Original text, lesson plans and teaching reflections of the Chinese language "A Big Fish" for the third grade of primary school

The original text of "A Big Fish" from the Chinese language for the third grade of primary school. One evening, Tom and his father rowed the boat and came to the small island in the lake to fish.

Night falls slowly, a bright moon slowly rises, and the lake is filled with sparkling silver light.

Tom eagerly rigged up the fishing rod, put on the bait, and threw out the fishing line. The fishhook cut through the water and sank into the water, causing circles of silver ripples to appear on the lake.

While chatting quietly with his father, Tom stared at the buoy on the lake. After a long time, Tom suddenly noticed something moving under the water, and the fishing rod shook violently. Tom was pleasantly surprised: A big guy must have taken the bait! He quickly grabbed the fishing rod, carefully put it in and out, put it in and out, and circled the fish on the hook. The fish wanted to break free from the hook, kept jumping and swishing its tail, and made "pop" sounds and splashes of water on the water from time to time.

Finally, the fish was exhausted from struggling, and Tom quickly pulled it ashore. Ah, so big! Or a sea bass! Tom had never seen such a big bass. He and his father proudly admired this beautiful big bass, watching the fish's gills open and close under the silver moonlight.

At this time, Dad lit a match, looked at his watch, and then turned his eyes to Tom: "Son, you have to put this fish back!"

"Why? cried Tom reluctantly.

Dad pointed to his watch and said: "It is 10 o'clock in the evening, and there are still two hours before the time when bass fishing is allowed."

Tom looked around and begged his dad to say : "Don't worry, Dad, no one saw us, and no one knows that we caught bass at this time."

"No matter whether others see it or not, we should abide by the rules!"

From his father’s unarguable tone, Tom clearly understood that there was no room for negotiation. He had no choice but to slowly remove the hook from the bass's lips and reluctantly put the bass back into the water.

The bass swung its powerful body and disappeared into the lake in the blink of an eye. Tom sighed in disappointment and thought: I'm afraid he will never catch such a big fish again in his life.

Lesson plan for Chinese language "A Big Fish" for the third grade of primary school. Teaching objectives:

1. Learn 8 words and recognize 8 words.

2. Able to read texts correctly, fluently and emotionally.

3. Understand the content of the text and know that abiding by social ethics and social regulations is something everyone must do, and it should be a voluntary act.

4. Focus on studying the sentences in the text that describe the psychological activities of the protagonist, and learn to understand the psychological changes of the characters.

Teaching focus: Study the sentences in the text that describe the psychological activities of the protagonist, and learn to understand the psychological changes of the characters.

Teaching difficulties: Guide students to know that abiding by social ethics and social regulations is something that everyone must do, and it should be a voluntary act.

Teaching process

1. Creating an exciting environment

1. Teacher: James Lanfettis, a famous American architect. He is known to the vast number of readers in our country. Not because of his architectural achievements, but because of a short article he wrote called "Do Right, Do Well - Heaven Knows and Earth Knows". Something is done right and well when no one knows it. What on earth is this? This is the text we are going to study today. (Blackboard writing topic) "A Big Fish". Named reading - read together

2. Teacher: What do you want to know after reading the topic?

3. Teacher: You are really good at using your brains. Let us enter the text with these questions!

2. Independent exploration

1. Teacher: Please open the book gently and read the text of Lesson 11 freely. It is required to read the pronunciation correctly and read the sentence thoroughly.

2. Teacher: The students are really serious about reading. I believe they will recognize these new words! Who can read it?

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Reluctant to give up without argument

Read by name - correct pronunciation - read together

3. Teacher: After the students have read the words, please read again if you believe in them. The text will definitely be read more smoothly and fluently. Ask students to quickly browse the text and think: What is the main thing about the text?

The teacher gave a hint: One night, Tom and his father went to (), Tom (), but his father insisted ().

4. Teacher summary: This text mainly talks about one night when Tom and his father went fishing. Tom caught a big bass, but his father insisted that Tom let go of the big bass. According to the content of the text, we can divide the text into two parts. Which two parts do you think of?

3. Exchange and Feedback

1. Teacher: Let’s discuss with the students sitting in the same seat, which natural paragraphs are about fishing and which natural paragraphs are about releasing fish. ?

2. Teacher: Let’s follow Tom and his son and go fishing on that moonlit night! Ask a classmate to read paragraphs 1 and 2. Other students think: What do you know?

3. Teacher: Obviously, this is a narrative essay about an event. The three elements of narrative are time, place, and characters. By reading such a text, we can understand the content of the text more easily. However, we must also read the hidden emotions in the text. Please read paragraphs 3 to 5 of the fishing part of the text carefully. As you read, think: From which words can you tell that this is a big fish? Take out a pen and draw and make annotations.

“Ah, it’s so big! It’s a bass! Tom has never seen such a big bass. He and his father proudly admired this beautiful big bass, watching the gills glow in the silver moonlight. The next one moves one after another."

Catch: "Big, proud, and beautiful" to understand that bass is big, precious, and not easy to catch.

Talk about your experience - read - comment - read again. Writing on the blackboard: I am proud after catching a fish

4. Teacher: Please pay attention to the students. The punctuation mark after this sentence is an exclamation point. Can we change it to a period?

Read this section together again.

5. Teacher: It’s not easy to catch such a big and precious bass! How did Tom catch this big fish? Please read the third paragraph of the text freely and circle the words that describe Tom's fishing actions.

6. Teacher: What do you understand from these verbs?

(Experienced, eager). Talk about experience - read - comment - read again

Writing on the blackboard: Eagerness before catching a fish

7. Teacher, let’s ask another classmate to read the fourth natural paragraph. See how Tom fishes? Other students thought: What do you know? Draw it with a pen and make comments.

8. "After a long time, Tom suddenly noticed something moving under the water, and the fishing rod shook violently."

"Tom was pleasantly surprised: it must be a big guy. Hooked!"

Writing on the blackboard: Surprised when he caught the fish

"He quickly grabbed the fishing rod, carefully put it in and out, and connected it with the fish on the hook. The fish was spinning around. "

"The fish kept jumping and swishing its tail as it tried to break free from the hook, making splashing sounds on the water surface from time to time. "

Grasp the key words and understand that Tom has experience and it is not easy to catch big fish (teacher’s supplementary information: Tom was only 11 years old at the time)

Named reading - Comment - Model reading - —Various forms of reading

9. Teacher: Students write the summary on the blackboard and read paragraphs 1-5 together.

IV. Guidance in writing

V. Open extension

1. Sketch new words. It is required to write 3 new words for each word that can be written; words with new words Write 2 of each.

2. Read the text aloud.

3. Excerpt sentences describing the environment and psychology.

Reflection on the teaching of the Chinese language "A Big Fish" in the third grade of primary school. This text is a lesson prepared by the teachers in my group for inspection by the city supervision office. After discussion, everyone agreed that the teaching should focus on two parts: fishing and releasing fish.

Fishing (1-5 natural sections) is mainly taught with three questions:

1. How can you tell that this is a big fish? "Ah, it's so big! It's a bass! Tom has never seen such a big bass. He and his father proudly admired this beautiful big bass, watching the gills open and close under the silver moonlight. ”

Catch: “Big, proud, and beautiful” to understand that bass is big, precious, and not easy to catch. Blackboard writing: Feeling proud after catching a fish

2. How did Tom catch this big fish? Students can accurately circle the action words of Tom's fishing, grasp "eager, install, set, throw" and talk about their experience: they really want to catch fish early, and at the same time, Tom's fishing skills are very superb.

3. What is the process of Tom catching fish? In the fourth natural paragraph, students grasped words such as "shaking violently, releasing and retracting, retracting and releasing, circling, constantly jumping, swishing their tails" and other words to realize: the fish is big and the fishing experience is rich. It’s not easy to catch a big fish.

Release the fish (natural section 6-13) mainly focuses on why dad insists on releasing the fish.

After finding out the reasons for releasing fish, start a discussion: there are reasons for releasing fish, and there are also objective conditions for not releasing fish. At first, the students could not understand why the fish should be released. After the teacher provided additional explanations about the fishing ban period, the students gradually understood the indisputable words of their father: "No matter whether anyone sees it or not, we should abide by the regulations!" From this point on During the class, I understood that some knowledge is far from the actual life of students, and teachers should fill in the gaps for children in a timely manner so that students can truly "know what it is and why it is so."