Original text, lesson plans and teaching reflections for the Chinese language "Tilted Umbrella" for the third grade of primary school

#三级# Introduction "The Leaning Umbrella" is a narrative and lyrical prose. It uses the leaning umbrella in the rain as a clue to combine my grandpa's love for me and my love for my grandpa. The emotional lines of love are connected together, making people feel the warmth of family affection. The following is the original text, lesson plans and teaching reflection related materials of the Chinese language "Tilted Umbrella" for third grade primary school students. I hope it will help you.

Original text of Article 1, "The Inclined Umbrella", a third-grade primary school Chinese language text. When I was very young, I liked raining very much.

Every time the pattering sound came from the window, my grandpa would come to the door, open the big dark green umbrella, and wave to me. I jumped up and ran to my grandpa, got under the umbrella, took my grandpa's arm, and walked into the world of rain together.

Raising my head, I was surprised to find that the sky above my head had turned into a dark green at some point, so green. Looking at Grandpa, the sky above Grandpa's head should have been dark green, but now it has changed. Half of it is dark green, and the other half is gray.

"Grandpa, the umbrella is crooked."

Grandpa looked up and said with a smile: "It's not crooked."

I was confused: " Why, it’s obviously tilted towards me!” Grandpa laughed and said nothing.

When I got home, I found that one shoulder of my grandpa’s jacket was soaked through. "Grandpa, your shoulders are wet, wipe it quickly!"

"Are you wet?" Grandpa asked.

"Ah! That big umbrella covered me completely."

Grandpa listened and laughed happily.

In this way, every time we come back from the rain, grandpa's body is always half dry and half wet.

I don’t know since when, the person holding the umbrella is no longer grandpa, but me. It’s still the rainy world, it’s still my grandpa and I, it’s still the big dark green umbrella, everything is the same as before.

"Dandan, the umbrella is crooked." Grandpa's slightly trembling voice came.

I raised my head and found that half of the sky above my head was dark green and half was gray. My heart warmed up, and unknowingly, I was doing what my grandfather did back then, which was still a tilted umbrella. When I got home, I took the towel from my grandpa and saw the corners of my grandpa's mouth trembled slightly, and his eyes that had become cloudy were filled with tears.

That is a tilted umbrella, an umbrella full of warmth. I will cherish it and protect it forever.

Part 2 Lesson Plan for the Chinese Language "Tilted Umbrella" for the Third Grade of Primary School 1. Introduction:

The new curriculum standards emphasize the teaching method of "autonomy, cooperation, and inquiry" and move from closed classrooms to Openness emphasizes the development and utilization of active resources. In the teaching of this course, students' existing resources are fully explored and a learning environment is created for independent cooperation and research. Most of the time in class is for students to acquire knowledge effectively and independently, and students actively participate in a wide range of topics. Not satisfied with the text, it reflects the extension of language. The teacher's guidance and guidance play the role of connecting threads, narrowing the distance between students and the text, allowing students to get deeply involved in the text, think from feeling, read from understanding, and deepen their understanding of the text. At the same time, teachers play the role of organizers and guides to achieve the purpose of reading teaching.

2. Teaching process:

1. Introduce new lessons.

Teacher: In the heavy rain, did the students hold an umbrella with the adults? To whom is the umbrella tilted? Why? Today we will study Lesson 3 "Tilted Umbrella" to see what touching stories there are under this umbrella.

2. Teacher’s sample reading of music.

Thinking: Who and what happened between whom does the text mainly write about? Communicate with the whole class.

3. Read the text for the first time and recognize the new words.

(1) Read the text aloud freely and find ways to remember the new words.

(2) Group cooperative learning: The group leader will lead everyone to learn new words that they do not know.

(3) Check the group learning situation: (Group report: drive a train to read new words and talk about which words you have memorized)

4. Read aloud and reflect.

(1) The first and second natural paragraphs: read aloud and see what you know? Feel the joy of holding my grandpa’s arm and walking into the rain.

What tone should the reader use to read it?

▲Read the first natural paragraph again and give comments from teachers and students.

(2) The third natural paragraph: Read by name and think: From which sentences can you feel grandpa’s love for “me”? Tip: The meaning of "Grandpa smiled but didn't answer".

▲Character tone guidance multimedia>Teacher and student evaluation.

(3) The fourth natural paragraph: What did I find when I returned home? Tone Guidance Multimedia>

▲The small group will read the 3rd and 4th paragraphs aloud in different roles. After reading, the students in the group exchange roles and read again, and evaluate each other after reading.

(4) Paragraph 6: Understand and guide stress. Read together

(5) Natural paragraphs 7, 8, and 9: Practice reading by yourself and feel Dandan’s love for her grandfather.

5. Read again to gain insights and enlighten your thinking.

Guide students to talk about those words or sentences in the article that have touched you the most, and share their own opinions. (Catch "the umbrella is crooked", "always half dry and half wet" and two descriptions of grandpa's smile to let students understand)

Article 3 Teaching of the Chinese "Tilted Umbrella" to the third grade of primary school Reflection: This text is the author's recollection of past events. It uses a first-person narration to describe the scene between two generations of grandfather and granddaughter holding umbrellas for each other, expressing the pure love and affection between grandfather and grandson. In order to allow students to better understand the content of the text and experience the love of family, when teaching, I only need to start from the following two aspects:

1. Guide students to read the text carefully, and on the basis of repeated reading of the text, Grasp the description of the two scenes before and after in the text, and reproduce the two pictures through imagination. One picture is: In the world of rain, an old man with white hair on his temples walks with a little girl. The old man was holding a dark green umbrella, with the outside of the umbrella facing the little girl. Half of the old man's clothes were soaked, but he smiled and didn't mind. Another picture is: In the world of rain, an old man with all white hair and a young woman walks together. The old man walks staggeringly. The young woman also held the dark green umbrella, which was tilted towards the old man. Half of the young woman's clothes were soaked. She seemed thoughtful. From the scene where the grandfather gave more care to his granddaughter, and later the granddaughter also gave more care to the grandfather, they realized that the grandfather's love for the young and "my" love for the elderly are both a kind of family affection. Love, experience the pure and true love of this kind of family. Feel the warm affection conveyed by the "tilted umbrella".

2. Guide students to grasp the characters’ expressions, etc., and experience the characters’ emotional changes. The text pays attention to the demeanor of the characters (especially the grandfather). Through the demeanor of the characters, we can get a glimpse of the emotional changes of the characters. The demeanor of my grandfather in the story is from "smiling", "smiling without saying a word", "laughing happily", to "slightly trembling" and "turbid eyes filled with tears" many years later. It can be seen from his demeanor that he The emotions change from being happy when showing love to the younger generation to being excited when receiving care from the younger generation and receiving love in return. "I" was "surprised", "confused" and puzzled back then, and how many years later I was "enthusiastic" and "unknowingly" "doing what my grandpa did back then." I have gained some insights under the influence of my grandfather's love and subtle influence. By guiding students to experience the emotional changes of characters, feel the power of love, and realize that not only relatives need to care for each other, but also should be extended to cherish the true love in the world so that everyone can live in a world of love.