Ministry version of the third grade primary school Chinese textbook "That will definitely be good" lesson plan and reflection

# Teaching Plan # The introduction "That will definitely be good" is a text in the third unit of the first volume of the third-grade Chinese language compiled by the Ministry of Education. It is a fairy tale. It tells the story of a seed that grows into a big tree, which is cut down and made into carts, chairs, and wooden floors. This text is actually a dedication education for students based on the experience of being a seed, so that children can understand how to be a useful person to others and society. The following content has been prepared for your reference!

Lesson plan

Teaching requirements:

1. Can recognize 7 new characters including "shrink, stem". Read and understand words such as "comfortable, stretch, and work hard" correctly.

2． Read the text correctly, fluently and emotionally.

3. Understand the content of the text and experience the joy of overcoming difficulties and striving to grow and the joy of serving people.

Key and difficult points in teaching:

Understand the content of the text, and experience the joy of overcoming difficulties and striving to grow and the joy of serving people.

Preparation before class:

1. Students collect pictures and written information about the growth of seeds and the uses of trees.

2． Teachers prepare ppt.

Teaching time:

1 class hour

Teaching process:

1. Introduction.

1. Show me the ppt pictures: seeds breaking out of the ground, a leafy tree, a trolley, and a chair. What do you think of?

2． From a tiny seed to the wooden floor on the balcony, what kind of journey does a tree go through? What can we experience from this? Let's go to the text to find the answer.

3. Writing topic on the blackboard: "That will definitely be good."

4． Read the topic together.

2. Read the text for the first time and learn new words by yourself.

1. When reading the text for the first time, spell out the new characters you don’t recognize according to their phonetic pronunciation, and read the parts that are not clear to you several times.

2． Show the ppt to check the learning status of new characters and new words, read in various forms, correct pronunciation, and consolidate.

3. Read the text aloud in natural paragraphs by name. Correct problems as they arise.

3. Read the text intensively and understand the content of the text.

1. Read the text in your favorite way and think about it: from a seed to the wooden floor on the balcony, what kind of journey has the tree gone through? Draw it in the text.

2． Students in small groups read the text individually and then discuss and communicate.

3. Communicate the journey of big trees.

(Write on the blackboard: Seeds are wrapped in soil - drill out of the ground - grow into tall trees - cut down to make carts - dismantled to make chairs - become beautiful wooden floors)

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4． Read the text emotionally and think about the mood of the tree during the change process of the tree. (Writing on the blackboard: Comfortable)

5. Read the text silently and underline the sentences containing the word "comfortable" in the text. While communicating, show ppt sentences and read them in various forms to experience the happiness in the changes of the big tree.

6． Class summary: What kind of tree is this? (Write on the blackboard: Happy growing up, happy serving others)

4. Comparative study, understanding and understanding.

We have studied "Last Year's Tree", and this text also writes about the experience of growing a tree. What are the similarities and differences between the text we studied today and "Last Year's Tree"?

1. Present the ppt "Last Year's Tree" and students will read it aloud freely. As a group, discuss the similarities and differences between this text and "Last Year's Tree".

2． The whole class communicates and the teacher guides the understanding.

3. The ppt shows the similarities and differences.

5. Read the two texts emotionally.

6. Classroom exercises

ppt provides exercises.

That will be good

Comfortable seeds wrapped in soil

Drilled out of the ground

Grow into a tall tree and grow happily

Chop it down to make a cart

Tear it down to make a chair

Become a beautiful wooden floor to serve others

Also happy

Reflection 1

"That Will Be Good" is a vivid fairy tale. Because it is a self-read text, I prepared this text and completed it in one class hour. The focus is on allowing students to feel the text. Read the text carefully. When teaching, I let students fully read the text by themselves and get emotional experience during reading.

There are also some deficiencies in teaching that need to be continuously improved.

1. Students can understand the content of the text through reading, but their summarization skills are not good. Although the students in this class read the text in detail, the teacher also directly participated in the guidance method and guided them step by step. It is half-released and half-supported. As students' learning ability improves, I will try to be more hands-off in future skimming classes, and let the leaders of each study group study with the students.

2. The requirements for students during self-reading should be clearer to help students develop good reading habits.

3. Give students enough space to question, fully stimulate their interest in learning and thinking space, and let them become the protagonists of skimming text learning.

Reflection 2

Today I taught the fairy tale "9* That Will Be Very Good". The content of the article was interesting and profound. When teaching, I used the characteristics of the students and the unit Based on the goals, we should be life-oriented, implement the goals and improve the quality. In view of this, my class has the following characteristics:

1. Grasp the main line and highlight the theme

In the article "9* That Will Be Very Good", "That will definitely be The sentence "very good" appears four times in the article, which has become the main line in the article. When teaching, I grasp this main line and guide the students to read silently to find the four sentences containing "it will definitely be good" Then they understood that these four sentences were seeds, big trees, carts, and chairs, so why did they have such thoughts? Naturally, students were introduced into the text and felt the joy and comfort of serving the people.

2. Guide doubts and promote improvement

As the saying goes: The most important thing in learning is doubt. A small doubt leads to small progress, and a big doubt leads to great progress. Therefore, it is very important to guide students to question when learning. Before studying this lesson, guide students to preview the text, let students read the topic twice, and express their thoughts on reading the topic for the first time. At this time, the children's thoughts are curious and from the heart: What will definitely be good? ? What does "that" mean? Problems arise. Students will approach the text with curiosity. After reading the text several times, students are guided to question. At this time, they do not just stop at questioning the topic, but go deep into the understanding of the text, step by step, understand the learning situation, and truly achieve learning-based decision-making. Teach, teach along the lines of learning, children learn to think and ask questions through questioning.

3. Combining reading and performance to stimulate interest

This is a skimming text. I did not explain too much, but let go and guided the students to learn cooperatively, in groups. Choose a change process that interests this group the most, read it, act it out, and understand the protagonist's psychology. The children's interest is high, the team leader divides the work, and the team members cooperate tacitly. They read aloud passionately and perform lifelike performances to bring the students into the situation. They can imagine and experience in person and feel the perseverance of the seeds. The selfless dedication of trees, chairs, and wooden floors once again deepens the understanding of the text during the evaluation.

4. Expand your imagination and get inspiration

Fairy tales are full of imagination. I also pay close attention to this when teaching, triggering students' imagination when they read the text, and receiving inspiration in their imagination. . For example, the text guides students to imagine the discomfort of seeds in the soil and the efforts when growing, and to realize that the realization of wishes requires unremitting efforts; to imagine the joy of running around with things in a trolley, and the chair that looks like a rest, but also provides convenience to people. Feel the joy they gain from giving.

Subtly let students be inspired by reading fairy tales, which also achieves the goal of fairy tale teaching.

While seeing the advantages, I also felt the shortcomings in the classroom:

1. The students were very wonderful when evaluating the performance of the seeds, which not only reflected the psychology from the movements, but also reflected the After evaluating the expression, if another student is allowed to act as the seed at this time, and the other students read aloud, I believe that the spirit of the seed's unremitting efforts to realize their wishes will definitely take root and sprout in the hearts of the children, and the students will be more interested in the combination of reading and acting. You will also become more proficient in learning methods.

2. Because this lesson has too much capacity, there is a lack of reading aloud of the four sentences containing "That will definitely be good", resulting in the children not being able to truly appreciate the meaning of the big tree, trolley, and chair. Feeling.

3. In group cooperative learning, the group leader has a clear division of labor and all students can participate. This is a big improvement. However, after the report, at the end of a class, the group learning situation cannot be effectively analyzed. evaluation and summary, so that the children's group learning is still in a blind state. If a few minutes are set aside at the end of the class for the group leader to make a summary of each group's study and comment on the performance of each group member, and the teacher guides appropriately, I believe Students' group cooperative learning will benefit from this method, and this method will be used in the future to make group learning practical and mature.