need to nourish it?
6. Look at the sentences in the text together:
Each of us has a beautiful big garden. If we are willing to let others plant happiness here and let this happiness nourish ourselves, then the garden in our hearts will never be deserted.
If our hearts are full of sharing, gratitude, friendship, generosity and kindness, then we must be very happy. Let's take a look at this experience in the last section. Get ready, qi!
7. Do you have anything to say to Mrs. Bell after reading this article?
Fourth, summary.
Share your own happiness with everyone, then in Qian Qian, one happiness will become a million happiness, and life will be better!
The fourth part: a brief analysis of the whole unit teaching materials of the third grade Chinese teaching plan.
Around the theme of "the world belongs to everyone, and people of all countries are one family", this group selected three reading texts, one skimming text and one learning garden. This group has diverse genres and rich contents, and the articles are full of true feelings and love between people.
The title "The sun belongs to everyone" means "The world belongs to everyone". Children all over the world share the warmth of sunshine, peace in share the world and social peace under a blue sky.
The five-star red flag contains praise for patriotism. I respect and love the performance of the national flag in the text in exchange for others' respect for "I"
The boy selling woodcarving wants to buy a woodcarving of southern Africa with "I" written on it, but it is too heavy to buy. Seeing that "I" came from China, the boy selling wood carvings specially gave me a Xiao Mu elephant pier for free, praising the boy's beautiful heart and the deep friendship between the Chinese and African people.
"China International Rescue Team, Awesome" is adapted from a newsletter. This is about an earthquake in an African country. China sent a rescue team to help with the disaster relief. Communication is a commonly used news genre, which reports news events, people and experiences in a timely, detailed and vivid way. It not only explains what the matter is, but also explains the ins and outs of the matter, as well as the plot, details and related environmental atmosphere.
The overall goal of the unit
1, understand the text, accumulate words and sketch words.
2. Analyze the content of the article and understand the inner activities of the characters through their words and deeds.
Feel the pure feelings among the people of the world and realize that people of all countries should care about each other, so that the world will be more peaceful, stable and developed.
Unit teaching suggestion
The teaching of this group of texts can be carried out from the following aspects.
Guide students to read more, think more and experience more, deeply feel the pure and beautiful feelings between people, and understand that the world is peaceful and the people are happy.
Guide students to understand words in combination with real life and context, and understand the text content by understanding key words.
At the end of each class, students can be guided to extend the content of the text, contact the touching stories between countries that they have experienced or read, and feel the joy and happiness brought by world peace.
Unit teaching time
"The sun belongs to everyone" 2 class hours.
"Five-Star Red Flag" 2 class hours.
The boy selling wood carvings has two classes.
China International Rescue Team, Great 1 class hour.
"China Gardens" 4 class hours.
Chapter 5: Bat and Radar, the whole volume of Chinese teaching plan in the second volume of Grade 3.
Teaching requirements:
1, find out the connection between the safe flight of aircraft at night and the flight of bats.
2. Practice dividing text.
3. Learn the new words in this lesson and practice making sentences with "finally" and "obviously".
4. Read the text aloud.
Teaching emphases and difficulties:
Find out the connection between the safe flight of airplanes at night and the flight of bats.
Teaching aid preparation:
Homemade software, Dr. Peng
Teaching time: 2 hours.
Teaching process:
first kind
First, reveal the topic.
What is a bat? Have you seen it? Have you ever seen a radar? Introduction to bats and radars. What is the relationship between the two?
Second, read the text as required.
1, request:
Read the text carefully, think while reading, and see which natural paragraphs are about bat flight and which natural paragraphs are about the connection between bat and radar, and mark them respectively.
2. Students read the text silently as required, and teachers patrol.
Third, discuss according to the requirements put forward.
(1) What paragraphs are about bat flight? (three, four, five, six)
1. What are the characteristics of bat flight? Which sentences in the text best illustrate this feature of bat flight?
2. How many experiments have scientists done to uncover the secret of bats flying at night? How is each experiment done?
3. What are the similarities between these three experiments? What is the difference?
4. What did these three tests prove? Find out the sentences and read them out. Why can three experiments prove this?
5. How do bats find their way with their mouths and ears? Find out the sentences and read them out.
(2) What paragraphs are about the connection between bats and radar? (2) and (7)
1, read the seventh paragraph by roll call.
2. Why is it said that installing radar on the plane is "a way to imitate bats to find their way"? In your own words.
(3) If the text is divided into three paragraphs, how should it be divided? Why do you want to divide it like this?
Second lesson
First, practice reading the full text.
Second, use the full text to talk about how scientists got inspiration from bats to invent radar.
First understand the speech according to your own experience, and then guide the students to speak it in an orderly and complete way according to the narrative order of the text.
We should learn the scientific spirit that scientists are good at finding problems, studying problems and getting inspiration from things for the benefit of mankind.
Third, practice making sentences.
1, show thinking exercise question 4 after class.
2. Read the sentences.
3. Practice making sentences with "finally" and "clearly" in oral English.
4. Make sentences in written form.
Copy the words three times in reading, writing and writing.
Chapter six: the teaching objectives of the second volume of the Chinese teaching plan for grade three;
1, read the text correctly, fluently and emotionally, and understand the meaning of key sentences.
2. Understand that the radish head is in trouble, but it has infinite pursuit and yearning for a free life. Analyze the psychological changes of radish head "catching and releasing" bugs.
3. Imagine through the words "pride" (such as middle school) and "deep thinking" (actual experience), fill in the blank of the text, understand the content of the text, and experience the psychological activities of the characters.
Teaching emphases and difficulties:
Imagine filling in the blanks with the words "proud" and "thoughtful".
Teaching process:
First, review and introduce feelings.
1, classmates, last class, we met a child who grew up eating moldy rice and didn't know what sugar tasted like. He is our companion-radish head. Today, let's continue to pay attention to radish head and feel his unusual life!
2. Who can tell me what the main story of this text is?
Design intention: lead in emotion, arouse students' enthusiasm, review the content of the text and help students sort out the ideas of the text.
Second, read articles, for example, middle school.
1. Please read the first part of the study plan.
2. Students read silently, teachers patrol and ask for silent reading.
Design intent; Silent reading is the primary stage of junior three students, so it is necessary to cultivate students' correct habit of silent reading.
3. Presentation:
Default value:
(1) The description of the insect shape can be understood in reading and guided to read aloud.
(2) The radish gently holds the bug in both hands for fear of hurting it. (Description of radish head movements, experience carefully. )
(3) Since the spring, there have been a lot of this kind of bugs, and they often bump into bars to accompany people who can't breathe free air all the year round.
People who lose their freedom are kind when they see flying bugs, and bugs seem to be very sensible and know how to accompany these people who have been imprisoned for a long time. )
(4) Another one flew by, standing side by side, deliberately crawling proudly in front of people.
Grasp the words "pride" and "shoulder to shoulder" to understand what the bug may be thinking.
Bug may be thinking: I have () and you don't have (). I can (), you can't). I can (), you can't ().
Teacher summary method:
Design intention: Use scaffolding to fill the blank of the text for students, reduce the difficulty, and expand students' imagination with diversified choices.
Third, fill in the blank and realize it through practice.
1, radish head likes bugs so much, why did he let them go again?
Default value:
He was about to close the box when he caught a glimpse of the bug and crawled uneasily in the box. Ah, it lost its freedom. The radish head stopped thoughtfully.
(Students can also use their own words)
2. Imagine the word "thoughtful" and fill in the blanks.
3. Students practice writing.
4. Show students' works.
5. The teacher summed it up.
Design intention: experience emotion, from speaking to writing, writing is the consolidation and development of reading knowledge, and it is a process of knowledge transfer.
Fourth, homework, migration
"Radish head probably just finished class. He put the book he read every day next to the railing, grabbed the railing half a head taller than him with both hands, stood on tiptoe and looked at the mountains outside the wall of Bai Mansion. "
What might radish head see? What do you think? Write and write.