1. Teaching plan for third-grade students
Class hours: 1 class hour
Class Type: Comments on Appreciation of Modeling Performance
Teaching objectives:
1. By recalling, observing and comparing, we can summarize the law that "objects of the same size will show the phenomenon of being near big and far small".
2. Be able to draw or collage a work that shows the relationship between objects by using the law of "near the big and far from the small".
Teaching emphases and difficulties:
1, can you cite the phenomenon of "near the big and far from the small"?
2. Can we use the law of "near the big and far from the small" to express the context?
3. Whether the picture shows the context of the object.
Teaching AIDS: painting tools
Teaching process:
First, the guiding stage.
Exchange observation results before class, and the teacher will show corresponding pictures, video materials, etc. What are the rules of these scenarios? Give examples.
Second, the development stage.
Discussion: In the past paintings, what methods did you use to show the relationship between before and after?
After knowing the law of "near big and far small", how are you going to use it to express the context of the scene? Teachers can specify a theme for students' homework, or let students discuss their own propositions and choose a form of homework (painting, collage, or a combination of the two).
Before drawing, you can discuss the order of drawing with the students: What is more reasonable to draw first?
Third, students' homework and teachers' guidance.
Fourth, after-school expansion.
Find and collect the world famous paintings related to the content of this lesson, and make written comments in simple language.
2. The third grade students' teaching plan
Teaching objectives
1, so that students can understand the meaning of the average and learn the simple method of finding the average.
2. Understand the statistical significance of the average and feel the connection between mathematics and life.
3. Cultivate students' ability to solve problems.
The key points and difficulties enable students to understand the meaning of the average and learn the simple method of finding the average.
teaching process
I. Understanding the average
1, the teacher showed a glass of water, told the students that this large glass of water is about 600g, and then put this glass of water into four cups (the water in each cup is different). Q: Can you calculate the average weight of the water in these four cups?
Students begin to solve problems and exchange solutions.
2. Introduce "average"
Second, learn to calculate the average.
1. Show the scene: What are the teachers and classmates doing?
2. Show statistics: guide students to collect information.
3. Guide the students to work out how many books each person has collected by using the method of "more activities and less supplements": What can you do to solve this problem with this statistical chart? The communication style of students after independent thinking.
4. Question: In life, everyone collected a lot of mineral water bottles. How did everyone get together? If there is no such statistical chart, just how many people report that they have collected it? How do you know how much each person in this group has collected on average?
5. Discuss the solutions in groups and send representatives to communicate, saying that 13 is the average. Does it mean that each of them takes 13? Understand that the average is an imaginary number.
Teachers guide students to understand the calculation process of average and its meaning.
6. Summary
Teacher: Boys and girls, why do you want to get rid of one point and the lowest point when grading the game on TV? Can you tell me why?
Aroused a heated discussion among the students. Students solve practical problems through discussion, and their understanding of the average rises to a higher level, knowing that the average is not a real number. The reason why the score and the lowest score are removed is because the final score will not deviate too far from the average score.
Third, consolidate training.
Another environmental protection group also collected many mineral water bottles, including 15 from Xiaojun, 16 from Xiao Wei, 12 from Xiao Peng and 13 from Xiao Xin. How much did this group collect on average?
Fourth, summary:
What did you get from this lesson? What's your problem?
3. The third grade students' teaching plan
Teaching requirements 1. Read examples and experience the vivid and interesting features of fairy tales.
2. Guide the students to look at the pictures and imagine speaking.
On the basis of practicing oral English, write fairy tales in the order of things.
Emphasis and difficulty in teaching
Focus: Write fairy tales on the basis of practicing oral English.
Difficulties: Make fairy tales lively and interesting according to the sequence of events.
Preparation before class
1, sample record.
2. Enlarged color pictures of illustrations in teaching materials.
teaching process
First of all, the introduction of passion
Children, the teacher knows that you all like stories. Today, the teacher invited the children to a story dinner.
Second, read the examples.
1. Listen to this example.
Today, the teacher brought a fairy tale written by our children. Please listen to it. Who is the hero of the story? What happened to him?
2. Students can read examples freely to find out the cause, process and result of the event.
Third, learn to make up fairy tales
1, wonderful dialogue.
Children, do you think it is difficult to make up such fairy tales? Then let's make up fairy tales!
2. Look at the picture and speak practice guide.
(1) What should I add? I heard that kindergarten teachers are very upset recently, and some children have many bad habits. Why don't we make up an interesting fairy tale for them to help them form good habits? What do you think of the teacher's proposal?
(2) (What's wrong with the rabbit showing the wall chart) Children, can you understand the meaning of this picture? Rabbit, what happened to him?
① Group discussion.
Name it.
(3) Teachers and students imagine, evaluate and supplement each other.
(hint: rabbit's expression? What will the rabbit say? What should rabbits do? What was the result? )
(3) According to the development of examples and plots, compile a complete fairy tale.
Tell it to the children at the same table and complement each other.
(2) large groups exchange comments.
(4) freely choose the situation to write fairy tales.
Here are some pictures. You can make up many stories by watching. Children choose their favorite pictures and think they have something to write to make up stories.
① Students are free to practice oral English.
(2) Exchange of views.
3. Students practice writing drafts.
4. Exchange, comment and supplement.
(1) Read in groups, evaluate each other and help each other.
(2) large group communication, teachers and students * * * with modification.
5. Students revise and copy.
4. Teaching plan for third-grade students
Teaching requirements: 1, knowledge and skills:
Conduct oral communication; Complete exercise teaching; Learn polyphonic words; Accumulate ancient poetry; Learn new words; Show a work
2, process and method:
(1) Practice the fluency of oral communication and learn to write.
(2) Learning polyphonic words and new words in discovery and research.
(3) Accumulate in recitation.
(4) Expand your knowledge in the exhibition.
3. Emotions, attitudes and values: Training language skills in reading, writing and reciting.
Key points, difficulties and key points:
1, oral communication.
2. Finish your homework.
3. Recite ancient poems.
Teaching goal: oral communication.
Teaching process:
First, import
Show photos of after-school life.
Second, exchange the feelings of looking at photos.
Third, talk about your after-school life in groups.
1, talk about what you have done.
2. communicate your gains.
3. What do you think of communication?
4. Tell me about your future plans.
Fourth, please ask the students who speak well to come on stage and talk about their after-school life.
1, the students speak, and the teacher is slightly organized.
2. Explain and comb.
Identification of verbs (abbreviation of verb).
1, choose one from each group to go on stage.
2. Evaluate who speaks well.
Homework: Go home and tell mom.
5. Teaching plan for third-grade students
Spring Festival in Old Beijing 1. Deeply understand the teaching materials and accurately grasp the teaching objectives.
1. Students learn 9 new words by themselves and can form words on the basis of the original literacy methods.
2. Read the text, understand the customs of the Spring Festival in old Beijing and feel the lively atmosphere of the Spring Festival.
Through reading, we can find out the "start, climax and end" days of the Spring Festival.
4. Read the text with emotion and realize the author's thoughts and feelings of loving Beijing and life.
5. Guide students to sort out and classify the data they usually collect.
Second, collect information extensively to enrich students' knowledge reserves.
The new curriculum standard points out that it is necessary to cultivate students' ability to collect and process data in the process of Chinese learning. In order to cultivate students' ability, better accomplish teaching objectives, broaden students' horizons and learn more about Chinese New Year. Before class, I asked students to look up relevant information through various channels.
Third, closely follow the teaching objectives and design the teaching process flexibly.
(A) the introduction of new courses in the form of dialogue
When the class started, I introduced it by talking, which narrowed the distance between teachers and students: "Students, do you like the Spring Festival? Why? " Do you want to know how the Spring Festival in old Beijing is spent? Let's take a look at the Spring Festival in old Beijing. (Write on the blackboard, students read the topic together)
(2) Check students' self-learning of new words and give targeted guidance on reading and writing individual words.
(C) information exchange, preliminary understanding
1. Before class, the teacher has asked the students to collect information about the "New Year". Who would like to introduce you?
2. How did you find these materials? (Reading, asking others)
The teacher also collected some information about Chinese New Year by reading teaching reference books and surfing the Internet. do you want to hear it ? The teacher introduced orally. Conditional can be made into courseware at the same time of demonstration and introduction. This will stimulate students' enthusiasm for learning.
4. Summary: It seems that as long as we are willing to start reading, think with our brains and ask with our mouths, we can gain knowledge. Now that we know so much about the Spring Festival, do you want to see what a lively scene it is in old Beijing? Let's take a look together!
Read through the text and feel the content.
1, read the text aloud, pay attention to reading the text correctly, mark the sentences that have not been read well, and read it again.
2. Check the reading. This student can't read so many sentences fluently. Let him read it again or read it together. Read to your deskmate. If the deskmate thinks you are satisfied, just hit "_".
(5) Read the text well.
1, we have finished reading the text successfully, so we still have to understand and read the text well.
Let's read the first paragraph.
Name two students' reading. Their reading has reached everyone's heart. Let's all read it this way.
3. Read the second paragraph at the same table and try to say "..."
Now, let's interpret it in another way.
The teacher read the third paragraph.
Teacher: On the 19th of the twelfth lunar month-(student)
5. After reading the fourth paragraph, students will savor and evaluate it carefully. Experience the excitement of New Year's Eve.
6. Boys and girls read the fifth paragraph. Solve the word "completely different" that you don't understand and extract it. Greatly mobilized the enthusiasm of students, and made them feel that the scene of the New Year's Day was completely different from New Year's Eve.
7, teachers and students read the sixth paragraph, so that students' interest in learning can be further sublimated, and they can feel that the Lantern Festival on the fifteenth day of the first month is the climax of the Spring Festival. People watch lanterns and eat Yuanxiao. Use "... some ... some ... some ... and some ..." to say a sentence. Cultivate students' ability to apply what they have learned.
8. Read the seventh paragraph together.
(6) Read the full text again to solve the problem.
1. Ask the students to name the "start", "climax" and "end" days of the Spring Festival. (The teacher writes on the blackboard at the same time)
Ask the students to close their eyes and imagine the lively atmosphere.
3. Draw what people do every time and read it again.
(7) Expansion and extension
Let the students talk about the custom of Chinese New Year in their hometown.
(8) Homework after class
Combined with the training contents of "opening a book is beneficial", "displaying one's skill" and "writing flowers with one's pen" in Chinese World, let students read, speak and write after class, so as to pave the way for the next class.
Four. abstract
Ask students to classify the relevant information collected.
Students, a semester of study is coming to an end. We should put the collected materials in an envelope and write down what kind of materials are on the envelope for future use.