Three China Goose Courseware in Grade Three of Beijing Edition Primary School.

The introduction of computer-aided teaching in modern pedagogy not only challenges teachers, but also provides educators with modern teaching methods. When using courseware to teach, the teaching content should be intuitive and the media content should be clear at a glance. The theme of this class is often presented directly in class. Intuition is helpful to improve teaching effect and inherit teaching resources. The following is the Beijing version of the third grade Chinese "Goose" courseware. Welcome to read and learn from it.

Article 1 Teaching objectives:

1. Read the text emotionally.

2. Understand the sentences describing the Great White Goose, and experience the feelings expressed in relevant sentences.

3. Understand that Great White Goose is a beautiful, lovely and brave little animal, and feel my love for Great White Goose.

Teaching focus:

Understand that Great White Goose is a beautiful, lovely and brave little animal, and feel my love for Great White Goose.

Teaching difficulties:

Understand the sentences describing the big white goose and feel the feelings expressed in the sentences.

Teaching process:

First, stimulate interest in learning.

Teacher: Have you ever raised or seen geese? Now, please open your textbooks. Let's learn from geese together.

Second, guide the reading of the text.

1. Ask questions and check the preview.

Teacher: Please raise your hand if you have read this text!

Teacher: It seems that you all love Chinese class, and some students even read the text automatically. Now, who can say what is the main content of this text?

Estimate: The article is about a goose covered with snow. It often lays eggs, guards the home and protects the chickens. Once, it bravely drove away the weasel who ate chicken.

2. Read the full text silently with questions.

Teacher: Now please turn to page 39, look at the third thinking question, and read the text silently with this question; Read and think!

The whole class read silently, and the teacher patrolled the line.

Third, write on the blackboard while reading.

1. Read in sections.

Teacher: OK! Everyone reads silently, very seriously! See who can read the first paragraph with emotion?

Read it aloud

Teacher: What exactly is this paragraph, and how did the author grasp the characteristics and write it ("the image on the blackboard")?

Estimate: (1 at the beginning, it is written that a family has a goose with white body and a pair of yellowish feet. ...

(Listen to "white" and "light yellow" written on the blackboard)

(2) There is also a kind of goose with a flat mouth and an abrupt forehead, that is, the forehead is still very high and prominent.

(Listening to the blackboard writing "flat circle" and "abrupt") Well said! Not only speak positively, but also explain the meaning of the word "abrupt". But how do you figure out the meaning of the word "abrupt"?

Teacher: Yes! Please note: when you read the text yourself in the future, you should look it up in the dictionary first. If you still don't understand, ask people around you. Judging from today's lesson, there are still some words in the text, such as "doting", "cruelty", "anger", "immaculate" and "spotless", which you can clarify yourself. Who has anything to add to the first paragraph?

(3) In the last few sentences of this paragraph, it is also written that the geese walk slowly, hold their heads high, lead their necks to sing loudly, and look energetic and energetic!

Teacher: OK! These words can't be ignored. Goose not only walks slowly, but also steadily, and has a heroic posture, that is, a high-spirited posture ("stability" and "high-spirited" on the blackboard)

2. Write quickly.

Teacher: How did the author grasp the characteristics of geese to write this paragraph? In other words, what is the first description? What did you describe? What did you finally describe? Who can tell? Who can speak boldly?

Estimation: In this paragraph, first write that the goose is white and shining in the sun, and then write that it has a pair of pale yellow feet and a flat mouth-

Teacher: But how does the author describe the appearance of the goose? Look at the words written on the blackboard (pointing to the blackboard in turn). Do "white" and "light yellow" represent certain colors?

Teacher: (writing on the blackboard "color") Yes! The author wrote the color of the goose first, and then described what? Think about it.

Estimate: Describe the shape of the goose's mouth and forehead again.

Teacher: Well said (the "shape" on the blackboard)! What did the author finally describe?

Estimate: finally, describe the expression of the goose!

3. Keep reading.

Teacher: Good answer! The answer is that the description of "behavior" or "posture" is correct (turn around and write "posture" on the blackboard). Now I'll see which group is sitting up straight and full of energy. I'll let that group read the second paragraph together (scanning the class).

Students read together.

Teacher: (while listening to the blackboard "performance") Your collective reading ability is quite good! Does this paragraph describe in detail the situation before and after the goose lays eggs?

Teacher: Who can talk about the goose's performance before laying eggs?

answer

Teacher: (while listening, he wrote "Look flustered" on the blackboard) That's right. Do you have anything to add?

Teacher: OK! Everybody listen carefully. Now who will talk about the performance of geese laying eggs?

Student: Answer.

Teacher: (while listening to "Leave Quietly", writing on the blackboard) That's not bad. The author wrote this passage very concretely and vividly, especially with many metaphors. Please read the text again and draw a curve under the figurative sentences in the text with a pencil, as many sentences as possible, ok?

Read the text and draw curves.

Teacher: Who can read the figurative sentences with curves? Let's compare carefully and see if there are any missing sentences.

Estimate: I drew the following sentences: "My leg is full of lead" "A snow-white egg bigger than my fist is exposed" "I must be afraid that something else will hurt its baby!"

"This guy is really a smart guy."

Teacher: Let's think about this passage carefully. What does the author mainly want to explain by writing this paragraph?

Student answers

Teacher: All the above students can make sense. To sum up, there are eight words (writing on the blackboard while talking): "Clever and lovely, silent dedication".

4. Focus on reading.

Teacher: Now please read the third and fourth paragraphs silently, and think while reading: How does the goose look after the house? How did you get rid of the weasel? What kind of spirit do these show the goose ("spirit on the blackboard")?

(The whole class reads silently)

Teacher: (After checking between lines, the blackboard is "housekeeping") Please pay attention! Who will talk about how geese look after their homes first?

The students' answers are abbreviated.

Teacher: Yes! It's the phrase "Yell at strangers" ("Yell" when talking on the blackboard). (Post a color picture of "Goose vs Weasel") Pay attention to the picture. Tell me after reading it, why is the goose beating the weasel? How did you get rid of the weasel?

Student answers

Teacher: (while listening, write "Fighting Thieves", "Agile" and "Brave" on the blackboard) You two are right. In order to protect the weak chickens, the goose drove the weasel away quickly and bravely. What kind of spirit does this action show the goose?

Teacher: Don't be too busy answering. Let me ask a group of students to read the last paragraph with expressions!

Students read aloud in chorus)

Teacher: (While writing on the blackboard, I listened to "Innocent and Lovely in White" and "Protecting the Weak from the Strong Enemy") After listening to this passage, did we find the spirit of the goose! This passage has the function of summarizing the central idea of the full text, which shows that the goose not only has a spotless, white and lovely image, but also has the spirit of safeguarding the weak and not afraid of the strong enemy. Please look at the words on the blackboard again. As the teacher said just now, who said it again?

(Three students say it again)

Fourth, arrange extracurricular exercises.

Teacher: OK! Well said! Now please "observe a small animal carefully and write its characteristics in one or two paragraphs". Write it in the exercise book before next Wednesday and hand it over to the teacher for review. Can you finish it on time?

Chapter II Teaching Objectives:

1, which can correctly identify new words and phrases that are difficult to read in reading class; Understand accumulation and learn to use some words; Read the text with emotion.

2, can use imagination, contrast, grasp the key words to understand the characteristics of the white goose, and can understand the author's love for the white goose expressed by means of contrast, personification, public derogatory, true praise and so on.

3. Guide students to actively participate in learning activities, and gain a pleasant emotional experience in understanding the accuracy of words and the humor of descriptions.

Key points:

Understand and experience how to write the arrogant characteristics of white geese in the article.

Difficulties:

From those derogatory terms, I realized the author's love for white geese.

Teaching time:

Two class hours

Teaching process:

First, the introduction, revealing the theme

Children, let's guess a riddle first: wearing a red hat and a white robe. Wearing a pair of red shoes, singing and stretching his neck. Please hit an animal. (White Goose)

2. We have also read some poems about "Goose". Can you recite one? (For example, Luo's Goose: "Goose, Goose, Goose. White hair floating green water, red palm clear waves. " )

3. Feng, a Chinese cartoonist, art educator and pioneer of aesthetic education.

Mr. Zikai also wrote a white goose in the summer of 1946. Let's study it now.

Second, free reading, overall perception

1, please read the text quietly and freely. After reading it, what's your impression of this white goose?

2. Mr. Feng Zikai also commented. Did you find out?

Third, learn the natural paragraphs of the text 1 and 2, and get to know "arrogance" for the first time.

1, (showing sentences): What a proud animal! Take the students to answer, evaluate and read aloud. What do you think this sentence summarizes the characteristics of white goose? What does "arrogance" mean? What did the author see before he came up with it? What words can change the word "arrogance"? Please put it on and read it.

2. In addition to attitude, what other aspects does the arrogance of geese show? Please read this article. An article "More Performance" shows that the article mainly writes about the cry, gait and eating of geese.

3. Please read the text quickly and find out what are the natural passages of goose's cry, gait and eating?

Fourth, learn the natural paragraphs of Texts 3 and 4, and then know "arrogance"

Show me two sentences: (1) Goose is very arrogant. (2) Goose gait is even more arrogant. Discussion: How does the author write down the arrogance of barking and gait? Read the third and fourth paragraphs in groups and underline the key words.

Chapter III Teaching Objectives (Content Framework):

1. Guide students to grasp the main line of cuteness and feel that Great White Goose is a cute little animal from three aspects: beauty, fun and courage.

2. By reading aloud, grasping key words, expanding imagination and other different ways, I feel my love for the Great White Goose.

3. Through comparison, guide students to understand how to describe the characteristics of animals through concrete examples.

Schematic diagram of teaching process (optional):

Text introduction, a preliminary understanding of the "cute" of Great White Goose.

Taste the cuteness of Great White Goose in many ways.

Expand your imagination, compare the above and experience the bravery of Great White Goose.

Grasp the key words, change roles and experience the fun of Great White Goose.

Guide reading, feel the image,

Feel the beauty of the big white goose

Integrate the full text and sort out the clues of "cuteness" of Great White Goose

Compare feelings and make clear how to write animals with examples.

Teaching process (written description):

Introduce the text first, and get a preliminary understanding of the "cuteness" of the Great White Goose.

Snow-white, cocky.

Through the study in the last class, we know that the Great White Goose is a lovely little animal. Who wants to be a teacher and lead us to read these words before reading deeply?

1, show the first group of words and read them.

Think back to the content of the text: who can say a word around the big white goose with these two words? What qualities do you feel from the big white goose?

(Default: The Great White Goose is all white, so walk with your head held high and look good! (Teacher writes on the blackboard: beautiful)

2. Show the second group of words, and the students will read them: look around and look flustered; Eye width and neck height (two groups of words are presented in different colors)

Connect these two groups of words with the text. What do you feel about the characteristics of the Great White Goose? (Teacher writes on the blackboard: interesting and brave)

Second, a variety of methods, in-depth taste of the great white goose "cute."

(1) Guide reading, feel the image and feel the beauty of the Great White Goose.

Please read the text carefully and tell me where you feel the beauty and cuteness of the Great White Goose.

According to the students' answers, focus on the following two key sentences:

1. Key sentences 1

My whole body is white, Huang Chengcheng's feet, flat mouth, like embedded in white jade.

Learning guidance strategy:

(1) Who can read the beauty and cuteness of the Great White Goose with their own reading?

(presupposition: guide students to grasp "white" and "yellow" and understand the beauty of the color of the big white goose; Grasp the "white jade" and understand the health and beauty of the Great White Goose. )

(2) Please imagine the appearance of the Great White Goose and read it with emotion.

2. Key sentences 2

Its slow pace is calm and steady. When it holds its head high and sings loudly, it is even more vigorous.

Learning guidance strategy:

(1) roll call reading: What did you hear from his reading?

(Default: Guide students to grasp "calm", "steady", "hold your head high", "lead your neck to sing" and "high-spirited and vigorous" to read the beauty of the big white goose. )

(2) Please imagine the posture of the Great White Goose and read it aloud.

3. Show the video of the white goose, so that students can intuitively feel the beauty of the image of the goose. The teacher will explain it by video, and then the students will read it again.

(2) Grasping key words, changing roles and experiencing the fun of Great White Goose.

1. Grasp the abnormal performance of the great white goose laying eggs for the first time, and guide the students to grasp the following sentences to understand the young master's mood.

Read the second paragraph freely and master the sentences describing the big white goose. What do you feel from it?

Key sentences 1:

One noon, the goose made an exception and walked home from the pond. Its legs seem to be filled with lead, and its pace is getting slower and slower.

(Default: Guide students to experience the abnormal performance of the Great White Goose in combination with "lead fullness". )

Key sentence 2:

(1) Show me the sentence: What is the abnormal behavior of the Great White Goose? What did you realize?

He looked around and looked flustered. He got into the henhouse for a while, ran out and croaked, and finally squatted on a pile of straw next to the henhouse before he calmed down.

(Default: Through a series of actions, the Great White Goose feels nervous and anxious when laying eggs for the first time. )

(2) Imagination exercise: Can you be a big white goose? What would you think then?

He looked around and looked flustered. He went into the henhouse for a while, and then he thought: (). After a while, he ran out and screamed, and finally squatted on a pile of straw next to the chicken coop before he calmed down.

(Presupposition: Students can imagine the nervous and anxious mood of Great White Goose when laying eggs for the first time, and guide students to realize that this performance of Great White Goose is very interesting in the author's eyes. )

2. Grasp the author's mood and understand his love for the Great White Goose.

Learning guidance strategy:

When students grasp other sentences to understand the author's mood, teachers respect the students' experience, but do not give key guidance; Focus on the following sentences to guide students to understand:

Ah! A snow-white egg bigger than my fist came out. At this time, my heart is really happier than eating cold watermelon in the dog days. I thought: This guy is really a clever boy. He must be afraid that something will hurt his "baby" if he is covered with grass after playing!

(1) When students catch "Ah! Show a white egg bigger than my fist. " When it comes to understanding-

Teachers guide students to master Bigger than My Fist and Snow White, and experience the happiness of the young author.

(2) When students grasp "At this time, my heart is really happier than eating cold watermelon in dog days" to talk about understanding-

Teachers combine real life to guide students to understand the author's mood;

When is the dog days? What are the characteristics?

Have you ever eaten cold watermelon in hot weather? How do you feel?

(3) Here, the little master saw the mood of the big white goose laying eggs?

Teacher's summary: Here, the little author uses the example of eating watermelon in dog days to express his joy when he first saw the big white goose laying eggs.

(3) When the student catches "I think: This guy is really a smart guy, and he will cover it with grass when he is finished. He must be afraid that something else will hurt his" baby "!" When it comes to understanding—

Learning guidance strategy:

Guide and compare two sentences, and realize that the title "smart guy" shows that Great White Goose is very interesting in the eyes of the little author:

This guy is really a smart guy. He covered his eggs with grass. He must be afraid that something else will hurt his "baby"!

This guy is so clever that he covers his eggs with grass. He must be afraid that something else will hurt his "baby"!

What's the difference between these two sentences?

② Why do you think the young master exaggerates the white goose like this?

3. Read the texts of different roles and experience the writing method of double-line blending.

Guide the students to realize that this passage interweaves the performance of the big white goose with the mood of the little author, and defines the writing method of double-line blending:

(1) Boys and girls read the sentences describing the big white goose and the little master respectively, infiltrating the writing style of double-line blending.

(2) What are the two parts of this article?

(3) How are these two parts written?

[Design Intention: By reading the sentences that boys and girls describe the big white goose and the little master respectively, guide students to find that the behavior of the big white goose leads the little author's heart in this paragraph, so as to realize that the performance of the big white goose and the mood of the little author are intertwined in this paragraph, and clarify the writing method of double-line blending. ]

(3) Expand imagination, compare the last article, and experience the bravery of Great White Goose.

Scene: It was a sunny summer night. The blue night sky is full of little stars. We have slept. As usual, the goose sleeps next to the chicken nest, and it is quiet around. Suddenly, a cock crow woke me up. I listened carefully and rustled as if something was fighting. I got up and rushed to the henhouse. Ah! ……

Show:

In the moonlight, a weasel is lying on the chicken nest, and two thieves are facing the big white goose with cold eyes.

1. Guide students to grasp the "thief's eye" and "cold light" and understand the vicious appearance of the weasel.

2. (Showing the picture of the weasel) What did the Great White Goose do in the face of such a fierce enemy? What do you feel from it?

Show:

The big white goose craned its neck, gasped, opened its mouth, flapped its wings and opened its eyes wide. Well done! Suddenly, it pointed its mouth at the weasel and pecked at it. The guy hurried to the outside of the yard. The chicken is saved!

Learning guidance strategy:

Guide the students to master the movements of the Great White Goose and experience them from two levels:

(1) Grasp the words such as "craning your neck", "panting", "opening your mouth and flapping your wings" and "opening your eyes wide" and feel the bravery of the Great White Goose.

(2) Grasping "suddenly" and "suddenly pecking" feels that the Great White Goose is not only brave, but also knows how to win first.

3. Compare the usual performance of the Great White Goose in the first natural section: How do you feel after reading this passage again?

Show:

Its slow pace is calm and steady. When it holds its head high and sings loudly, it is even more vigorous.

(Default: By comparing with usual, improve students' understanding that Great White Goose is "cuter" because of its bravery. )

4. Combine the "neck-pulling and high-screaming" of Great White Goose to guide students to expand their imagination.

Show:

Facing the direction of the weasel's escape, the Great White Goose shouted twice by the neck, like a victorious general.

If you are a big white goose, what are you talking about?

What are you talking about? ...

(2) In the face of the young master who saw your feat, you would say ...

(3) Looking at the frightened chicken, you want to say ...

(Presupposition: Guide students to deepen their understanding of Great White Goose by expanding their imagination. )

[Design intention: Through the comparison between the performance of Great White Goose bravely fighting against the weasel in the first natural section and the calm and steady posture of Great White Goose, students' understanding of Great White Goose's "bravery" will be deepened; By expanding the imagination of what Great White Goose might say to three characters, guide students to experience the "bravery" of Great White Goose.

5. Read aloud in cooperation between teachers and students

Third, integrate the full text and sort out the clues of "cuteness" of Great White Goose.

Show:

I looked at this brave hero and thought the big white goose was cuter.

Grasp the word "Geng" and guide students to realize that besides "courage", there are also "beauty" and "fun" to describe the "cuteness" of the big white goose;

1. The bravery of the Great White Goose makes the little author think that the Great White Goose is cuter. Where else did you feel the loveliness of the Great White Goose?

Students continue reading (courseware demonstration):

It is white all over, its feet are yellow, and its mouth is flat, as if it were embedded in white jade. That abrupt forehead is a remarkable difference between me and a duck. Its slow pace is calm and steady. When it holds its head high and sings loudly, it is even more vigorous.

2. Indeed, the Great White Goose is cute because of its beauty. Is it cute?

Students continue reading (courseware demonstration):

He looked around and looked flustered. He got into the henhouse for a while, ran out and croaked, and finally squatted on a pile of straw next to the henhouse before he calmed down. Probably laying eggs! After a while, I went to see it. It has quietly left. I looked at the place where it had squatted with joy, and I pushed open the straw. Ah! A snow-white egg bigger than my fist came out.

Finally, because of the bravery of Great White Goose, I think Great White Goose is cuter.

Students continue reading (courseware demonstration):

In the moonlight, a weasel is lying on the chicken nest, and two thieves are facing the big white goose with cold eyes. The big white goose craned its neck, gasped, opened its mouth, flapped its wings and opened its eyes wide. Well done! Suddenly, it pointed its mouth at the weasel and pecked at it. The guy hurried to the outside of the yard. The chicken is saved! Facing the direction of the weasel's escape, the great white goose led its neck and shouted a few times, like a victorious general.

4. The beautiful, interesting and brave big white goose is very cute in the eyes of the little author. In order to write the beauty of the great white goose, the appearance of the great white goose is mainly described. Then it's interesting to write big white goose (laying eggs for the first time); Finally, by writing about the Great White Goose (bravely facing the weasel), I wrote about its bravery.

(Teacher writes on the blackboard: Go out, lay eggs for the first time, and bravely beat the weasel)

Fourth, compare feelings and point out the methods of writing animals with examples.

1. Last term, we also learned many articles about animals. Do you remember anything?

Student list: distant dinosaur world, mouse lemur and golden monkey.

2. Find the difference: (Compare the natural paragraphs describing pterosaurs in Far-off Dinosaur World)

(1)ppt shows two paragraphs.

(2) The Great White Goose is a hero to save chickens, and the pterosaur is a hero in the sky. What is the difference between the author's description of the two?

(3) It seems that when we describe the characteristics of an animal, we can also describe it through a specific example.

3. Compare the same experience.

(1) In this text, which natural paragraph has written specific examples?

(2) What do you think is the advantage of writing in this way?

(3) Through the study of this text, we know what to write when describing small animals.