People's education edition: the original text and teaching plan of the 29 th Chinese lesson in the first volume of the third grade of primary school

# 3 # Introduction "Applause" vividly describes that Eiko, who is depressed and inferior because of her disability, received warm applause from her classmates when she gave a speech on the stage. Encouraged by the applause, she summoned up the courage to live and became optimistic and cheerful from then on. This story tells us: everyone needs applause, especially in difficult times; We should cherish applause, and at the same time, we should not forget to give our applause to others. The following is the original text and teaching plan compiled by KaoNet (People's Education Edition: Chinese Lesson 29 "Applause" in the first volume of the third grade of primary school), I hope it will help you.

When I was in primary school, there was a classmate named Eiko in our class. She is very quiet and always sits quietly in the corner of the classroom. Before class, she came to the classroom early, and after class, she was always the last to leave. Because she got polio (má)(bě)(zhènɡ), her legs and feet fell off (l? o) and she was disabled (jí), and she didn't want others to see her walking posture (zě) and posture (shě). One day, the teacher asked the students to tell stories on the platform in turn. When it was Eiko's turn, more than forty pairs of eyes in the class turned to that corner together, and Eiko immediately bowed his head. The teacher just transferred here (diào), and I still don't know Eiko's situation (kuànɡ).

Eiko hesitated for a moment and stood up slowly. Her eyes were red. Under the gaze of the whole class, she finally waddled onto the platform. The moment Eiko just stood, applause broke out in the classroom, which was warm and lasting. In the applause, we saw Eiko's tears flow down. The applause gradually subsided, and the English cotyledon hazel (zhèn) calmed down and began to tell a little story of her own. She speaks Mandarin very well and has a beautiful voice. After the story was finished, there was warm applause in the classroom. Eiko bowed deeply to everyone, and then, amid applause, she waddled off the platform.

Since then, Eiko seems to be a different person, no longer so worried (y not u) and depressed (y u) as before. She played games and joked with her classmates, and even asked them to teach her to dance at a party.

A few years later, we went to different middle schools. Eiko wrote to me and said, "I will never forget the applause, because it made me understand that my classmates did not discriminate against me." Everyone's applause gave me great encouragement (Li) and gave me the courage to face life with a smile. "

Course plan 1

Teaching objectives 1. Can recognize 10 new words and write 13 new words. Correctly read and write words such as "applause, tenderness, willingness, posture, taking turns, situation, slowness, gaze, enthusiasm, persistence, calmness, emotion, telling, speaking in Mandarin, listening and encouraging".

2. Read the text correctly, fluently and emotionally, and experience the inner feelings of the characters.

3. Understand the content of the text, know that everyone needs care and encouragement, know how to take the initiative to care for and encourage others, and cherish the care and encouragement of others.

Teaching emphases and difficulties

1. Guide students to grasp the content of the text as a whole and feel the changes of Eiko before and after applause.

2. Experience Eiko's psychological changes through the description of language and actions.

Teaching preparation

1. Prepare the song Applause.

2. Collect stories of self-improvement of disabled people before class, such as Zhang Haidi.

Class arrangement

2 class hours

first kind

Class goal

1. Read the text correctly, fluently and emotionally, and understand the general content of the text.

2. Guide reading and writing, emphasize "falling tone" pronunciation, and guide writing "swallowing sound".

teaching process

First, play songs, create an atmosphere and reveal topics

1. Play the song Applause.

What do you want to say after listening to this song?

Before class, you have collected the story of Heidi's sister. Tell me what you think.

4. Teacher's presentation topic: Applause

Step 5 ask questions. Do you have any questions after reading this topic?

Questions that students may ask include:

Who gave who applause? Why give her applause? What does applause mean?

Students ask their own questions, and let them read the text with these questions at the beginning to help them understand the main idea of the text and lay the foundation for the later teaching.

Second, reading the text for the first time

1. Self-reading requirements: free reading: it is required to read the pronunciation correctly, and the words you don't know are read several times with the help of Pinyin, so as to read the sentences correctly. Mark the natural paragraphs.

2. Students can read the text freely.

3. Read the roll call and finish the evaluation.

4. Remember the new words:

(1) Please read the new words after class and pay attention to pronunciation.

Feedback check. Focus on reading the following sounds. "Sign, town, posture, fall and tune".

(2) Please continue reading the text and write the pinyin of the new words on it. Please remember it after reading and writing.

Feedback check. Read by name, at the same table and in groups.

(3) See if you can read the following words.

Quiet applause, willingness to take turns, slow gaze, warm and lasting calm, beautiful encouragement to speak Mandarin.

Say it by name, boys and girls.

(4) Students learn the required words in their favorite way and exchange literacy methods.

(5) Test the literacy effect: by means of "you mean guessing", "driving a train" and expanding words.

Third, read the text again and ask questions.

1. Ask for self-reading: Please come and read the text again. Let's have a reading contest to see who knows the most and understands the deepest, and ask questions through reading.

2. Students read the text by themselves, and experience it while reading, and take out pens to write and draw.

3. report and exchange.

On the basis of the initial reading, let the students read the text again and write the experience while reading. Speaking, doing and thinking help middle school students develop good reading habits.

Fourth, operate the supermarket.

1. Go home and tell this story to your family.

2. Copy the words you think are difficult to write.

Second lesson

Class goal

1. Guide students to grasp the content of the text as a whole and experience the psychological changes of Eiko through the description of language and action.

2. Understand the content of the text, know that everyone needs care and encouragement, know how to take the initiative to care for and encourage others, and cherish the care and encouragement of others.

teaching process

First, render the transition.

1. At first, Eiko was so self-abased and depressed, but later she became a lively and cheerful little girl. What makes Eiko change so much? (Applause)

2. The second paragraph of the text. The natural passage describes the changing process of Eiko. Students read the text separately first, and then we will perform the text.

3. Choose a classmate as Eiko, that classmate as Eiko's classmate and that teacher as the new teacher.

If you want to act well, you must study hard first. Therefore, go into the classroom and go straight to the key points, so that students can feel the power of love in applause when reading.

Second, performance, in-depth understanding

1. Audition: (first applause).

The courseware shows the first applause. Please read this part again. Invite actors to audition on stage.

2. Review performance.

The teacher guides the students to grasp the words "hesitation and melancholy" in the text to comment.

What do you want to say to eiko this time?

What does Eiko want to say?

In the form of performance, students are guided to enter the text situation, with the participation of teachers and students, life scenes are created for students, communication platforms are created for teachers and students, the distance between students and the text is narrowed, and the dialogue between students and the text is promoted, so as to better understand the internal changes of characters and break through the key points of the text.

3. The second applause of the music performance. (Show the third paragraph of the text)

(1) What do you want to say to Eiko after hearing the applause?

Eiko bowed deeply to everyone. Why?

4. Read aloud the third paragraph of the text.

5. Understand two applause.

(1) How many applause did you write in this paragraph? (twice)

(2) Students read these two sentences in various forms.

In the applause, we saw Eiko's tears flow down.

Eiko bowed deeply to everyone, and then, amid applause, she waddled off the platform.

(3) What's the difference between the two clapping expressions? (support and encouragement; Like, like)

6. Compare the two "shakes".

(1) Show two sentences about Eiko's walking posture.

Under the gaze of the whole class, she finally waddled onto the platform.

Eiko bowed deeply to everyone, and then, amid applause, she waddled off the platform.

The same words, the same gestures, is there any difference in Eiko's mood? Read these two sentences again by yourself.

7. Further appreciate the power of applause.

Eiko's walking posture cannot be changed, but her mood has changed so much. It was the applause of the classmates that gave Eiko courage and confidence, and made her gradually change from an inferiority complex and melancholy girl into a lively and cheerful girl. Students, what do you say, clap?

Everyone's applause, encouragement and praise changed Eiko's personality and life!

Third, reading comprehension.

1. Listen to the text, read aloud and repeat in a low voice.

2. Try reading in groups. How do you think to read this text?

3. Read aloud in the group match.

4. Full text summary

Students, in fact, in our life, everyone needs applause, especially those who have difficulties; Usually, we should not forget to give applause to others.

Fourth, operate the supermarket.

1. Practice writing. Tell me about the inconvenience of seeing disabled people in your life. How do you help the disabled?

2. Read this text in the competition with your mother.

Teaching plan 2

Learning objectives ① Understand 65,438+00 new words such as "numbness" and "syndrome". Can write "wish, posture" and so on 13. Can read and write correctly "applause, gentleness, willingness" and so on 16.

② Read the text correctly, fluently and emotionally.

③ Learn to respect and care for others. Especially to encourage and help people in trouble.

Preparation before class

① display screen.

Collect some famous sayings or proverbs that reflect mutual respect and concern between people.

first kind

Stimulate dialogue and reveal topics.

Each of us has heard applause. Some applause is given by you, and some applause is given by others. Applause. How do you feel? (Let students speak freely) Today, let's learn a text together, show the topic: "Applause", and read the topic together.

Read the text for the first time and feel the content.

① As soon as students read the text (free reading), they are required to read the pronunciation accurately. When they encounter unfamiliar words, they should read them several times with the help of pinyin to accurately pronounce them. Read difficult sentences several times before you can read them smoothly.

When students read the text for the second time (in cooperation with their classmates), they can each read a paragraph and correct each other's mistakes.

(3) Students read the text three times (by roll call or by train), each time there is a natural paragraph, and then let the students evaluate it. Point out the advantages and disadvantages.

Students read the text four times (silently) and think about it: What did the text say around applause? Guide the students to talk about the main content of the text.

Read the text intensively and experience the changes of the characters.

Screen the first paragraph of the text and let the students read freely. After reading it, what impression did Eiko leave on you?

The fourth paragraph of the screen text: reference reading. After reading it, let the students talk about what impression Eiko left on you at this time. Contact the first paragraph to understand the meaning of "melancholy". )

③ Students read aloud the first and fourth paragraphs with emotion.

Do you have any questions after reading the text here?

Ask the students: Why has Eiko changed so much? After this question is put forward, it can be used as the goal of students' autonomous reading in the next stage. Cultivating students' doubt ability in reading.

Guide reading and writing.

① Screen the new words in this lesson.

(2) Let students memorize the words they want to know in their favorite way.

(3) Guiding observation requires writing words. This paper focuses on the writing of the five upper and lower structural words "posture, posture, swallowing, fierceness and vulgarity". The teacher writes on the blackboard for the students.

④ Students practice writing 13 words. Show the words written by students in time, evaluate and give directions.

Outreach activities

Students continue to collect famous sayings or proverbs that reflect mutual respect and concern between people.

Second lesson

Review the questions and make clear the reading objectives.

What questions did the students ask last class?

Why has Eiko changed so much? )

Read the text carefully and solve your own doubts.

① Students read the second and third paragraphs of the text by themselves, and read since the enlightenment by themselves with the above questions.

Let the students draw a picture in the text and write some reading experience appropriately.

② Organize students to discuss and communicate in groups.

Teachers' requirements for discussion:

Manual clarification: the team leader is responsible for determining the person who will speak on behalf of the group.

Everyone participates: everyone needs to speak in the group.

③ The group reports the discussion results.

Each group sends a representative to speak, and the rest members can add.

The main point of students' speech is to understand the help of applause to Eiko and talk about what they have learned from the two applause.

④ Instruct students to read the second and third paragraphs of the text with emotion.

A. students practice reading first.

B then show the reading level, and you can read in competitions and challenges.

After reading it, organize students to comment. Where is a good place to study? What needs to be improved?

Expand and deepen understanding.

The content of the screen Eiko letter: "I will never forget that applause, because it made me understand that my classmates did not discriminate against me." Everyone's applause gave me great encouragement and gave me the courage to face life with a smile. "

A. students read this article together.

B. talk about the understanding of this passage in connection with the full text.

Have you ever received applause in your life? How did you feel then? Have you ever given applause to others? What were you thinking?

What do you want to say to yourself or others after learning so much and talking so much?

Copy words

Read, memorize and copy the words in the vocabulary.

Exchange and collect famous sayings, recite and accumulate.

What famous sayings or proverbs have you collected that show mutual respect and care between people?

② Organize students to communicate.

Let the students read and recite these famous sayings and proverbs.

practical activity

If a good friend of yours doesn't do well in the exam, he is very sad. Please write a word or two to encourage him.