1. Swallow teaching plan for the third grade of primary school.
1. The design concept of Chinese Curriculum Standard points out that Chinese curriculum should cultivate students' correct understanding and application of Chinese, enrich language accumulation, cultivate language sense and develop thinking. Can initially understand and appreciate literary works, be influenced by noble sentiments and interests, and develop personality. In self-interest activities, we should take the initiative to explore, unite and cooperate, improve the ability of appreciating reading and oral communication, understand the expressions such as narration, description and lyric in reading, cultivate students' observation ability and ability to grasp the characteristics of things and describe them, and cultivate students' interest in nature.
Second, the teaching process
(A) the introduction of new courses.
1. Record and play "Little Swallow", and all the students will hum along.
(2) Combining pictures and texts to understand the appearance characteristics of swallows.
1, talk casually about the understanding of the swallow.
2. Find out the sentences that describe the shape characteristics of swallows.
3. Read all the students in the class.
4. Read and understand the function of adjectives. (Highlight the characteristics of swallows)
(1) A shiny black feather, a pair of handsome and light wings and a scissors-like tail make up a lively and agile swallow.
A feather, a pair of wings and a tail make a swallow.
5. Guide to read this natural text with emotion, (the tone is very light, indicating love)
(3) Learn the flying of swallows, experience the beauty of dynamics, and appreciate the author's words and sentences.
1, the teacher introduced: Many swallows fly on the lake in spring, which adds vitality to the spring scenery of the lake and makes the early spring more vibrant. Read the third paragraph of the text quietly and experience it carefully.
2. Teachers provide guidance outlines, and students can read freely and recite their experiences repeatedly.
(1) How many flying postures do swallows have?
(2) What words are there in the text to connect them? What does this mean?
(3) Mark the action words of swallows in flight with "". Do you think the author used it well?
(4) Read and imagine the picture depicted in the text, draw a sentence that you think is beautiful with "-",and read it with emotion.
3. Feedback one by one and appreciate the good sentences.
In the breeze and sunshine, swallows are leaning against the sky and chirping. Some of them fly from rice fields here to willow trees there in the blink of an eye. Some of them skim the lake, and occasionally their tails touch the water, and they see ripples rolling around. "
4. Guide emotional reading and read well.
(4) Learn the pause part of Swallow, experience profound sentences and grasp the center.
1, while drawing on the board, the teacher said: Swallows fly around in spring, and when they are tired, they rest on the wires.
2. Read the last paragraph of the text freely in the way you like, which requires:
(1) screen out the words or sentences that you think are used well in batches. Where is the communication?
(2) Draw sentences that you don't understand.
3, question-by-question feedback.
Commonly used words or sentences:
"Falling"-wrote the lightness and swiftness of swallows.
"mark"-make the thin line more aesthetic, and it looks like a trace left by something flying from the sky from a distance.
"The sky is blue, and several thin lines are connected between the poles. How like a staff member. " The use of metaphor makes this sentence more vivid. The author compares swallows to symbols and wires to staff, and more specifically writes the characteristics of swallows and wires from a distance.
A meaningful sentence.
"The stopped swallows turned into notes and wrote a hymn of spring waiting to be played"-"Ode to Heaven" refers to a song praising the revival of all things and the vitality of the earth. This sentence points out the center of the full text with imagination, that is, by depicting swallows, praising the spring, which symbolizes vitality and vitality, and expressing the thoughts and feelings of loving nature.
4. Read this natural text with emotion.
(5) Summarize the full text and learn the author's writing techniques.
1, summarizing the content of the article.
2. After learning this text, what inspiration and gains did you get in writing?
(Ask students to express their opinions)
The teacher summed it up.
(1) Point-surface combination.
(2) the combination of static and dynamic.
(3) The use of metaphor, personification and verbs is accurate.
4. Read the whole article with emotion.
2. The third grade Chinese "Swallow" teaching plan
I. Teaching objectives 1. Learn new words in the text;
2. Correctly understand the long sentences in the text, master the basic methods of reading long sentences, and appreciate the beauty of the language of the motherland;
3. Be able to read the text emotionally and recite the fourth paragraph of the text;
4. Through the understanding of the beautiful words in the text, feel the loveliness of swallows and the beauty of spring, and experience the pleasant mood and vigorous strength brought by spring.
5. Initially cultivate students' inquiry, competition and team spirit.
Second, the key points and difficulties
Master the basic methods of correctly understanding long sentences, and feel the loveliness of swallows, the beauty of spring and the richness of the language of the motherland by learning the language of the text.
Third, preparation before class (second class)
Staff, the fifth movement of "Spring Sonata", the song and courseware making of "Little Swallow".
Fourth, pre-class activities
Name: (presented by courseware 1) However, I feel the harmonious heartbeat of the sacred unicorn.
Requirements: Let the students write a word on a piece of paper. Teachers can randomly select several students with student numbers. If they can form a sentence, it means that they are "connected with each other-a little", and they are worthy of being classmates for four years.
Objective: Through activities, let students understand that there are three basic forms of sentences: "Who is what? Who does what? Who is like? " Make some preparations for the "abbreviated text" link in classroom teaching.
Note: If the students can't spell "Yes", the teacher can attend by himself or invite the teacher as appropriate.
Principles: interesting, linguistic and targeted.
Teaching process of verbs (abbreviation of verb)
1, read it
The students are already familiar with the text Swallow, and I hear they like it very much. Who reads this book best in our class? Who is most afraid of reading? Would you please read this text to all the students together? (Pay attention to positive voices, such as poles, occasionally) Motivation and cooperation.
Step 2 count
Now do a very simple topic. How many words are there in the text Swallow? Please count the units quickly. (Yes, although the text of Swallow is nearly 400 words, there are only 10 sentences, which shows that there are many long sentences. In the pre-class activities, we have learned that the three basic forms of sentence formation are "who is what". Who does what? Who looks like it? "Therefore, we can understand these sentences by shortening them. )
3, shrink a shrink
Look at the first sentence first-it can be condensed into "feathers, wings and tails echo the activities before class to form a swallow."
What about the second and third sentences?
……
Step 4 make comments
Let's read the abbreviated articles on the screen, learn to appreciate them and then ask everyone to comment. What are the advantages of the two articles?
(The original text is vivid and concrete, and the essay is concise and clear)
Step 5 debate
Debate group.
May I propose that we have a debate? When creating a competitive environment, our debating competition must have certain subjective language organization and requirements under the premise of freedom: learning environment.
(1) Affirmative sentences-supporters of the original text
The opposing side-a condensed article
(2) Make sure that the first debater, the second debater and the third debater pay attention to all participants, and other students are free debaters, and pay attention to the statement of language ability in free debate. (Listening, speaking, reading and writing)
(3) Judges: All the teachers who come to attend the class. (Welcome) Training
In order to win the debate, I want to teach you some secrets now, but please listen carefully:
-listening (being good at listening to others' opinions is a sign of respecting others; Moreover, in the debate, only by understanding the other side's point of view can we better refute the other side.
Speaking clearly, accurately and loudly in Mandarin is the basic requirement of speaking, and only in this way can people who don't treat their feelings as their wives understand your point of view.
-Reading (after fully stating your reasons, choose one or two as the center and read out the sentences to impress the judges) Reading and writing are two wings.
-Write (the same classmate can pass a note to the debater, but the handwriting should be fast and good)
(5) As for the host, I am voluntary.
(6) Students debate and teachers comment and guide.
Step 6 be gentle
The debate is over. Although the number of the two sides in this debate is very different, it can be said that it is evenly matched, and the tutor is the "guide", so it is difficult to tell the winner. But one thing can be summed up: students are good at reading, speaking, daring to compete and being good at cooperating with others, which is useful to our lives.
7. Sing a song
I suggest that at the end of the class, how can I sing a song to end this class and dedicate this song to everyone who loves the whole? Happy friends in spring. Sex and moral?
3. The third grade "Swallow" teaching plan.
Teaching objective: 1. Through the understanding of beautiful words and phrases in the text, we can feel the beauty of swallows and spring, and realize the happy mood and vigorous strength that spring brings to people.
2. Learn 9 new words in this lesson; Understand the words "handsome, blowing, stretching, dazzling, blooming and shining".
3. Be able to correctly understand the long sentences in the text and master the basic methods of reading long sentences. You can use "add" and "occasionally" to make sentences.
4. Read the text with emotion and recite the fourth paragraph of the text.
5. Learn to describe the expression of small animals by grasping the shape characteristics, and write a small animal that you are familiar with or like in this way.
Second, class schedule: 3 class hours
first kind
1, introduce a new lesson.
Spring has come, and swallows fly from the south. The text Swallow is about swallows flying in spring. How beautiful is the scene of swallows flying in spring
Let's take a closer look at the swallows.
○ Read the clip silently and think: What aspects does the clip capture to describe the swallow? (Feathers, wings, tail)
○ Listen to the teacher compare reading and deletion.
"A feather, a pair of wings and a tail make up a swallow."
Read these words and tell me what they have in common. What did you write about swallows?
○ Discussion: Which of these adjectives is better? Why? A preliminary understanding of language accuracy. )
○ Compare the description of swallows in Swallows with the description of kingfishers in Kingfishers: Why only write the feathers, wings and tails of swallows, but not other aspects? And why only write kingfisher's small claws, eyes and mouth? Describe the shape to grasp the characteristics. Deeply understand the accuracy of language expression. )
3. Show: The breeze blows thousands of soft willows with yellow-green eyebrows.
Oral Abbreviation-Demonstration Reading-Talking about Understanding ※
4. Read aloud: A few lively and lovely swallows skimmed the sparkling lake.
5. Homework:
Classroom assignments 1-4
Second lesson
1. What scenery is written in the second paragraph of the text?
○ Rain, wind, willow, grass, leaves and flowers.
Step 2 show it. what do you think?
In March, it rained, the wind blew the willows, and the grass, leaves and flowers gathered in spring.
3. Compare them one by one and add them layer by layer.
What do you little swallows want to say when you see such beautiful scenery? In the following sentence, which word expresses the swallow's desire?
Spring has come, and the swallow flies from the south, which tells us what kind of bird the swallow is. (migratory birds)
6. Clear the hierarchy and practice reciting.
One * * * four sentences: The first sentence is about seasons and drizzle; The second sentence says that the breeze blows soft willows; The third sentence is about grass, leaves and flowers; The fourth sentence is swallowing.
7. The flowers are coming, and so are the swallows. Why do you say "it adds a lot of interest to spring"? (Interpretation: Interesting)
8. Read the third paragraph and imagine a swallow flying.
9. Abbreviate sentences.
10, find out the words that describe the lightness and agility of swallows.
1 1, summary reading.
12, job:
"Class assignments" 5-6
The third category
1, read the last paragraph.
2. Comparison:
Stop the descent.
Marked root
3. Understand "play".
4. Recite this paragraph.
5. Summary of the full text.
6. Imitate the paragraph 1.
4. The third grade "Swallow" teaching plan.
Teaching objective: 1. Read the text and understand the meaning of the word "fairness".
2. You should know that different writers describe spring have different writing angles.
3. Read the full text with emotion, and with the help of swallows, experience the author's thoughts and feelings of praising beautiful spring.
Teaching process:
First of all, recall the ancient poems and famous sentences about spring.
1. Pictures showing beautiful spring scenery.
Teacher: In this sunny spring when everything is reviving, let's recall those poems praising spring together.
2. Reading poems with music and excerpts from Zhu Ziqing's Spring.
How strange this handwriting is!
Second, read and memorize paragraphs describing spring.
1. Show articles and read freely.
Teacher: Teacher, there is another paragraph here, which also describes spring. Please read it quietly.
Display: In the spring of March, it rained several times in Mao Mao, and the breeze blew thousands of soft willows, opening yellow-green eyebrows. Green grass, green leaves and colorful flowers gather together like a market, forming a dazzling spring.
2, through the teacher's demonstration reading, guide reading long sentences.
Teachers read: "In the spring of March, it rained several times in Mao Mao, and the breeze blew thousands of soft willows, which opened their yellow-green eyebrows." This sentence is long, so pay attention to where you can breathe when reading.
Students read and communicate individually.
3. Recite paragraphs with pictures.
Boys and girls read this passage separately.
Teacher: If you read more articles, you can imprint beautiful language on your mind. Come on, let's try to recite it.
Show the pictures of spring. The teacher guides the students to recite this passage with the help of the scenery in the pictures.
4. Understand the word "market" and then remember it.
Teacher: The author says that red flowers and green grass gather together like a market. A market is an assembly, including temple fairs, lantern festivals and fairs. (Show relevant pictures at random)
Look at the picture, contact the content of the article, think of something, and communicate at the same table.
The teacher read this passage again, describing the lively scene in spring.
Third, sort out the writer's different writing angles, and lead to the author and topic.
1, Xiu Shi leads the topic.
Teacher: Spring is full of vitality. Throughout the ages, many writers have used beautiful language to describe spring, and some writers have captured the wind of spring to describe it. In He's "Singing Willow", "I don't know who cut the thin leaves, and the spring breeze in February is like scissors." Someone caught the flower of spring to describe it. In Zhu's Spring Day, "Wait and see the east wind, it will always be spring." Others described the Spring River as "Night Scene of the Spring River" by Shi, "Peach blossoms are three or two outside the bamboo, and the duck prophet warms the spring river." China modern essayist Zheng Zhenduo (showing photos) captured the word Swallow (writing on the blackboard: Swallow) to describe spring. He felt (display text: "The lovely little swallow flew from the south and joined this grand flower show, adding a lot of vitality to spring." Students read. )
Increase interest.
2. Quote the paragraph describing spring.
Teacher: What kind of grand event is this? Quote "Yangchun March Spring."
Fourth, learn from the author's description of swallows.
1, read aloud 1, 3, 4, and sort out the context.
Teacher: This is the second section of the article Swallow that we learned today. Let's read the other three paragraphs of the text again and taste how swallows add interest to spring. Ask three students to read these three verses separately. Please listen and think. From what aspects did the author Zheng Zhenduo describe the swallow?
Ask three students to read aloud separately.
Teachers' entry: described from three aspects: appearance, flight time and flight fatigue.
Blackboard writing: flight fatigue in appearance
2. Learn the part that describes the shape.
(1) Look at the first paragraph of the projection and tell me what impression the swallow left on you.
Blackboard writing: lively and lovely
(2) Guide reading the first section, and feel light when reading.
Draw swallows on the blackboard while reading.
A sentence that describes a shape by drawing it back on the board.
3. Learn to describe the part of the swallow flying.
Teacher: Such a lively and lovely swallow flies into the beautiful picture of spring, which naturally makes spring more vibrant and interesting. So, how do swallows spice up spring?
Show two pictures
(1) Ask the students to find the corresponding sentences (show the sentences under the pictures).
(2) Read the sentences and talk about how swallows add interest to spring and talk about their own feelings. Teamwork
(Teacher's random comment: Flying fast adds vitality to spring; Like a little painter, flexible and naughty. )
(3) After realizing it, look at these interesting scenes. Read in many forms.
The flight of swallows adds a lot of interest to spring.
4. Learn to describe the part where the swallow is tired.
Teacher: Swallows add spice when they fly. They don't move. What's it like to be tired of flying?
(1) Cato imagination.
According to the students' answers, the teacher drew thin lines between the swallows.
Look, what does this look like? Students expand their imagination.
Read this sentence: How much I like the music I play!
(2) The teacher introduces this section.
Teacher: Wires are like music scores, and swallows are like jumping notes. Brought us fun. It also adds interest to spring-
(3) Talk about feelings and expand imagination.
Talk about your feelings. Please think about it. What do you seem to hear?
A song about spring, I seem to hear it-
Teacher: Tired swallows have brought us infinite reverie and vitality. In the author's eyes, swallows are really cute.
Writing on the blackboard: smart and lovely
No wonder the author loves swallows so much. What does a swallow look like in his eyes? (Students are free to answer)
Writing on the blackboard: the messenger of spring
Third, summary:
1, read in full.
Read the article carefully and experience the love between the lines for swallows.
2. transfer.
Teacher: In the author's eyes, swallows are the cutest, so he describes swallows from three aspects: appearance, flight time and flight fatigue, and praises spring. What are you most interested in? You can also observe carefully and learn to write about spring like this article.
5. The third grade "Swallow" teaching plan.
The first lesson, lead in a new lesson.
1, the teacher reads the children's song "How Beautiful Spring is": The swallow is so clever, dragging a pair of scissors. Ribbon-cutting clouds, colorful clouds, wicker scissors, wicker shake. I cut a picture, and the scenery in spring is beautiful.
2. Students, in spring, lively and lovely swallows fly from the south. Do you like swallows? Today, we learn the text Swallow together. This article was written by the writer Zheng Zhenduo. Please open the book. Who will read it?
Second, experience of reading the text for the first time
1, specify the self-study requirements.
(1) Read the new words with pinyin correctly, underline the new words composed of new words, and carefully write the words you think are difficult to write with your fingers on the desk several times.
(2) Read the text freely and pay attention to rereading the wrong sentences until you understand them.
2. Students teach themselves, and teachers tour to guide them.
3. Check the effect of self-study.
(1) Show the new words, read by name, and read by the whole class.
(2) Understand the meaning of words.
4. Read the text sentence by sentence while driving, and check whether it is read correctly and fluently.
Third, learn the first paragraph.
This article is really beautiful. Read the first section carefully and tell me what the swallow is like in your mind.
1, students can read freely.
2. Name the students in their own words.
Teacher: This paragraph is a long sentence. How can I read a long sentence? Let's take a look at "unit learning tips" first.
4. What are the steps to read long sentences? First, then, underline.
5. Let's learn the first natural paragraph of the text by the method in "unit learning tips", and then read this paragraph.
6. Q: Which part of the swallow is this sentence written about? What are its feathers, wings and tail like?
7. What is the function of using "black, slippery, handsome and scissors" in the sentence?
8. Summarize the method of learning this long sentence.
9. Guide the feelings to read this paragraph and summarize the meaning of the paragraph.
Fourth, conduct "painting and speaking" training to deepen understanding.
1, can you draw The Swallow written by Zheng Zhenduo? I asked a classmate to read the first paragraph. How about we draw together? But when reading, be slow.
2. Students at the same table introduce their own swallows to each other.
3. Who would like to come to the front and introduce the swallow drawn by the teacher?
What you say is better than what I draw! Did you notice that the author didn't write eyes and mouth? Is it negligence?
When I was in the third grade, I learned a text-kingfisher, but I didn't write the tail of kingfisher in that lesson, remember? Is it also the author's negligence?
This tells us that when describing the scenery, we must seize the distinctive places to write.
6. Read the first section again and try to recite it.
Fifth, assign homework.
Second lesson
First, review and consolidate.
1, recite the first paragraph.
Talk about the meaning of the first paragraph.
Second, learn the third paragraph of the text.
1. Read the third paragraph again. What do you know from this passage?
(Swallows fly, swallows fly fast and lightly)
2. What statements did you see? Read the first sentence of the third quarter again.
(blackboard writing: oblique, skimming and pumping)
3. Teacher: The "oblique" shape allows swallows to fly, giving people a feeling of lightness and swiftness. Du Fu once wrote such a poem: "Fish come out in the drizzle, and Yan Xie in the breeze." The word "oblique" not only describes the lightness of the swallow flying, but also describes the graceful posture of the swallow flying. How is the word "skimming" explained in the dictionary?
4. What do you see from it? Read the sentence where this word is located and realize it.
5. What can we learn from the word "Ji"?
6. Where else do you see swallows flying "briskly"?
7. Let's read the third paragraph aloud and see who can make people feel that the swallow flies briskly and has a beautiful posture. (Students practice reading)
8. Teacher: "That little halo is rippling in circles." Read slowly and leave room for imagination. Who will read this sentence again?
Teacher: What is a "small halo"? Have you thought about it? (Teacher's blackboard writing)
Teacher: Why does the author say "small circle" instead of "small circle"? What does this mean? Have you thought about it?
Teacher: "Halo" is a colorful circle reflected by sunlight or moonlight through clouds. Have you ever seen a solar halo or a lunar halo? That colorful aperture is really beautiful! In the author's eyes, the waves caused by swallows carrying water are like solar and lunar halos. Not only the swallow described by the author is beautiful, but even this small circle is beautiful! Let's read this sentence again and appreciate its beauty.
Third, learn the fourth paragraph.
1. After reading the third section, we know that swallows fly briskly and gracefully. Let's look at the fourth quarter and see what it is, who understands it and who said it.
2. Name it. (Swallow parked on the wire)
3. After reading it, which sentences left a deep impression on you? Reading and crossing.
4. "How like a first-class music!" What does this mean? Look at the illustrations in the book.
5. Teacher, here is a staff, which is a music score. Please imagine and compare it with the illustration. From a distance, does the swallow falling on the wire with the wire look like a staff?
Teacher: What an apt and vivid metaphor! We have to admire the author's amazing imagination! Students, think about it. What kind of music will we play? This must be a song praising spring and swallows. )
6. Students sing "Little Swallow"
7. The students sang beautifully. From the lyrics, we further appreciate the beauty of swallows. There are also two words in this paragraph that are particularly vivid. I wonder if anyone has noticed. Please read the second sentence.
8. The word "mark" is well used here. Why not use "bar"? Because the wire is far and high, it can't be seen clearly, leaving only a trace in the blue sky.
9. Read this section carefully, and then experience for yourself.
Read three or four paragraphs aloud.
The third category
First, review and consolidate.
1, pronounced 1, 3,4 natural paragraphs.
2. Tell me what each of these three paragraphs has written.
Second, learn the second paragraph.
1, students read the second paragraph silently and think: What words are there in the second paragraph? Swallows flying back from the south add a lot of interest to spring.
Let's learn the second sentence first and read it together.
(1) This sentence is a long sentence. How to use the methods in learning tips to learn?
(2) That's right, so what does "yellow-green eyebrow eye" mean? (Read the sentence again)
(3) The teacher draws a sketch, and "yellow-green eyebrows" refer to willow buds. Everyone should think further: why does the author compare the willow bud to "yellow-green eyebrow eye" and why not just say bud?
Willow slept all winter and sprouted like open eyes.
3. Learn the third sentence.
(1) Let's see what the third sentence says. Say the names of the students and read the sentences.
(2) Ask students to understand by understanding long sentences.
(3) Name a classmate and tell me how you understand this long sentence.
Teacher: What is the dazzling spring made of? How is it formed? What are the functions of other words?
(4) What is "fairness"?
Teacher: It's called a market-please talk about the market and think about the similarities between the market and the growth and opening of grass, leaves and peanuts in spring.
Teacher: As the ancients said, "The red apricots are out of the wall and full of spring." In spring, flowers are in full bloom, which really gives people a lively feeling.
(5) Read the third sentence together.
4. Learn the fourth sentence.
Such a lively and beautiful spring is inseparable from swallows. Please read the fourth sentence aloud.
(1) Who can simply say the meaning of this sentence?
(2) What do you mean by "adding" and "interesting"?
(3) Teacher: Students, painters paint spring without a swallow, poets write spring without a swallow, and singers sing spring without a swallow. It can be said that without swallows, spring loses half its beauty. Let's read this article in a complimentary tone.
Third, summarize and read the full text.