Knowledge points, lesson plans and teaching reflections on the Chinese language "Hat and Bird's Nest" for the third grade of primary school

#三级# Introduction Chinese is a teaching subject in the basic education curriculum system. The content of its teaching is language and culture, and the form of its operation is also language and culture. Chinese language ability is the basis for learning other subjects and sciences. It is also an important humanities and social subject and a tool for people to exchange ideas. It has the unified characteristics of instrumentality and humanism. The following is a collection of knowledge points, lesson plans and teaching reflection materials for the third-grade primary school Chinese language "The Hat and the Bird's Nest". I hope it will help you.

Article 1 Knowledge points of the Chinese language "Hat and Bird's Nest" for the third grade of primary school:

Happy, grass, swarm of bees, head, hat, eh (yí), yell ( rǎng) up, silk (chóu) belt, wrapped (chán) to live, helpless (nài) what, bamboo pole (gān), pick [tiǎo], hang (diào), hatch (fū) bird,

Key sentences:

The squirrel ran in a panic and his waist was tangled in the ribbon on his hat. As soon as it ran away, the hat was dragged away. The children chased and chased until they reached the pine forest. The squirrel became even more panicked and hurriedly climbed up a pine tree, taking the hat up the tree.

They walked under the pine tree and saw that the squirrel was no longer there. This time, the big squirrel did not take away the hat. The ribbon hung on the branch, and the hat hung like a basket.

Teaching content of the lesson plan of the Chinese language "Hat and Bird's Nest" for the third grade of primary school

Chinese version S version of "Compulsory Education Curriculum Standard Experimental Textbook Chinese" for the third grade, Volume 1, Page 6, Lesson 2 "Hat and Bird's Nest"

Textbook and Learning Analysis

This intensive reading text talks about Xiangxiang and his friends playing happily on the grass and leaving the hat on the grass. As a result, the hat was carried to a tall pine tree by the squirrel. They discovered that the bird wanted to make a nest in the hat, so they decided to give the hat to the bird to make a nest. The training focus of this lesson is to enable students to understand the meaning of key sentences and experience the thoughts and feelings expressed by the sentences. The amount of knowledge of third-year students gradually increases, their thirst for knowledge becomes stronger, and their thinking becomes more active. Combining the content of the textbook with the age characteristics and understanding level of the students, in the teaching of this class, I will guide the students to adopt the methods of reading more, thinking more, independent learning, and cooperative inquiry.

Teaching objectives

1. Recognize 7 new characters such as "囷, silk", etc., and be able to write 13 characters including "马,波".

2. Read the text emotionally and understand the thoughts and feelings expressed in the key sentences.

3. Understand the text content and cultivate students’ love for animals and nature.

Teaching focus:

Understand the thoughts and feelings expressed by key sentences in the text, and be able to read the text emotionally.

Teaching difficulties:

Understand Xiangxiang’s love for hats, and thus feel his love for the birds.

Teaching preparation:

Courseware, new words, vocabulary cards.

Teaching time:

2 lessons

Teaching process:

First lesson

1. Clever design Introduction of new suspense lessons

1. Blackboard writing topic: hat and bird's nest.

2. Read the topic together

Question: Do you have any questions after reading the topic?

The design intention is to guide students to think based on the topic and cultivate students’ ability to question and ask questions. Guide students to think independently, discover independently, and have the courage to ask questions. Students may ask: What is the relationship between a bird's nest and a hat? This stimulates students' curiosity.

2. First read the text to clarify the context

1. Students read the text freely and eliminate word barriers.

2. The teacher checks the recognition of new words and the reading of texts.

(1) Read the vocabulary cards by name. Pay attention to the pronunciation of "play" and "po". Emphasis on easy typos: Panic: It is easy to add dots on the right side. Play: distinguished from "want". Students practice writing these two characters.

(2) Name the text to be read aloud. Each person reads a natural paragraph. The whole class evaluates and the teacher provides guidance. The emphasis is on correct reading and fluent reading.

3. Students read the text again and summarize the main idea of ??the article.

(1) Self-reading (2) Group communication (3) Reporting

The design intention is based on word learning, reading aloud as the learning method, and grasping the main idea of ??the article as a whole. Get a preliminary understanding of the story of Xiangxiang leaving his hat to a bird to make a nest, laying the foundation for the teaching in the second lesson.

4. Answer the question: Do you now know why the title is called "Hat and Bird's Nest"?

3. Cleverly designed question and suspense ending

Why does Xiangxiang leave his hat to the birds to make nests? I hope you can find the answer and we will study it in the next class.

The design intention ends with suspense, stimulating students’ thirst for knowledge, creating a situation for students’ extracurricular learning, creating opportunities for students to learn environmental protection knowledge, and laying the foundation for the teaching of the next class.

Second Lesson

1. Independent exploration and drawing of marks

Xiangxiang gave his hat to the bird to make a nest. Did he not want it anymore? Read the text silently and draw the sentences about Xiangxiang who really wants his hat. Write your thoughts in the margins of the book.

The design intention is to carry out learning activities with the hat as the center. First, let students study by themselves, using the reading method of outlining and annotating to cultivate students' reading habits.

2. Cooperation and exchange of reading insights

1. Group discussion.

2. The whole class communicated, and the teacher gave instructions:

Hat - (lost, found, chased, picked, sent) - bird's nest

(1 ) throw a hat. hat! My hat is on the grass!

My hat was lost on the grass.

A. Read the sentences by name and compare them, and feel the difference in tone.

B. Inspire imagination: How is Xiangxiang feeling? What was he thinking?

C. Practice reading this sentence emotionally.

(2) Find a hat. Read "Squirrel! A big squirrel!"

A. Discussion: Two exclamation points are used in a row. Please tell me how Xiangxiang and the others felt at that time.

B. Read this sentence emotionally.

(3) Chasing hats.

The children chased and chased until they reached the pine forest.

The children chased him into the pine forest.

A. Compare and read aloud, and realize that the children chased for a long time and traveled a long distance, and never stopped to rest. So as to understand the eagerness to recover the hat.

B. Named readings and comments.

The children looked at the squirrel squatting on the tree with its hat on, scratched its head, and went down the mountain helplessly.

A. Understanding "scratching the head": Why scratch the head? What do you think?

B. Understand "there is no alternative". Imagine what it was like at that time and experience the performance. Use "no choice" in a sentence.

Read paragraphs 4 and 5 emotionally.

(4) Pick a hat. Understand "all the talk". Read paragraph 7 emotionally.

(5) Give me a hat

I don’t want a hat! Let the birds make their nests in it!

Listen to Xiangxiang, let’s listen to Xiangxiang!

A. Read aloud cooperatively and feel the mood.

B. Summary: Although Xiangxiang and the children desperately wanted their hats, they gave up when facing the bird. From this, we can see what they love more?

C. Based on the information you have found, tell me what will happen if you get the hat back?

D. Do you like Xiangxiang and the children? If it were you, what would you do?

The design intention is centered on the hat, and the teaching activities are carried out through the five things of throwing the hat, finding the hat, chasing the hat, picking the hat, and giving the hat. The level is relatively clear and it is easy for students to sort out the order. As for the emotions of the article, I mainly start with the contradiction of children loving hats but giving them away, and feel the thoughts and feelings of children loving small animals and loving nature. In teaching, we understand and express emotions through reading, comparison, and discussion. Basic knowledge training is added to make the teaching practical.

3. Connect with reality and expand and extend

1. Write a small slogan about caring for animals

2. Collect stories about loving and protecting animals.

Reflection on the teaching of Chinese language "The Hat and the Bird's Nest" in the third grade of primary school. The teaching of this segment has at least two advantages:

1. It protects the children's soul

It is often inevitable for students to make mistakes in reading. The student who made the mistake in reading is already very nervous. If teachers and students continue to insist on making mistakes, the child's enthusiasm for taking the initiative to read will slowly decrease. Being strangled. In fact, the child is very clear about his own mistakes. Due to the positive guidance of the teacher, he also takes the initiative to admit his mistakes and strengthens his determination to correct them. This allows students to self-correct, which should be said to have better results.

2. Clever use of resources

We often lament the lack of generative resources in the classroom. In fact, there are many generative resources. Unfortunately, some resources are not regarded as resources and are often used unconsciously by us. Wasted. The mistake here (reading the word "hat" twice) was cleverly used by the teacher as a generative resource. The teacher listened carefully and discovered this "clever mistake", so he actively guided, "Does it make sense to read this way?" The teacher asked gently, which can be said to wake up the dreamer. Of course it makes sense, and the result is that It provides students with many subtle insights, and students understand the text more deeply under the guidance of teachers.

This beautiful mistake reflects the teacher’s fraternity and valuable resource development awareness. What a beautiful display of art. How much more confidence would our children gain if we had more beautiful mistakes in our classrooms?