The first volume of Chinese teaching plan for grade three of People's Education Press.

Teaching generally includes five basic links: preparing lessons, attending classes, assigning and correcting homework, tutoring after class and evaluating grades. Preparing lessons is the initial link and foundation of the whole teaching process. The following is the Chinese teaching plan for the third grade of People's Education Press compiled by me for you. I hope it helps you. Welcome to read the reference study!

People's Education Publishing House, the first volume of the third grade Chinese teaching plan 1

shrimp

Teaching objectives:

1, learn the text, know the new words and phrases in this lesson, and experience the author's living habits and various interesting activities about shrimp.

2, can grasp the key words to understand the text, and understand how to write an article in detail.

Teaching emphasis: understand the content of the text, stimulate students' interest in observing small animals carefully, and educate students to care for small animals.

Difficulties in teaching: Ask students to observe a small animal carefully, write a paragraph and communicate in class.

Draw shrimp-talk about shrimp-talk about shrimp-love shrimp

Teaching preparation: prepare information about shrimp. Students should read the text carefully and learn the new words and phrases in this lesson.

first kind

First, the classroom objectives:

1. Let the students understand the content of the text and the life habits of shrimps.

2. Learn the new words in this lesson.

3. Read the text emotionally and read your love for prawns.

Second, introduce new lessons:

I understand that students like small animals very much. Can you introduce your favorite animals to everyone? What's your favorite animal? What are the characteristics? )

Today, I also brought you a small animal-shrimp. Do you want to know about shrimp? Then please open your textbooks and let's see how this new friend is introduced in the books.

Second, read the text for the first time and feel the main idea of the text?

1. Read freely and solve unfamiliar words and phrases.

2. Discover new words and phrases. The teacher chooses the words in the text and the students read ...

3. What did you read from the text? (Student answers: ...)

4. What do you think is the deepest impression of shrimp: shrimp is very-(interesting) (bad temper)?

Guiding reading: some are slightly grayish black, ...

Learn in the order of students' answers:

Shrimp is really interesting: where do you think shrimp is really interesting? (actions when eating, expressions and actions when eating ... guide students to read aloud.

Shrimp has a bad temper: what does it feel like to have a bad spleen? (When angry, the action and manner of fighting ...)

Read the text again: group communication:

1. What's shrimp like?

Freshly grown shrimp: transparent

Millennium shrimp: gray-black, long moss.

2. Feel the author's affection.

Guide the students to read the third paragraph;

1, hit the center sentence.

2. How to write concrete sentence by sentence?

Eating is fun, so be very careful.

Bad temper, fierce fighting.

3. Observe your favorite animals and write a paragraph as specific as possible.

Third, homework:

Let the students draw shrimp.

Second lesson

Course objectives:

Learn more about the life habits of shrimps and learn how to write down small animals.

Learning guidance process:

1. Do you think shrimp is interesting? So how did the little author write shrimp so interestingly?

Guide students to observe and describe small animals in order. (and guide students to summarize and describe the writing of small animals)

Take the article as an example to let students learn.

Part 1: 1-2 Write "I" There is a water tank under the grape trellis, and "I" caught several shrimps and raised them in it.

Part 2: 3-4 The author takes good care of shrimp, which is very interesting, but he has a bad temper.

The third part: 5-6 The author found that shrimp changed day by day, which reflected the author's love for shrimp.

Students sum up how to write about small animals. Combine the flowers in China's world and practice introducing your favorite animals.

Read the text aloud.

Second, the homework:

D4 D2 D3 Chinese world.

Introduce your favorite animals.

People's Education Press Grade Three Volume One Chinese Teaching Plan II

Three bags of wheat

First, read.

1, talk to guide people and reveal the topic.

2. Read the text softly and freely, requiring:

(1) Draw new words in the text, contact the context or consult the dictionary for self-study.

(2) Read the text smoothly and correctly.

3. Read the text by name, and exchange words while reading.

4. See for yourself. Read fluently and have feelings.

5. Match one to see who can read it.

Second, the proportion.

On the basis of students' initial reading of the text and overall perception, guide students to find out sentences describing the different treatment of three kinds of small animals and sentences describing Grandpa Rand's different attitude towards small animals, and compare them.

1, compare, what kind of wheat do the three small animals think after receiving grandpa's wheat? What do they think?

(Piglet only sees the color of wheat "Huang Cancan" and thinks of eating it; The calf only saw that the wheat was "full" and wanted to "save it and eat it slowly". The little monkey thought it was a "superior wheat seed" and thought of "seed")

In order to make students realize that the little monkey thinks comprehensively and long-term, I have designed three more questions:

(1) What kind of wheat is "excellent wheat"? (The color is Huang Cancan, full of particles, etc. )

The little monkey can see that this is a "superior wheat seed". What does this mean? (a) Look carefully, more comprehensively than pigs and calves; B, rich labor experience)

What does the little monkey think when he sees that this is a "superior wheat seed"? (From this, I learned that little monkeys can use their brains seriously, think carefully and think long-term. )

2. By comparison, what are the differences between the three small animals in treating wheat?

The pig quickly ate up the food; Calves "preserve" wheat well and "eat slowly", eating only half a year; The little monkey "planted all the wheat under the ground" and achieved a bumper harvest through hard work.

By comparison, not only the practices of the three small animals are clear at a glance, but also their advantages and disadvantages.

3. Contrast and contrast. What's Grandpa Land's attitude towards three small animals?

(After deducting the words "laugh", "praise" and "excitement", I know that Grandpa Land is more satisfied with each of the three small animals. )

Third, performance.

On the basis of full understanding and familiarity with the text, adopting the teaching method of performance is not only the re-integration and processing of the text language, but also a creative expression. The specific approach is:

Step 1: Prepare. Decide the roles in groups, familiarize yourself with the text carefully and talk about how you plan to perform. Teacher's instruction: Pay attention to the language and expression of Grandpa Xiao Beast Lu at that time. Some lines and actions should be imagined and designed by yourself. When performing, you should enter the role and perform the personality of each small animal.

Step two: perform. Practice in groups first, the teacher will tour to guide, and then select several good groups to perform on stage.

Step 3: Evaluate. Teachers and students comment together. It is required to make a comprehensive evaluation from the aspects of expression, action, lines and coordination, and select "groups" and "actors".

Four. discuss

At this point, students have a thorough understanding of the text, and it is logical to guide students to understand the characters of the three small animals.

1, Thinking: Who do you like best among the three small animals? Please tell me the reason.

2. Two people at the same table are talking:

3. Intra-class communication;

At first, everyone only saw the advantages of the little monkey. Under the guidance of the teacher, everyone saw that the three small animals had their own strengths and were very pleasing. Piglet: Simple, lovely, straightforward and excellent pastry chef (who can cook all kinds of food). Calf: Hard-working, thrifty, planned and well guarded (often take the wheat out for ventilation and sun drying). Little monkey: smart and capable, careful observation, love to use your head. At this point, three vivid images of small animals have appeared in students' minds.

4. Expansion and extension.

Tell me about it. What would you do if Grandpa Land gave you a bag of wheat?

People's Education Press Grade Three Volume One Chinese Teaching Plan 3

Knowledge of pruning

Teaching requirements:

1, learn the new words in this lesson and understand the words composed of new words.

2, through learning, understand the content of the text, understand that pruning is to get more peaches. Understand that "reduction" is for "increase".

3. Be able to read the text correctly, fluently and emotionally.

Teaching preparation: recording, small blackboard

Teaching time: two class hours

Teaching process:

first kind

First, introduce new lessons to stimulate interest.

1, dialogue, who has seen others grow flowers and trees?

Do they often take a pair of scissors to trim small trees?

3. Do you know why?

4. Reveal the knowledge of topic 29 pruning.

Second, the first reading guide

1, learn new words by yourself

(1) Read the text silently and draw unfamiliar and incomprehensible words.

(2) Understand the meaning of the following words:

Pruning is well known, waving wildly.

2, check the self-study effect

(1) Display text:

Crazy growth is famous for waving nutrients and absorbing nutrients.

(2) Read by name

(3) Understand the mastery of words and the meaning of some words.

(4) Guide the writing of new words: crazy about the new words that are difficult to write in the bookshelf structure.

3. Read the text freely and softly.

4. Read the text by name and show the way with the camera.

Third, study the text.

1, learn section 5, which shows that "reduction is increase, which is really the truth."

What do I think is really meaningful?

"Decrease" means "increase". What did you learn from it?

Read the fifth part together.

2. Learn 1 and 2.

(1) Did I think so from the beginning?

(2) What puzzles me?

(3) Read 1 and Part 2 for free.

(4) Read a paragraph. What do you know?

Uncle Wang is a peach expert. Where can I tell?

Uncle Wang cuts a lot. Where can you see it?

I don't understand how to cut off so many branches. How did I ask Uncle Wang? What words in these two sentences can be seen that I don't understand? Instruct reading aloud.

(5) Command reading 1 and 2.

Fourth, homework

1, copy words

2. Read the text well

Second lesson

First, dictate new words.

Second, study the text.

1, learn the third paragraph.

(1) Introduction

(2) From Wang's explanation, we can see: What branches did he cut off? Why did you cut it off? What branches did he leave? What are you doing with the remaining branches? what do you think?

(3) Uncle Wang "clicks" off the branches that can't bear peaches, and "touches" and "speaks with confidence" on the branches that can bear peaches. Why?

I listened to Wang's explanation. What have I done?

(5) Guide the reading of the third paragraph.

2. Learn the fourth paragraph.

(1) Read by name.

(2) What about peach blossoms in spring? Where can I see it?

(3) Guide to read these words aloud.

(4) What am I looking forward to playing with my friends in Taoyuan?

(5) Guide the reading of the fourth paragraph.

3. Learn the fifth paragraph.

(1) read by name

(2) What are the characteristics of peaches in Wang's Peach Blossom Garden? What sentences do you see?

(3) Why am I surprised and happy when I see many big peaches? What is the surprise? What is happiness?

(4) What is the knowledge of pruning? Read the last sentence.

(5) See if this truth is implied in the following events?

Not many soldiers, but good.

My mother often advises me to put my mental baggage behind me in order to do well in the exam.

The most important thing in learning is perseverance, and you can't eat fat at once.

Summary: It seems that "reduction" is for "increase". This is really learned, otherwise how can it be applied to all aspects? So we should also pay attention to this truth in our daily work.

(6) Read this paragraph together.

Third, summarize the full text.

1, what is the knowledge of pruning after reading the full text?

2. Summary: The Knowledge of Pruning tells us that life is a textbook and knowledge is everywhere. As long as you pay attention to observation and be good at thinking, you can find rules in your life and live better.

Fourth, homework

Read the text with emotion.

People's Education Press Grade Three Volume One Chinese Teaching Plan 4

My home is on the moon.

Teaching objectives:

1. Learn 8 Chinese characters independently by various literacy methods, write 8 Chinese characters correctly, and accumulate words independently with reference to "My Word Bank".

2. Read the text with emotion and feel the beauty of the language.

3. Understand the content of the text, experience the strangeness and interest of imagination, and accumulate knowledge related to the moon.

Emphasis and difficulty in teaching:

1, understand the text and experience the strangeness and fun of imagination.

2. Read the text with emotion and feel the beauty of the language.

Teaching preparation: reading tapes, new words cards, knowledge about the moon and fairy tales, etc.

Teaching hours: 2 hours.

Teaching steps: the first class

First, dialogue import:

1. Free imagination. What do you think it would be like if your home moved to the moon one day?

Today, let's learn an imaginative text, My Home is on the Moon.

Look at the topic together.

Second, reading the text for the first time and reading independently:

1, read the text freely, mark the natural paragraph number, and draw unknown words and phrases.

2. Group exchange learning.

3. Show the eight words you want to know, find the words associated with the new words and read them out.

4. Read new words by name.

Third, read the text again and feel the content:

1. Read the text again and think: Where do you think the imagination in the text is the most interesting? Why?

Name the relevant sentences.

2. Do you know the legends of "WU GANG cutting Guangxi" and "the Goddess Chang'e flying to the moon"? How are they described in the text?

Exchange views.

3. What do you know about the moon in the text? Find out the relevant sentences.

4. It is difficult to question. Is there anything else in the text that you don't understand?

Fourth, read the text:

Read the text with emotion, think of yourself as the author, and imagine while reading.

Second lesson

First, consolidate the review:

1, learn new words and phrases by train.

2. Read the text emotionally in the natural paragraphs and evaluate it after reading.

Second, guide the writing:

1, show the eight words to be written, and carefully observe the position of these eight words in Tian Zige.

2. Book space practice, focusing on guiding the three difficult words "court, fast and open".

3. Make sentences with words to remember new words.

4, practice writing, teacher patrol, evaluation.

Third, divergent thinking:

1. What do you think after reading this fairy tale? Tell me about it.

2. What else do you know about the moon? Read the collected information to everyone.

Fourth, expand and extend:

1, read the text in your favorite way.

2. Collect ancient poems about the moon, extract them and read them.

What do you think the home on the moon will be like? Write or draw a picture.

People's Education Press Grade Three Volume One Chinese Teaching Plan 5

Save the ants

Teaching objectives:

1, guide students to read the text with emotion.

2. Learn 8 recognizable words, 15 writable words and 14 mastered words in this lesson.

3. Help students learn the text, understand the main content of the text, and realize that being a man should have lofty moral quality, know how to care for others and life.

4. Help students to learn the method of describing the text in sequence and understand the meaning of the key words in the text.

Teaching emphasis: read the text with emotion and understand the main contents and writing methods of the text.

Teaching difficulties: being able to feel the theme of the text and realize what kind of moral standards a person should follow.

Teaching preparation: demonstration (text film, picture, video)

Teaching time: 2 hours.

first kind

Teaching objectives:

1. Learn 8 new words to be known and 5 new words to be written in this lesson. Read pronunciation correctly, recognize fonts, write correctly, and master the word 14.

Read the text for the first time and understand the main content of the text.

Teaching emphases and difficulties:

Distinguish the pronunciation of polyphonic words and write difficult words in a standardized way.

Teaching process:

First, solve problems and learn new lessons.

1, lead:

Students, ants are tiny insects, but it is this spirit of mutual assistance of small insects that gives the author great inspiration. I think, by studying this text, you will have new feelings and more feelings about small ants.

2, writing on the blackboard, revealing the theme

Read the questions and think about them together:

(1) What does "save" mean?

(2) What does "ant rescue" mean?

3. Read the text silently and understand the main idea.

(1) What did you say while reading silently?

(2) Tell the main idea of the text.

Second, learn the new words and phrases in this lesson.

1. Ask students what difficulties they have in previewing new words.

2. Focus on guiding students to read and write new words easily.

3. Show the new word card and check the learning situation.

4. Read the whole text by yourself, draw new words, and then read the words in the sentence.

5. Understand the meaning of words

6. Summary:

Students have mastered the pronunciation and writing of new words, but also pay attention to the pronunciation of polyphonic words in different language environments. For example, "struggle" and "making money" are words that appear in this lesson, but their pronunciations are different. I hope that in the study of the text, I can not only master the pronunciation and writing of words, but also further understand the meaning and function of words in the text and accumulate them for use.

Third, read it again and arrange the order of the text.

1, read by name

2. Students can read freely. In what order are the texts written, and what are the causes, processes and results of the events?

3. Draw what you don't understand in the book.

4. Summary: What an interesting thing! How do you feel after reading it? Please communicate with your classmates next class.

Fourth, homework:

1, copy the new words and put them in the "word basket".

2. Continue to practice reading the text with emotion.

Second lesson

Teaching objectives:

1, guide students to read the text with emotion.

2. Help students learn the text, understand the main content of the text, and realize that being a man should have lofty moral quality, know how to care for others and life.

3. Help students learn the method of sequential narration in the text and understand the meaning of key words in the text.

Teaching emphasis: understand the main content and writing order of the text.

Teaching difficulties: being able to understand the author's emotions and the truth of being a man.

Teaching: preparation:

1. Before class, arrange students to observe small ants and collect information and stories about ants.

2. Demonstration (Little Ant Activity Video)

Teaching process:

First, the introduction of new courses.

We met a respectable animal friend in yesterday's class. We learned a touching story, that is, reading the topic of Ant Rescue together.

1, recall the main content of the text.

2. In what order do the students report the texts? Clarify the cause, process and result of things.

Second, reading comprehension, experience emotion

1, showing self-study skills:

(1) What causes ants to help each other?

(2) How do ants help each other?

(3) What did I do beside it?

(4) What did this incident inspire me?

(5) Are there any questions you don't understand? "

2, group discussion, exchange ideas

(1) The group will report their ideas after self-study.

(2) Solve problems you don't understand in the group.

(3) What questions do you not understand in the group?

3. Communication process:

Learn the first part:

(1) Read by name: Find out the cause.

(2) Show me that sentence: I didn't help them, because the water in the flowerpot will soon seep down and the ants can land.

(3) Say this sentence in the sentence pattern of "because ...".

(4) Question: Read the rewritten sentence. you do not get it , do you? Why is this written in the book? (Emphasize the reason)

Learn the second part:

(1) What's the matter with the water seeping down from the flowerpot? What am I thinking? What am I going to do?

(2) Fill in the blanks according to the prompts and answer the questions.

I thought at that time, I want to.

(3) Why did I give up the action of saving ants? What kind of emotion does it show the author?

Taste the meaning of "unexpected". Change the word, the meaning remains the same.

(unexpected, unexpected, etc)

(4) Experience this emotion, and then read the third paragraph freely.

(5) Read the fourth paragraph and talk about how ants help each other.

When talking about the rescue process, carefully taste every word and understand the author's feelings.

(1) Distinguish between "hardship" and "struggle".

Clear: "hard work" and "struggle" both mean hard work, and "struggle" is deeper than "hard work"; What have you learned from the word "struggle"? In order to distinguish it from the third paragraph, the author avoids repetition.

(2) Which illustration shows this scene? Look at the pictures and talk about how ants can save their companions in distress.

Draw the words that describe the actions of the rescued ants after they are rescued. What did you find?

What was I thinking when I saw the ants still in the water? How to help ants in distress?

Show me that sentence: I am extremely careful to stir up the soil with the tip of a needle, so that this little ant is exposed. Taste some words and tell me what you feel from them.

6. What did the ant do after being rescued? What do you feel from it?

7. Taste the words "Right away, kiss and touch, try, hug and touch" and imagine what they were thinking at that time. What are you talking about?

(6) Read the second part by name, and use "first ... then ... then ... finally" to talk about the process of ants helping each other.

Learn the third part:

(1) Read by name. What does the author think when he sees the rescue process of ants? How do you feel?

(2) What kind of moral quality is this?

Third, summarize the full text and deepen understanding.

1. What did the author write about the rescue of ants?

2, inductive blackboard writing

Ant rescue cares for others and lives.

Take care of each other

Try to help each other.

Continue to give your life to save.

3. Summary:

Small ants are weak, but when their companions are in danger, they will fight each other, even at all costs. How can we not respect them? From them, we have also been inspired, that is-(see the summary on the blackboard).

Please say a word to the little ant. Praise its quality, spirit or talk about your feelings.