5 sample Chinese lesson plans for third grade primary schools

#三级# Introductory lesson plans are for teachers to carry out teaching activities smoothly and effectively, based on curriculum standards, syllabus and textbook requirements and the actual situation of students, based on class hours or topics, the teaching content, A practical teaching document with specific design and arrangement of teaching steps, teaching methods, etc. The following is the relevant information compiled by "5 Sample Chinese Teaching Plans for Third Grade Primary Schools". I hope it will help you.

1. Sample Chinese lesson plan "A Horseshoe Nail" for the third grade of primary school

The first lesson

1. Understand horseshoes and horseshoe nails and introduce new lessons

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1. Show the picture of horseshoe and learn about horseshoe.

2. Briefly introduce the function of shoeing horses.

3. Show the picture of horseshoe nails and understand the use of horseshoe nails.

4. Introduction to new lesson: According to legend, a long time ago, Richard III of England and Earl Henry were preparing to fight to the death for the throne of England. On the battlefield, Richard III was defeated because of a horse. He lost his country and his throne, but the reason was because a horseshoe nail was missing. What was going on? Today, let’s get to know this horseshoe nail.

2. Read the text for the first time, understand the main idea, and clarify the paragraphs

1. Students read the text softly and freely.

2. Mark the paragraph numbers.

3. Read the text in sections and comment on the correct pronunciation.

4. What is the main story of this text?

5. Give feedback by name and make comments and supplements.

6. Show prompts and ask to divide the text into four parts according to the prompts.

(1) Prepare for a fight to the death.

(2) Use horseshoes and fewer nails.

(3) Drop the horseshoe and lose the battle.

(4) According to legend, a horseshoe nail lost an entire country.

7. Nominate feedback into segments and comment.

3. Learn to "shoe horses" and feel the sloppiness of the groom and the blacksmith

1. Study the first part of the text.

(1) Read the first natural paragraph of the text to understand why the story happened.

(2) Understand "fight to the death"

(3) Read the first natural paragraph of the text emotionally.

2. Study the second part of the text and understand the process of nailing horseshoes.

(1) Read the text aloud by role.

(2) Name and talk: What is the main thing to write about in this part?

(3) Talk about: What kind of people do you think the groom and the blacksmith are? Tell us your reasons.

(4) Teachers make timely comments and guide the grooms and blacksmiths to feel that they are careless and have a weak sense of responsibility.

(5) Students practice reading the text emotionally by role.

4. Summary and suspicion

1. Because the groom and the blacksmith were sloppy and eager to complete the task, Richard's horse had three horseshoes nailed and one horseshoe hung on it. Check how to fight on this war horse. Please continue reading the text after class.

2. Assign homework.

Second Lesson

1. Review Introduction

1. Male and female students read the text 1-12 paragraphs in different roles.

2. Name and talk about what is mainly written in this part?

3. Introduction: Richard rode a horse with a horseshoe to the decisive battle. What was the result?

2. Study the third part of the text and understand how to defeat the battle by removing the horseshoe

1. Read paragraphs 13-15 of the text by name.

2. Thinking: The battle started, how did Richard behave? What happens when a horseshoe falls? The result?

3. Give feedback and comment on each topic by name. Teachers provide timely guidance and experience.

4. Students read these passages emotionally and experience the grief and despair that the falling horseshoe brought to Richard.

3. Study the fourth part of the text, read and understand folk songs, and gain understanding

1. Read the folk songs by name. Read together.

2. Guide people to understand the accuracy and conciseness of words used in folk songs: less, drop, fall, defeat, throw away.

3. Discussion: A country is lost because of a horseshoe. Do you agree with this view? Tell us your reasons.

4. Students speak freely.

5. Teacher comments guide students to see the essence through phenomena and surface conditions: Because of the negligence of the groom and the blacksmith, a horseshoe nail was missing and a horseshoe was hung, which led to Richard's death. The disastrous defeat cost him his country.

4. Summarize the full text and get inspiration

1. Students read the text emotionally in different roles.

2. Talk: What inspirations did you get after studying this text?

3. Be sensible: You must be responsible when doing things, and cannot be careless or perfunctory, otherwise it will cause serious consequences.

2. Sample Chinese lesson plan for the third grade of primary school "Ice Lantern"

(1) Create a situation and introduce a new lesson (recorder plays lyrical music)

Teacher: We Everyone has been cared for by their parents since childhood. Let’s talk about how our parents love us. (Tell it in the group, listen, and feel the parents’ love for their children.)

Teacher: What is the lesson "Ice Lantern" about? Now let's learn this lesson together.

(2) Understand the preview situation and perceive the text content as a whole

1. Check the recognition and reading of new words. The multimedia courseware presents the words separately. The first group of words are shown one by one: walking in the streets, praise, melting, customs, quilts (students rush to read, those who can recognize it quickly can read it twice in a row) The second group of words are shown in groups: adapt appropriately; waste of waste glass; candles of the twelfth lunar month; Regret the teaching; Ask questions (Discover and identify homophones and similar words in the words to deepen the understanding of new words.)

2. Read the text and think while listening: You know it What? (Ask 4 students to read, random correct pronunciation)

After listening, talk about it: What do you know? (Students will explain their gains from the content of the text, the emotions of the characters, etc. The teacher mainly motivates and guides the students to explain their thoughts clearly so that they can perceive the content of the text as a whole, and randomly writes on the blackboard: Dad made ice lanterns for me. Discover students (3) Discover problems, explore independently, and gain taste. Teacher: In addition to what we just knew, you also want to know. What? (Allow students to speak freely. Guess the students' questions: Why did my father make ice lanterns? Why did my father get up so early? Why did "I" regret when I saw my father making ice lanterns?...)

No matter whether the students mentioned the text or not Teachers must motivate and guide the questions designed later: students will remember our questions and they will understand after reading the text carefully. (The questions at the end of the text are also worthy of our study. Ask the question: Why did "I" "regret" when I saw my father making ice lanterns?)

Guided study: focus on the 5-10 natural paragraphs of the text . Study on your own, draw relevant words and phrases, and write down your own thoughts. (Grasp the key points and understand the content of the text; gradually learn to think while reading, and be able to briefly write down your thoughts.)

Teachers conduct inspections to guide students with learning difficulties to taste key words and sentences, and learn to simply record .

(4) Communication, guidance, and problem solving

1. What did you understand? How do you understand it? (Explain your own ideas, show your thinking process, and learn how to read.)

2. Combined with students’ speeches, guide students to taste key sentences and experience the deep love between father and son:

(1) After I got used to the dim light in the room, I saw clearly that my father was polishing a piece of ice far away from the kang. (In order to make a lantern for me, my father got up very early)

(2) The ice was too cold. Every time he rubbed it for a while, my father would stop, wipe his hands with the corners of his clothes, and put them in his cotton clothes to warm them. a while.

(3) The father turned around and continued to grind hard. (Father is not easy, too hard.)

(If students talk from other aspects, teachers should encourage them. Students can connect with the reality of life and the full text, as long as they dare to say what they think, If the explanation is clear, the teacher should give affirmation and praise.)

(5) Reading training and accumulation of language sense

1. Work in groups and read paragraphs 5-10 aloud. (Read out your own understanding in the way you like)

2. Teachers and students read together: teachers and students pretend to be father and son respectively.

Teachers and students *** the same evaluation: evaluate and guide the reading of feelings from the following aspects:

(1) "I" asked whether it was urgent.

(2) When I found my father putting his hand into the cotton-padded jacket again, the tone of "I" shouting hurriedly (related to the reality of life, should the speech speed be fast or slow when anxious; how to speak is "shout" Woolen cloth?).

(3) Whether the speaking speed of "continuous speaking" is tight.

3. Cooperation: The tablemates pretend to be father and son respectively. (In cooperation, evaluate each other and learn from each other.)

(6) Imagine the situation and sublimate the feelings

"This year's Spring Festival, my lanterns are the most special." Imagine. What will my friends say when they see "me"? (“Oh, your lantern is really extraordinary, it’s also translucent!” “Such a beautiful lantern is more charming than the ones I bought!” “Who made it for you on such a cold day? How did he make it? It must be It’s not easy.” “Your dad is so kind! I asked him to make one for me too.”)

What does “it” in this sentence mean? ? (Contact the full text to speak freely and further understand my father's love for me: "It" refers to the ice lamp on the surface, but actually refers to my father's love for me.) Yes, that is my father's love for me! How could we forget?

(7) Comprehensive practical design

After learning this, what else do you want to know? How? (Different students will propose different practical assignments, such as: reviewing vocabulary, reading, checking information about ice lanterns on the Internet, helping parents with work, etc.)

3. Sample Chinese lesson plan for the third grade of primary school "Underwater World" 》

1. Introduce the topic.

As soon as we entered the classroom, we were in the vast ocean. Who can tell us about this picture (the picture of the underwater world on the blackboard).

2. Use key sentences to guide segmentation.

1. Listen to the text recording and think: What is the underwater world like? Underline the sentence that you think is most important.

2. Slide show: The seabed is not only a strange scenery, but also rich in special products.

3. From what aspects does the text describe the underwater world?

4. Try to segment by combining the method of “segmenting things according to several aspects”.

3. Study the first paragraph.

1. Learn the first natural paragraph.

(1) Read by name and underline the two words in this paragraph that you think best reflect the characteristics of the underwater world.

(2) Create situations.

Students become divers.

(3) What was found in the deep sea?

Show the sentence and read it aloud: "In this dark deep sea, there are many light spots like twinkling stars, which are deep-water fish with light-emitting organs swimming."

2. Learn the second natural paragraph.

(1) Free reading, thinking: Which sentence should you write around? (Animals at the bottom of the sea often whisper.) What does "whispering" mean?

(2) Slide show:

The (animals) on the bottom of the sea are often (whispering)

Some are like () ().

Some are like () like ().

Some are like () like ().

Some of them seem to be in ().

(3) There are many redundant words used in these sentences, read them carefully.

(4) Create situations.

Listen to the sounds of underwater animals (recording)

(5) Extend your speech (try to use overlapping words)

Some are like () () < /p>

Some are like () like ()

Some are like () like ()

(6) Introduction

They eat When carrying things..., when traveling...encountering danger...

Teacher: There are (sounds) and (movements) in the silence of the seabed.

(7) Guide recitation (show key words)

4. Study the second paragraph.

1. Quickly read paragraphs 4, 5, and 6. What do you want to write?

The seabed is rich in specialties. Not only is there (), there is (), but there is also ().

2. Read the text again and prepare to speak. (Seize the characteristics)

There are rich underwater specialties. Not only are there animals (), plants (), but also mineral deposits ().

3. Read the 4th natural paragraph well.

(1) Fu: "Sea cucumbers rely on muscle contraction to crawl and can only move forward 4 meters per hour."

Teacher: What are the characteristics of sea cucumbers? Which words can people recognize? We can read these words more prominently.

(2) Put: "There is a fish with a shuttle-like body that can swim dozens of kilometers per hour. When it attacks other animals, it is faster than an ordinary train." (Students practice reading by themselves)

(3) Practice reading and writing sentences about "squid and octopus".

4. Training:

(1) What are the characteristics of this paragraph in terms of writing?

(2) Exercise:

There are so many flowers on campus, there are (), there are (), and there are (). (Flowers come in various colors), there are (), there are (), and there are (). The most()(), the most()().

5. Summarize the text.

4. Sample Chinese lesson plan for the third grade of primary school "The Golden Grass"

Teaching requirements:

1. Understand the text content under independent learning and teacher guidance , understand the author's love for dandelions, stimulate students' interest in observing changes in things around them, and establish an awareness of the harmony between man and nature.

2. Learn new words and new words in this lesson.

3. Read the text correctly, fluently and emotionally.

Teaching focus:

1. Study the text content and understand the author's love for dandelions, respect and love for nature and life.

2. Learn how the author is good at observing things and develop a good habit of careful observation.

Teaching difficulties:

Grasp the changes of dandelions at different times of the day, realize the importance of careful observation, and understand that only by careful observation can the essence of things be discovered. Beauty in life.

Teaching hours: two classes

Teaching process:

First class hour

Teaching objectives:

1 , learn new words and new words in this lesson.

2. Read the text and have a preliminary understanding of the text content.

Teaching aid preparation:

Word cards and collected information.

Teaching process:

(1) Use pictures to stimulate students’ interest and introduce new lessons.

1. Show the picture: Dandelion

Students, have you ever seen this plant? Yes, it is a dandelion.

Written on the blackboard: Dandelion

2. Exchange the collected information.

Dandelion, also known as "Hua Di Ding", belongs to the Asteraceae family. Perennial herbaceous plant with white latex, leaves rosette-shaped, spatula-shaped or narrowly obovate, pinnately lobed or tooth-lobed. Yellow tongue-shaped flowers bloom. The fruit looks like a white pom-pom when ripe.

3. Blackboard topic: Golden Grass

(1) Question: After reading the topic, do you have any questions?

Question: The grass is green, why is it said to be golden?

(2) In connection with the introduction of dandelions, please connect dandelions with the golden grass and say a sentence.

(2) Learn new characters and new words.

1. Read the pronunciation of the new characters, circle the new characters in the text, and then read the words composed of the new characters to understand the meaning of the words.

2. Inspection and key guidance.

Read the correct pronunciation of the word: yawn, serious in the evening.

Remember the shape of the word: brother: the long one in the middle does not stick out.

Return: Pay attention to the change in the last stroke of the word "anti".

3. Write the new words in this lesson in the word book, and the teacher will guide you.

(3) Read the text for the first time and understand the content.

1. Read the text freely, mark the natural paragraphs, and think about what each natural paragraph talks about.

2. Divide the text into paragraphs.

The full text has five natural paragraphs and can be divided into two parts.

The first paragraph (natural paragraphs 1 and 2): Whenever the dandelions bloom, the grass turns golden. We often pull off dandelions for fun.

The second paragraph (natural paragraphs 3 to 5): Dandelions bloom during the day and close at night, and the grass changes color due to their opening and closing. We fell in love with this little flower after we discovered it.

Second lesson

Teaching objectives:

1. Study the text and experience the author’s love for dandelions, respect and love for nature and life feeling.

2. Capture the changes of dandelions at different times of the day and realize the importance of careful observation.

3. Read the text emotionally.

Teaching aid preparation: courseware.

Teaching process:

1. Introduce new lessons.

1. Play the courseware or observe the flipchart: A patch of dandelions are blooming on the grass. They are golden and golden, so beautiful!

2. What impression did it leave on you after reading the picture?

3. Writing on the blackboard: Golden Grass

Imprint the feelings you see in your mind and read the topic with your classmates.

2. Read the text carefully and feel the emotions.

1. Learn the first and second natural paragraphs.

(1) Read the first and second paragraphs freely, find sentences that have the same feeling as you, and then read them again.

(2) Read by name and comment on the reading.

(3) How do “we” feel when we see this golden grass?

(4) Do you want to feel the feeling of blowing dandelions?

Show the actual objects and let students participate and experience them.

(5) Practice reading the first and second natural passages to experience the childlike interest.

2. Learn the third to fifth natural paragraphs.

Excessive: Are dandelions always golden? What new discovery did "I" make?

(1) Freely read the third to fifth natural paragraphs and think: What new discoveries did "I" make?

(2) Summary: The petals of dandelions can be closed. They open and close over time. When they are opened, they are golden; when they are closed, they are green.

(3) This discovery surprised "I". Let's read the fourth natural paragraph again.

(4) After making new discoveries, what changes have occurred in “us”?

(5) Why don’t “we” pull it anymore?

(6) How do you feel from the changes in "I"?

(3) Sublimation of emotions.

How do you feel after studying this lesson? Communicate with each other.

5. Sample Chinese teaching plan for the third grade of primary school 1. Analysis of teaching materials

The text "The Lion and the Deer" is the 28th lesson of the third grade volume of the People's Education Press textbook. This text is A fable, the text follows the sequence of events, vividly describing the deer admiring its two beautiful horns by the pond, complaining about its slender legs, and then writes that the lion pounced, and the deer's four slender legs made it He escaped, but the beautiful horn almost killed him. The plot of the text is tight, the contrast between before and after is clear, the language is very beautiful, and the vivid story contains profound truths.

2. Teaching Objectives

In this text, it is difficult to learn to understand the truth contained in the story. Understanding the different attitudes of deer towards its legs and horns is the focus of learning. At the same time, this text is a skimming text, so skimming the text only requires the initial understanding of the text, and does not require careful consideration of every word. The teacher only needs to focus on the key points to guide the children to understand the text, and the children mainly use what they have learned in the intensive reading of the text. To understand the text through reading, then after analyzing the characteristics of the lesson and grasping the key and difficult points of the text, I designed the following goals for the students:

First, understand the fables through reading. Main content.

Second, use existing reading methods to understand words in context, and understand the text by thinking about it while reading.

Third, be able to communicate with your peers about your thoughts and experiences during the reading process, and read the text emotionally with your own unique feelings.

Fourth, be able to understand the truth contained in the story based on the reality of your own life, that is, you must see things comprehensively, treat others comprehensively, and be beautiful and applicable under different conditions and environments. , but it has the value of existence, so that you can learn how to look at and think about problems comprehensively and objectively, and initially be educated in scientific thinking methods.

3. Teaching process

In the Chinese curriculum standards, it is pointed out that the focus of our reading teaching is to cultivate children's ability to understand, appreciate and evaluate. Students are the main body of reading. Reading is his personalized behavior. As an individual, a student brings his own unique feelings and unique life experiences to the text and starts reading. During reading, he will make use of his existing learning and life experiences. To perceive the text, understand the text, appreciate the text through communication, and then evaluate the text, the people and objects in life, and the text itself. In the end, he will walk out of the text and into life with new insights.

In the teaching of this class, I firmly grasp the connection between students' reading learning and life, and adopt reading-oriented teaching methods to allow students to learn through multi-level and multi-form reading activities. To understand the text and understand the truth through understanding, there are three specific teaching ideas:

First, image display, question guidance, stimulate students' interest in learning, show two animal friends, the lion and the deer, and combine the beautiful The image of the deer is displayed in front of everyone, leading the children to guess what kind of story there will be between the lion and the deer? What kind of truth does it tell us? This will stimulate children's interest in reading the text.

Second, multi-level reading, communication of insights, and understanding of the truth contained in the story. We know that students’ understanding of text is based on multi-level reading. In the teaching of this lesson, I will go through the whole process of reading learning with the children, and let the children learn through four levels of reading activities. Students generate and construct new knowledge based on their own original knowledge. Specifically:

The first reading is to allow children to read freely and clear word barriers;

< p>The second reading is to introduce the reading, to check whether the students have read through the text. The teacher uses the intonation to exaggerate the atmosphere, so that the students can perceive the story as a whole and understand the main content of the fable;

The third reading is to detail Reading mainly uses pictures and music to bring students into the scene of the story, allowing them to use the reading methods they have learned in intensive reading of the text to think while reading, and to read the relevant content in the text with their own experience and emotion. paragraphs, and then communicate the most impressive paragraphs with your companions, and combine them with your own life reality to understand the truth contained in the story; the fourth reading is to read, appreciate the good sentences in the article, and accumulate them.

Third, pay attention to accumulation, enter into life, and combine learning with application. We know that learning Chinese is not a process that can be achieved overnight. It must be accumulated and accumulated. I think without accumulation, there will be no improvement in Chinese literacy. In the teaching of this lesson, I will work with the children to accumulate the beautiful sentences in the fables and combine them with the actual life of the children to accumulate the principles learned in this lesson, that is, to look at things comprehensively. I want to view others comprehensively, so that children's classroom learning can truly integrate with life and realize the true meaning in life.

4. Talk about blackboard writing

My blackboard writing mainly uses "picture and text" blackboard writing with stickers and text. This blackboard writing has both pictures and text, bright colors, and highlights the key points of the text. Children's psychological characteristics and cognitive abilities.