The second volume of Chinese in the third grade of primary school "Underwater World" [three articles]

# Courseware # Introduction Courseware is an important embodiment of teachers' teaching ideas and methods. It reflects teachers' own quality, teaching level, teaching ideas and teaching experience, which is why different teachers will have different teaching effects when teaching the same problem. The following is the compilation and sharing courseware of the third grade Chinese "Underwater World". Welcome to read and learn from it.

Article 1 Teaching objectives:

1. Read the text correctly, fluently and emotionally.

2. In this lesson, we learn 65,438+00 new words. Of the 65,438+00 words in the two green lines, we only know that we can't write. Understand the words formed by new words, and make sentences with "Whispering" and "Wonderland".

3. By reading aloud the language of taste, we can understand the peculiar scenery and rich products on the seabed, and stimulate students' interest in loving nature and exploring the underwater world.

Teaching preparation

1. The teacher prepares a teaching wall chart about the underwater world. Conditional schools can browse the relevant tourism, popular science websites or thematic photography websites online and download pictures reflecting underwater landscapes (animals, plants, landforms, minerals, etc.). ) related to the text, so as to show it in class at an appropriate time. You can also use computer-aided teaching software or choose videos or CDs for teaching.

2. Students read the text according to their words before class and mark the difficult questions. I learned about the ocean by reading, surfing the Internet and visiting the aquarium.

teaching process

first kind

During the holiday, some students visited the sea with their parents and enjoyed the beautiful sea and beaches. However, do you know what the depths of the sea are like? Now, let the teacher take you by submarine and go to the underwater world to see the strange scenery there.

Look at the topic together.

Second, reading the text for the first time

1, students are free to read the text and are required to read the correct pronunciation and sentences.

2. Learn new words.

(1) Self-study: Read new words and phrases-especially those on the blackboard (small blackboard or projection). Some should pay attention to pronunciation, while others should think about how to remember these words faster and better.

(2) Feedback:

Correctly pronounce the "su" and "su" of flat tongue sounds; Through "production" (ch ǐ n) and "genus" (shǔ)

No: don't read "fǔ", but read "fǒu"

3. First reading guidance.

(1) Students are free to read the text again, and pay attention to reading sentences smoothly.

(2) Read the text by name, and the teacher guides the students to read the difficult sentences fluently. Students can read those difficult sentences.

(3) Listen to the full text and feel the strange scenery and rich products of the underwater world.

Listen to the music and read the text aloud. Listen and think about what kind of world the seabed is.

(4) After reading and recording the text, what kind of world is the seabed? (magical, interesting, strange scenery, rich products ...)

(5) Read the text by yourself. What sentences did you read about the magical, interesting, strange and rich products of the underwater world? Draw while reading.

[Comment: In this session, four consecutive readings were arranged, each with different requirements, but with internal relations. This structural arrangement is aimed at those students who fully consider the learning subject and follow the internalized learning law of mother tongue reading, so that they are complacent. ]

Third, writing guidance.

1. Show the new words and read them aloud.

2. Which words are easy to write wrong? Methods of memorizing words in communication. (Compare the glyphs of "brigade", "clan" and "spin")

3. Guide the students to observe and compare, and realize that there are six left and right structures in the new word 10, and pay attention to the left narrow and the right wide when writing. The teacher focuses on "contraction" to remind students not only to follow the principle of "narrow left and wide right", but also to pay attention to the proportion of the right half. The word "accommodation" should be written compactly, with a narrow top and a wide bottom.

4. Students practice pen drawing, and teachers patrol and guide comments.

Fourth, practice

1. Continue to write all the new words in the Xicopybook.

2. Compare word combinations.

Scrap () machine () brigade () bottom () worker ()

Wang () Muscle () Family () Low () Attack ()

Wang () Hungry () Spinning () Arriving at () Work ()

Second lesson

First, review and check.

1, dictation words. (Exercise 3 after class)

2. Students check each other and correct themselves.

Third, read the text intensively.

1. What kind of world is the bottom of the sea? From which sentences did you read that the underwater world is magical, interesting, strange and rich in products ... Communicate the sentences with your classmates and read them carefully.

2. Classroom communication: What kind of world do you think the seabed is? Where did you read it?

[Comment: In the intensive reading of the text, starting from the students' learning, "What kind of world do you think the seabed is? Where did you read it?" This question guides students to read, read and reread, starting with enlightenment. ]

Option 1: Strange and interesting.

(1) seabed sound

"When the waves are surging on the sea, the bottom of the sea is still calm."

("Canglang" means that the waves are very big and collide with each other; "Quiet" means very peaceful and calm. From the difference between the seabed and the sea scenery, we can see that the scenery in the depths of the sea is really special, unusual and strange. )

"Animals at the bottom of the sea often whisper to each other ... and give an alarm when they are in danger."

"Whispering" refers to all kinds of sounds made by animals on the quiet seabed, like many people talking in private. This is the singularity of the seabed and the performance of the product. Moreover, different animals make different sounds. An animal makes different sounds at different times, which is sometimes interesting. )

Learn the slight sound on the bottom of the sea: "Some are like bees-"Students imitate "buzz" gently ... Then grasp the word "whispering" and guide the reading of the second paragraph.

(2) activities of benthic animals

Where are these strange animal activities? (there are slow and fast, there are advances and retreats, and there is movement. )

Underwater animals have their own activities. Read the third paragraph of the text by yourself What kind of animals are you most interested in? After reading it, you can communicate in groups of four.

Communication: reading, speaking and commenting.

Fragment recording

Teacher: What kind of animal activities are you most interested in? Read it.

Health 1: I am most interested in Parker's activity mode. I understand that "tens of kilometers" and "faster than" mean that the assigned gram moves very fast. (Original reading)

Health 2: I want to watch the sea cucumber crawl. While reading, I imagined the chubby and soft body of sea cucumber moving bit by bit, which was very cute.

Health 3: I think the way shellfish move is also very interesting. They traveled effortlessly under the boat.

Teacher: Can you read it?

Health: (Read the sentence about shellfish activities)

Teacher: How does he study?

Health: I think he reads the word "freedom" very well, which makes people seem to see these shellfish walking leisurely with the ship.

Health: I suggest that he should also highlight the word "ba" when reading. "Ba" is tightly attached to the boat, which shows that shellfish are very smart and move forward with the help of the boat.

Teacher: You are really his teacher. Please read this sentence again.

Health 4: Squid and octopus move in different ways. Other animals swim forward, but they spray water forward and use the reverse thrust of water to retreat. They retreat quickly. It's special. I really want to read it.

……

[Comment: Give students an open space,

It is valuable and surprising for students to fully read, understand and imagine in reading, and to see the unique activities of various benthic animals through language and words. ]

(3) Difference of marine benthos.

The diversity of colors and shapes of marine benthos presents us with another colorful picture of the underwater world.

Option 2: Rich products

(1) Abundance of zoobenthos and plants.

(2) The seabed is rich in mineral resources and rare metals.

Supplementary reading:

A large number of oil and rare metal deposits such as nickel, strontium and cobalt on the seabed can change our concept of scientific discovery and life evolution of the earth; In addition, strange new drugs can be extracted from deep-sea bacteria, minerals and fish to treat human diseases. To scientists' great surprise, a large number of benthic microorganisms, as well as 2.3-foot-long earthworms, plate-sized clams and a strange fish with red skin and blue eyes are breeding near these deep-sea hot holes.

3. Read and appreciate.

(1) Read the text in the paragraph.

(2) After listening to their reading aloud, what did you see, hear and think of in the underwater world?

(3) Read your favorite sentences or paragraphs well.

Fourth, summarize the full text.

1, the text introduces us to the "world of wonders"-the underwater world from several aspects, such as the sound of the seabed, the movement and migration of underwater animals, the seabed landforms and plants, and the seabed mineral deposits.

2. Here is a little poem. Who will read it and show it?

There are mountains on the land, and there are mountains under the sea. The mountains at the bottom of the sea are also connected as land.

Trees and clusters of leafy corals also grow on the undersea mountains; Grass also grows on the undersea mountains, and seaweed shakes with the current.

There are birds in the trees under the sea, but colorful birds can't fly high. Birds under the sea don't lay eggs, but they also nest in trees.

There are sea lions, seahorses and seals at the bottom of the sea, but they never fight and everyone gets along well.

There are mountains under the sea and cities under the sea. The city under the sea is like a painting, like a poem.

Now, do you want to say something to the sea?

Verb (abbreviation of verb) class summary and extracurricular expansion

1, communication between teachers and students:

(1) underwater scenery photo gallery.

(2) Written information about seabed knowledge.

(3) Recommendation of undersea related websites.

Collect your favorite materials into your folder.

There are many secrets and treasures under the sea waiting for you future explorers, inventors and biologists to explore and discover. Let's work together!

3. Homework after class: Design the exhibition "Underwater World" in groups. Arrange a commentator in each exhibition hall, or take turns to tell whose explanation is the best.

Chapter II Teaching Objectives:

1, learn 15 new words in this lesson; Understand the meaning of new words; Be able to understand the meaning of long sentences and difficult sentences according to the tips of questions; Can recite the second paragraph.

2. Initially learn the method of dividing things into several sections according to several aspects, and can grasp the transition section to learn the full text.

3. You can get some knowledge about the seabed, stimulate students' interest in exploring marine secrets, and initially cultivate students' love for nature.

Teaching time: 2 hours.

first kind

Teaching points: read the text for the first time and learn the part of "Wonderland".

Teaching emphasis: according to several aspects of things, read 1 and 2 paragraphs.

Teaching difficulties: being able to imitate sentences in the text; You can express the strangeness of underwater scenery by reading aloud.

Teaching process:

First, read the topic to stimulate emotions

1, what does it mean to add "world" after "seabed"?

2. Watch the video to learn more about the theme.

What do you want to say most after watching the video? Talk to you.

Second, overall perception, giving text segmentation.

1. Read the text freely, read the words correctly and read the sentences clearly. After reading it, find the longest and most difficult word 1-2 and read it several times.

Read the text again, find out the paragraphs that can best summarize the main content of the text, and mark them with "~ ~ ~".

3. Grasp the transition section and segment the text.

Third, experience the "singularity" of underwater scenery.

1, understand the meaning of "singularity".

2. Read paragraphs 1 and 2, understand them with your heart, find out what you find particularly "strange", read them carefully and talk about the strange places.

3, AC blackboard writing: dark and static

(1) Understanding "Rough waves, still"

(2) Understand the meaning of the sentence by thinking about the questions in brackets.

In this dark deep sea, there are many bright spots like twinkling stars, which are deep-water fish swimming with luminous organs. (How are the light spots in the deep sea formed? )

(3) Read aloud to understand "whispering".

Fourth, talk training to further understand the "singularity" of the seabed.

Animals at the bottom of the sea often whisper to each other. As soon as you listen to the audio receiver in the water, you can hear all kinds of sounds: some are _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _.

Animals at the bottom of the sea often whisper to each other. As soon as you listen to the audio receiver in the water, you can hear all kinds of sounds: some are _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _.

As soon as you listen to the audio receiver in the water, you can hear all kinds of sounds: some are _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _.

Second lesson

Teaching points: Learn the second part "Rich products" and summarize the full text.

Teaching emphasis: the fourth part of cooperative learning, understanding the activities of various animals and understanding the richness of seabed products.

Teaching difficulties: choose to study the fourth law independently, and cultivate students' feelings of loving and exploring nature.

Teaching process:

First, check the import.

1. What's the strange scenery in the underwater world?

2. 1 read with paragraph 2.

2, 4, 5, and 6 The overall perception of natural segments.

1, free reading. Mark the specific product name written in the article with "-".

2. Classify product names

Sea cucumber seaweed coal squid natural gas iron

Octopus oil shell

Third, learn the fourth paragraph.

1, free reading. Think about what sentence this paragraph is written around and underline it with "~ ~ ~ ~".

2. Discuss the learning methods, so as to master that "benthic animals have their own activities". How can we study this article?

The discussion concluded that:

(1) draw a table;

(2) practice;

(3) ask questions;

(4) Emotional reading;

(5) (omitted)

3. Free to choose your favorite learning method and form a study group with students who choose the same learning method.

4. First study independently with the selected method, and then cooperate with the group to exchange learning.

5. Each group shows the learning results.

6. Read the whole paragraph.

4. skim the fifth and sixth paragraphs.

1, free reading. See what you don't understand. Read what you can understand with emotion.

2. Recommend extracurricular materials between teachers and students, and between students.

What else do you know about the seabed? Where did you learn it? Let's read it.

Fifth, summarize the full text.

1, read the full text with emotion for free.

2, writing practice, deepen the emotion

How do you feel after learning the text and listening to the introduction of your classmates? Write it down and communicate with everyone.

Sixth, consolidate practice.

Choose to do the homework in the exercise book.

Article 3 Teaching objectives:

Ability goal: read the text correctly, fluently and emotionally. Understand what aspects of words describe the underwater world, and feel the effect of "whispering" and "free long-distance travel" in expression and expression.

Knowledge goal: I can write 12 new words in this class, and I only know 8 words in two horizontal lines. Make clear the pronunciation of "Canglang" and make sentences with "Whispering" and "Wonderland"

Emotional goal: By reading aloud and savoring the language and writing, we can understand the strange scenery and rich products on the seabed, and stimulate students' interest in loving nature and exploring the underwater world.

Teaching focus:

By reading the taste language aloud, we can understand from what aspects the text describes the underwater world. Feel the strange scenery and rich products under the sea, and stimulate students' interest in loving nature and exploring the underwater world.

Teaching difficulties:

Experience the expression effect of key sentences.

Teaching preparation:

Teachers make courseware

Teaching time:

Two class hours

Teaching courses:

first kind

First, dialogue import

1. Students, have you seen the sea? Can you tell us something about the sea you saw?

Look, this is the sea! Sometimes rough, sometimes calm as a mirror, sometimes sparkling, sometimes stormy. What about the depths of the sea? Let's experience this magical underwater world together today! (Blackboard: Underwater World) Remind that there is a dot under the word "bottom". Please read the questions together.

Design intention: Starting from the familiar sea surface, stimulate students' curiosity about the seabed and study literature with curiosity and exploration desire.

3. (Play video) Enjoy the underwater world. What do you want to say after watching the video?

Second, the first reading comprehension.

1. Read the text in your favorite way, pay attention to correct pronunciation and mark natural paragraphs.

2. (Show the courseware) Do you know these words? Who will give it a try? Now let's read with the help of Pinyin.

The waves are rough and whispering, the scenery is strange, the products are rich, and the seaweed is buzzing.

Quiet, flashing, muscle canyon cells store snoring, waves surge and whisper.

Design intention: check the preview, guide the phonetic learning, and clear the writing obstacles for learning articles.

3. Read the text silently, find and think which sentence answers the question in the first paragraph? (blackboard writing: strange scenery and rich products) reminds the writing of "difference"

Third, know a little about righteousness.

Students, the bottom of the sea has always been a very mysterious world for us. Do you want to be a diver and go to the depths of the ocean? Please read the text freely and say, what are the contents of the text around the strange underwater scenery and rich product characteristics?

According to the students' answers, the first paragraph: there is light in the black; The second paragraph: silence is better than sound; The third paragraph: there are many ways for animals to move; The fourth paragraph: there are great differences between plants; The fifth paragraph: Rich in mineral resources.

Design intention: With the help of the central sentence of each paragraph, help students sort out the context of the article and understand where the article is and how to describe the underwater world. This is also in line with the requirements of undergraduate teaching objectives.

Fourth, summary:

Everyone should learn to use the central sentence of each natural paragraph to sort out the context of the article. Next class, let's read the article carefully and feel the wonder of the underwater world.

Second lesson

First, review old knowledge and introduce new knowledge.

From what aspects does the article introduce the underwater world? The underwater world is so rich, do you want to see and listen? Then please read the text again, draw the places you are interested in, read it several times and communicate with the whole class.

Second, learn to teach and feel the language.

1. There is light in black.

(1) "When the sea is rough, the bottom of the sea is still very quiet."

Class discussion: What does "still" mean? It turns out that the bottom of the sea is not as rough as the sea surface, nor is it as bright as the sea surface, and it gets darker as it goes down.

(2) Is there light on the seabed? You read the relevant sentences. Students, you see, this is the bright spot in the deep sea, how like a starry night sky. Fish displaying luminous organs. Play with glowing jellyfish.

Teacher's summary: Students, the deep seabed is quiet and dark, but there is a little starlight. How mysterious and strange it is! We can't help exclaiming that the seabed is really a world with strange scenery!

2. There is a sound in the silence.

"There is no sound at the bottom of the sea? That's not true. Animals at the bottom of the sea often whisper to each other. As soon as you listen to the water receiver, you can hear all kinds of sounds: some buzz like bees, some chirp like birds, some bark like dogs, and some seem to snore. "

(1) What's the sound at the bottom of the sea? Three students read.

(2) Trend-oriented teacher: "Who can make suggestions and criticisms on their reading aloud?" Feel "whispering"

Default: You should read softly, because they are whispering.

What is "whispering"?

("whispering" describes a low voice. "Whispering" means talking quietly behind people's backs. This lesson is a metaphor for animals at the bottom of the sea making a slight sound. )

Ask the students to demonstrate "whispering" with actions.

Sentence contrast: Animals at the bottom of the sea often make a slight sound. Animals at the bottom of the sea often whisper to each other.

The author uses this word to give animals human behavior, as if they are whispering, making them more lovely and moving. )

Yes, small animals are whispering. I want to read this sentence again, and you will read it better.

(3) Are these the only sounds of underwater animals? What does the ellipsis mean here?

Besides these sounds, what other sounds will there be? Can you keep talking?

Teacher's summary: Students, the deep seabed is quiet, but when we bring the underwater listening device, we can feel all kinds of sounds. How beautiful. I have to say that the bottom of the sea is really a world with strange scenery.

3. Animal activity methods

(1) Think about what this paragraph says. What sentence is it written around? Central sentence

(2) What kinds of animal activities are written in this article around the central sentence?

(3) What are their activities?

Small sea cucumber: Wait, where did you see it? Only, 4 meters. Too slow. I'm worried about her. Please read it again.

Barracuda: Fast, dozens of kilometers, faster than a train. Read it and express its speed.

Octopus and squid: using reverse thrust

Shellfish: "There are also some shellfish that can travel long distances under the boat for free without moving themselves." Grasp this sentence and talk about your own experience. The word "ba" makes us seem to see these shellfish cling to the bottom of the ship for fear of being dropped. How cute! The word "freedom" vividly describes the movement state of shellfish and feels the intelligence and self-satisfaction of shellfish.

(4) Do you still know the activities of those animals under the sea? Show pictures of lobsters and sucker fish.

The teacher concluded: that's good. There are tens of thousands of animals on the seabed, and their activities are also diverse. Being in it, we can't help exclaiming that the seabed is really a world with strange scenery and rich products.

4. Plant differences

Ask the students to talk about the differences between marine benthos.

From color; Compare two aspects of size.

The teacher summed up: A variety of plants decorate the seabed into a world with strange scenery and rich products.

5. Mineral resources

Show me this paragraph. What resources are available?

Teacher's summary: At present, there are many oil drilling platforms on the sea, but the resources exploited by human beings are a very small part of marine minerals. We have to say that the bottom of the sea is really a rich world.

Design intention: study and teach, and experience the strange scenery and rich products of the underwater world in language and words.

Third, the picture appreciation, it feels strange.

The underwater world is rich in products and fantastic in scenery. Now let's enjoy a set of underwater pictures. (showing pictures)

Fourth, read small poems, expand and improve.

Do you want to go to the underwater world after learning this text? Although I can't go now, I can turn my wish into a poem. Let's read together.

How I want to see it.

Look at the shining stars on the bottom of the sea

Just like a fairy tale, feel its magic and quietness.

How I want to hear it.

Eavesdropping their whispers.

Buzz, chirp, woof.

Listen to their stories and feel their joys and sorrows.

How much I want to kiss.

Kiss the small sea cucumber on the bottom of the sea

Crawling around them lazily

How I want to touch it.

Touch that long seaweed.

Touch your head from the root and gently shake your soft waist and sea water with it.

How do I want to go?

Ah, the beautiful underwater world,

I like your strangeness,

Love your richness!

The teacher concluded: Yes, "The underwater world is really a world with strange scenery and rich products!" " "

Design intention: The design of short poems helps students to sort out the content of the text, let them continue to write poems and say what you want to do, provide a platform for students to express their feelings and cultivate their ability to use language.

Fifth, extracurricular extension, recommended bibliography.

Introduce and recommend two undersea Wan Li.

Blackboard design:

Underwater world

The scenery is strange, and there is a sound in the silence.

Abundant animals have diverse activities.

Plant diversity is great.

Abundant mineral resources