Beijing version of the third grade Chinese first volume courseware: "Bill"

# Courseware # Introduction Now many teachers use courseware in class. Courseware teaching can help students learn better and understand the content of the class better. The following is the first volume of the third grade Chinese courseware of Beijing Edition: Bill, you can have a look, I hope it will help students learn Chinese.

Article 1 Teaching objectives:

Read the text silently. Learn to understand the meaning of words in context and life.

Parents should be honored to know the content of the text and the mother's nurturing grace is priceless.

Teaching focus:

Through the comparison of the two bills, I know that the mother's parenting is priceless and should be filial to her parents.

Teaching difficulties:

Learn to understand the meaning of words in context and life.

Teaching process:

First, import

1, blackboard writing "0 > 60", query: Do you have any questions about this special formula?

The answer to this question lies in the text we are going to learn today. As long as students understand the text, they will know what is going on.

3. Show the topic, read the topic and understand the "bill".

Second, reading the text for the first time

1. Read the text by yourself: You can read difficult words or sentences repeatedly until you are satisfied.

2. Show me the hard word: ask for payment and get what you want. Ashamed, be careful to tiptoe.

Read by name, combined with understanding

Be careful, stand on tiptoe.

3. Read the text silently and say what the text is mainly about with the words "I am ashamed to get what I want".

Third, study the text.

Teacher: There are two bills about this matter written in the text. Let's study them.

1, learn the Peter Act.

Show Peter's bill.

Please read each item of this bill carefully and point it out one by one.

What kind of child can you see from this bill?

Sentence pattern: I think he is a child of () because he ().

Transition: Mom looked at the bill and said nothing. What was mom's mood at that time? What would you think?

In the evening, little Peter got what he wanted. But at the same time, he found a bill written by his mother. What exactly is written on mom's bill? Let's take a look.

2. Read Mom's Bill.

(1) Please read mom's bill carefully and see what's special. (The amount at the back of mom's bill is 0 fanny. )

Yes, this is a special bill. Who wants to see it?

(2) We read bills fluently. Although they are all bills, the teacher believes that the feelings brought to you are completely different. Please consider each item of this bill carefully and read it item by item. Which one moved you particularly when you read it? Why are you particularly moved?

Teacher: For ten years, my mother brought Peter up slowly. For ten years, she gave him a happy life, but as long as-for ten years, my mother took care of Peter's three meals a day, she still only needed-when Peter was ill, my mother only needed-did she give all her love and care to little Peter, or did she just need it? What a special bill! Is this just a thin bill? This is the bill of (), a mother's love that can't be measured by money!

(3) Peter took his mother's love bill in his hand and read it. He remembered many past events. He can't help but think of how clean and comfortable his mother's own clothes have been in the past ten years. In ten years, my mother's arms were so warm; For ten years, the meals cooked by my mother every day were so delicious; He remembers many stories of growing up. Let's also remember the love our growing mother gave us with little Peter!

When I think of my birthday, my mother ()

I remembered my mother () when it was cold.

I remember when I was sick and had a high fever, my mother ()

When I think that I have made a little progress, my mother ()

I remember (), mom () ...

Teacher: Can you tell us all about what our mother has done when we were growing up? Is that clear? Little Peter's mother's bill says "0 Fanny". Also together ... what did mom tell Peter with this silent bill?

Mom should pay you, and mom doesn't want your money; Motherly love can't be measured by price. )

3. Understand the meaning of "0 > 60": After reading this, you must understand that in these two bills, what is more than 60 is actually not the number "0", but what? The blackboard says: Love.

Can you read this bill affectionately for him?

Teacher: I can't remember my mother's love, nor can I count it. When little Peter feels his mother's love everywhere, in the face of this bill he wrote to his mother, you can definitely guess little Peter's heart at this moment

Xiu: I am extremely ashamed. What do you mean "extreme shame"?

Do you know from those words that little Peter is very ashamed?

It is because of the great shame that he will-,he will-(dedication before class) Who can understand little Peter's mood at that time?

Fourth, contact life summary.

1. Our mother grew up in such love. What do you want to say to her at this time?

The teacher concluded: a sincere blessing and a cup of strong hot tea are all good ways to repay my mother. The teacher hopes that everyone's return to his mother will not only be reflected today, but also in daily life!

Blackboard design:

17 bill

Love > 60

Selfless and priceless

Chapter II Teaching Objectives:

1, learn the new word 13 and know 5 words.

2. Understand the meaning of "always" and write sentences as required.

3. Read the text silently. Learn to understand the meaning of words in context and life.

4. Understand the content of the text and know that the mother's parenting is priceless and should be filial to her parents.

Teaching emphasis: Through the comparison of the two bills, I know that my mother's parenting is priceless, and I should honor my parents.

Teaching difficulty: learn to understand the meaning of words in context and life.

Teaching aid preparation: two bills, students write their own bills and courseware.

Course arrangement: two class hours

Teaching philosophy:

1. Reading teaching is a dialogue process among teachers, students and texts. In the process of reading, teachers and students exchange different experiences and methods of reading the text, and exchange the information and enlightenment obtained from reading the text.

2. While respecting students' individual experience, we should attach importance to the correct orientation of emotions, attitudes and values.

3. Chinese education should actively advocate independent, cooperative and inquiry learning methods.

Teaching process:

The first class:

First, import:

1) What do you think of when you see this topic? (sleepy)

Calculate how much something is worth. )

2) What are the calculated values of the two bills in this paper?

(Reading the text in a low voice) One bill in the text is that Peter calculates the reward for what he does every day, and the other bill is to calculate the reward for what his mother does for Peter.

[Link intention] Starting from the value, it paves the way for the comparison between valuable and priceless.

Second, the new teaching:

(1) Read the text for the first time and learn new words and phrases.

1, read the text silently, find out the new words you didn't remember in the preview, and then find a good way to try to remember them.

[Link Intention] Put forward the difficulties from the new words that need to be memorized, and use the learned literacy methods to read.

Teachers and students discuss and put forward new words that should be paid attention to.

(blackboard writing): fill, find, avoid, wing and plug.

Read the text by name and underline the words you don't understand.

Students first put forward words that they don't understand, and teachers use blackboard writing or courseware to list some of them one by one in teacher-student communication and student-student communication. )

1) Requirements: ① Read the second paragraph of the text. What is the purpose of little Peter writing a bill to his mother? (Understand the meaning of words in combination with the text)

(2) replace "take" with a word (use synonyms to understand the meaning)

2) Remuneration: Who can help him?

[Intention] Students communicate and understand the meaning of words, and use the learned methods flexibly.

3) Finney: (If the students don't understand, the teacher explains) German monetary unit.

4) Have their own place: communicate with students and read the fifth paragraph of the text. Little Peter got 60 finnies, and he realized his wish. How will he feel? Please read it.

5) Shame: ① Can you show "shame" with actions or expressions?

Just now, I got what I wanted. Has little Peter's mood changed? (Students read the sixth paragraph aloud)

【 Intention 】 Get to know Peter's emotional changes.

6) Creep: Use actions or replace words to understand, and ask students to read their own understanding.

[Link Intention] While understanding words in context or real life, from words to sentences, from sentences to paragraphs, clarify the process of things, have a complete understanding of the whole story, and initially experience little Peter's emotional changes.

(2) Read the full text and understand the main contents of the text.

Reading the text aloud, what makes little Peter "get what he wants" first, and then become "extremely ashamed"? (written on the blackboard) I am ashamed to get what I want.

[Link intention] Start with the full text, grasp the emotional clues and understand the main content. When students narrate the main content, teachers should guide students to narrate from different angles.

(3) Thinking and questioning while reading silently.

Read the text silently. Is there anything you don't understand about this text? Or have any ideas of your own? Students ask questions after reading the text silently, and the teacher refines the difficulties and difficult questions involved in understanding the text. )

The students have put forward so many ideas of their own, and you can certainly help me solve the teacher's problem. Please observe, although the students told me that they were all calculating the reward, what is the difference between the two bills written by little Peter and his mother?

[Link intention] Starting from students' difficulties or unique viewpoints, prepare the cornerstone for further understanding the text in the second class. At the same time, put the comparison between the two bills at the end of this class as homework for students to observe and discuss with classmates and parents.

Third, summary:

Fourth, homework:

1, write new words correctly.

2. Read the text aloud and experience the change of little Peter's mood.

3. Read the text silently and try to solve the questions raised by the students.

4. (Optional) Can you write a bill owed to your parents?

[Intention] It is priceless to connect with the reality of life, improve students' emotional experience and let students know the grace of parenting. At the same time, understand the students' understanding of the text of this lesson.

Five, the blackboard design:

17, Bill

Fill, shame

After-class reflection: Ashamed, although repeatedly stressed to students in class, there are still several students who make mistakes.

The second category (key category)

Reflect the new curriculum concept:

Reading teaching is a dialogue process among students, texts and teachers. An important way to make this dialogue smoother and more exciting is to find the singing point of * * * among the three. It is an effective strategy to awaken students' real experience of life and activate life memory. The teaching of this course attempts to practice this idea.

Teaching objectives:

1, learn to understand the meaning of words in context and life.

2. Further understand the content of the text, and understand that the mother's parenting is priceless, and parents should have a sense of honor.

Teaching focus:

By comparing the two bills, I know that my mother's parenting is priceless, and I should honor my parents.

Teaching difficulty: learn to understand the meaning of words in context and life.

First, import:

In this lesson today, we will continue to learn lesson 17 and read the topic together.

Q: What is a bill? Who can use bills between people?

Teacher: Our text describes who pays the bill with whom. (sleepy)

Second, the new teaching:

1, read the text in your favorite way, and draw bills for little Peter and his mother while reading.

2. Who wants to read the bill written by Peter and his mother to everyone?

Q: "Mom" didn't say anything after seeing little Peter's bill. Please imagine what her mother would think.

Follow-up: How did Mom do it?

What will little Peter's face look like when he sees money? What would you think?

Just when he was happy, he saw a bill written by his mother. How is this bill written? Read by name

Little Peter was very ashamed when he saw his mother's bill. What do you mean "extreme shame"? Try to say a word. What would he think?

[Link intention] Experience the psychological activities of the characters, think independently and design the characters' language.

Cosplay

1, group design language, rehearsal

Last class, the students left some questions. When rehearsing, you can answer the questions in the dialogue.

[Link Intention] Pay attention to students' different learning needs while conducting oral communication activities.

2. Group play, appreciation and evaluation

Teachers should flexibly participate in students' oral communication. )

[Link intention] Expand the content of the article, interact with teachers and students, show students' different understandings, and guide students to actively discuss.

reading comprehension

1, the students performed "The Shame of Little Peter" wonderfully, but why did he do this?

Read the sixth paragraph with emotion.

[Link intention] Sublimate little Peter's love and hate for his mother and guide him to read aloud.

2. Little Peter and his mother's Beary have two similar sentences. Did you find them?

Students watch it for a while, and then show the courseware:

I have always been an obedient child.

I have always been a loving mother.

Can you change the word "always"?

② Comparative sentence:

I am an obedient child.

I have always been an obedient child.

Look at your experience.

[Link Intention] Understand the meaning of "always".

(3) Read these two sentences.

I am a loving mother.

I have always been a loving mother.

【 Link Intention 】 Deepen the understanding of "always"

(4) Making sentences

be

Always

Teachers guide and open students' thinking.

After the students complete the group evaluation, the teachers participate.

[Link intention] Conduct language practice.

Third, expand:

Think about what you did at home. Write a bill to your parents.

[Link Intention] With the understanding of this lesson, it is extended to students' real life, reflecting on themselves, realizing their parents' love for them and knowing how to honor their parents.

Fourth, homework:

Write a bill and give it to your parents. Observe the expression, language or practice of parents at that time and write it down.

[Link Intention] Carry out family interaction and create opportunities for emotional communication between children and their families. Teachers get feedback from their parents.

Five, the blackboard design:

17, Bill

Mama 0

love

precious

After-class reflection: students' language generalization ability needs to be improved. In class, I ask students to talk about what this text is mainly about with words like "I got what I wanted" and "I feel extremely ashamed". Chinese curriculum standard requires that the third grade can master the main content of the article and understand the thoughts and feelings expressed in the article. It is difficult to summarize the main content of the article in grade three, so it is relatively easy to use two keywords. But when students speak, the language is still not concise enough, and they don't know which content is the focus of the article and which should be omitted. In future Chinese classes, we should strengthen such training and cultivate students' perception ability.