5 model essays on Chinese teaching plans in the third grade of primary school

# 3 Grade # Introduction Teaching Plan is a practical teaching document designed and arranged by teachers in order to carry out teaching activities smoothly and effectively, based on curriculum standards, syllabus and teaching materials requirements and the actual situation of students, taking class hours or topics as units. The following is the relevant information of "5 model essays on Chinese teaching plans for the third grade of primary school", hoping to help you.

1. Model essay on Chinese teaching plan for the third grade of primary school

Horseshoe nail

first kind

Know horseshoes and horseshoe nails first and introduce new lessons.

1, show pictures of horseshoes and get to know them.

2. Introduce the function of giving a horseshoe to a horse.

3. Show pictures of horseshoe nails and understand the purpose of horseshoe nails.

4. Introduce a new lesson: It is said that a long time ago, Richard III and Earl Henry of England prepared to fight to the death for the throne of England. On the battlefield, Richard III lost his country and throne because of a horse. The reason is that he lacks a horseshoe nail. How did this happen? Today, let's meet this horseshoe nail.

Second, read the text for the first time, understand the main idea and clarify the paragraphs.

1, students read the text gently and freely.

2. Mark the paragraph number.

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

4. What is the main content of this text?

5, named feedback, review and supplement.

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

(1) Prepare for death.

(2) nail horseshoe, less nails.

(3) lose the horseshoe and lose the battle.

According to legend, a horseshoe nail lost a country.

7, named feedback section, review.

Third, learn to "nail horseshoes" and feel the carelessness of the groom blacksmith.

1. Learn the first part of the text.

(1) Read the first paragraph of the text together and find out why the story happened.

(2) Understand "success or death"

(3) Read the first paragraph of the text with emotion.

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

(1) Read the text by role.

(2) Name: What does this part mainly write?

(3) Talking: What do you think of the groom and the blacksmith? Tell me your reasons.

(4) The teacher commented in time to guide the groom blacksmith to feel sloppy and not responsible.

(5) Students practice emotional reading in different roles.

Fourth, summarize the doubts.

1, Richard's horse was nailed with three horseshoes and hung up with one because the groom and the blacksmith were careless and eager to finish the task. How did Richard get on this horse? Please continue reading the text after class.

2. Assign homework.

Second lesson

First, check the import.

1, boys and girls read the natural paragraphs of the text in different roles.

2. Tell me what this part mainly says.

Richard took part in a decisive battle on a horse with a horseshoe. What was the result?

Second, learn the third part of the text, learn to lose the horseshoe and lose the battle.

1, read the text paragraph by name 13- 15.

2. Thinking: The battle has begun. How's Richard doing? What happened when a horseshoe fell? And the result?

3. Give feedback and comments one by one. Teachers' timely guidance.

4. The students read these natural paragraphs with emotion and realized the sadness and despair brought by horseshoe to Richard.

Third, learn the fourth part of the text, read folk songs and reason.

1, read folk songs by name. Read it together.

2. Guide to understanding the accuracy and conciseness of folk songs: less, falling, falling, losing, losing.

3. Discussion: Because a horseshoe lost a country, do you agree with this view? Tell me your reasons.

4. Students speak freely.

5. The teacher's comments guide students to see the essence through the phenomenon and superficial situation: due to the negligence of the groom and the blacksmith, Richard lost his country because he lost a horseshoe nail and hung a horseshoe.

Fourth, summarize the full text and get enlightenment.

1, students read the text together with emotions in different roles.

Tell me: What inspiration did you get after learning this text?

3, reasonable: do things with a sense of responsibility, not sloppy, perfunctory, otherwise the consequences will be serious.

2. Model Chinese teaching plan for the third grade of primary school

Ice lantern (1) creates a situation and introduces a new lesson (recorder plays lyric music)

Teacher: Each of us was taken care of by our parents since childhood. Let's talk about how our parents love us. Tell, listen and feel the meticulous love of parents for their children in the group. )

Teacher: What is the lesson of the ice lantern? Now let's learn this lesson together.

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

1, check the recognition of new words. Multimedia courseware displays words separately. The first group of words are presented one by one: walking around the streets, praising, melting, custom, quilt (students can read quickly and twice). The second group is presented in groups: suitable for adaptation; Waste glass waste; December candles; Regret teaching; Ask questions (find and distinguish homophones from similar words in the words you read, and deepen your understanding of new words. )

2. Read the text, listen and think: What do you know? (Please read aloud by four students, and revise them at random. )

Listen and say: What do you know? Students will explain their gains from the text content, characters' emotions, etc., and the teacher will give priority to encouraging them to explain their ideas so as to perceive the text content as a whole, and write down at random on the blackboard: Dad made me an ice lamp. Understand the students' learning progress, which is convenient for teaching with learning. )

(3) Find problems, explore independently and comprehend tastes.

Teacher: What else do you want to know besides what we just know? Allow students to speak freely. Guess the student's question: Why does Dad make ice lanterns? Why does father get up so early? I saw my father making ice lanterns. Why would I regret it? ……)

Teachers should encourage and guide students whether they mention the design problems behind the text or not: after reading the text carefully, students will remember our problems and understand them. The problems after the text are also worthy of our study. Show me the question: Why do I "regret" seeing my father make ice lanterns? )

Guidance: Focus on paragraph 5- 10 of the text. Teach yourself, draw relevant words and phrases, and write down your own ideas. Grasp the key points and understand the content of the text; Gradually learn to read and think, and be able to simply write down your own thoughts. )

Teachers tour to guide students with learning difficulties to taste keywords and learn simple records.

(four) communication, guidance and problem solving.

What have you read? How to read it? Explain your thoughts, show your thinking process, and learn reading methods. )

2, combined with students' speeches, guide students to taste key sentences, and experience the deep affection between father and son:

(1) Accustomed to the dark light in the room, I clearly saw my father polishing a piece of ice far away from the kang. My father got up early to make lanterns for me.

(2) The ice is too cold. Every time I grind it, my father will stop, wipe his hands with the corners of his clothes, and reach into his cotton-padded clothes to warm them for a while.

(3) Father turned around and continued to grind hard. Father is not easy. He works too hard. )

If students talk in other ways, teachers should encourage them. Students can read the full text in connection with real life. As long as you dare to speak your mind and make it clear, teachers should give affirmation and appreciation. )

(5) Reading training to accumulate a sense of language.

1, work in groups, read paragraph 5- 10. (Read your own understanding in the way you like)

2. Teacher-student cooperative reading: Teachers and students play father and son respectively.

Teacher-student evaluation: Evaluate and guide sentiment reading from the following aspects:

(1) "I" asked if there was anything urgent.

(2) When I found my father put his hand into his cotton-padded jacket again, the tone of "I" shouted in a hurry (contact with the reality of life, is it fast or slow when you are in a hurry; How to speak is "shout"? )。

(3) Whether the speed of Lian Shuo is compact.

3. Student-student cooperation: Play father and son at the same table. In cooperation, evaluate each other and learn from each other. )

(6) Imagine the situation and sublimate the feelings.

"This year's Spring Festival, my lantern is the most special." Imagine what my little friend would say when he saw "I" ("Oh, your lantern is really unusual and shiny!") "Such a beautiful lantern is more charming than buying it!" "Who made it for you in such a cold day? How did he do it? This must not be easy. " "That's very kind of your father! I also asked my father to make one for me. " )

"I have stayed in my heart ever since." What does "it" mean in this sentence? (Speak freely in connection with the full text to 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's my father's love for me! How could we forget?

(7) Comprehensive practical design

What else do you want to know after studying here? How? Different students will put forward different practical assignments, such as reviewing words, reading books, looking up information about ice lanterns on the Internet and helping parents. )

3. Model Chinese teaching plan for the third grade of primary school

Underwater World I. Introduction.

As soon as we entered the classroom, we were in the sea of Wang Yang. Who can tell me about this picture (the underwater world picture on the blackboard)?

Second, with the help of key sentences, the segmentation is guided.

1. Listen to the recording and think: What about the underwater world? Underline the sentences that you think are the most important.

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

3. How did you write the underwater world in the text?

4. try to segment things according to several aspects.

Third, learn the first paragraph.

1, learn the first paragraph.

(1) Read by name. In this passage, underline the two words that you think best reflect the scenery characteristics of the underwater world.

(2) create a situation.

Students are divers.

(3) What's in the deep sea?

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

2. Learn the second paragraph.

(1) Read freely and think: What sentences should I write around? Animals at the bottom of the sea often whisper to each other. What does "whispering" mean?

(2) Slide show:

Animals at the bottom of the sea often whisper to each other.

Some are like () ().

Some are like () ().

Some are like () ().

Some seem to be still ().

(3) There are many overlapping words in these sentences, so read them carefully.

(4) create a situation.

Listen to the sound of underwater animals (recording)

(5) Expand speech (try to use reduplication)

Some are like () ()

Some are like () ()

Some are like () ()

(6) Introduction

They are in danger when they eat and travel.

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

(7) Guide recitation (show keywords)

Fourth, learn the second paragraph.

1. Read paragraphs 4, 5 and 6 quickly. What do you want to write?

The seabed is rich in specialties. There are not only (), (), but also ().

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

The seabed is rich in specialties. Not only () animals and () plants, but also () minerals.

3. Read the fourth paragraph carefully.

(1) Fu: "Sea cucumber crawls by muscle contraction, and can only advance 4 meters per hour."

Teacher: What are the characteristics of sea cucumber? What words can you distinguish from people? These words can be read more prominently.

(2) Release: "There is a kind of fish whose body is like a shuttle, and it can swim dozens of kilometers per hour. It is faster than ordinary trains when attacking other animals. " (Students practice reading by themselves)

(3) Practice reading and writing the sentence "Squid and Octopus".

4. Training:

(1) What are the characteristics of this passage?

(2) Practice:

There are so many flowers on campus, including (), () and (). There are (), () and () flowers of various colors. Most () (), most () ().

Fifth, summarize the full text.

4. Model Chinese teaching plan for the third grade of primary school.

Teaching requirements of Golden Grassland;

1, under the guidance of autonomous learning and teachers, understand the content of the text, understand the author's love for dandelion, stimulate students' interest in observing the changes of things around them, and establish the consciousness of harmonious coexistence between man and nature.

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

3. Read the text correctly, fluently and emotionally.

Teaching focus:

1. Learn the content of the text and realize the author's love for dandelion, respect and love for nature and life.

2. Learn from the authors who are good at observing things and form the good habit of careful observation.

Teaching difficulties:

Grasp the changes of dandelion at different times of the day, realize the importance of careful observation, and know that only careful observation can discover the essence of things and the beauty in life.

Teaching time: two hours.

Teaching process:

first kind

Teaching objectives:

1. Learn the new words and phrases in this lesson.

2. Read the text and get a preliminary understanding of the text.

Teaching aid preparation:

New word cards, collected materials.

Teaching process:

(A use of pictures to stimulate students' interest and introduce new lessons.

1, shown as dandelion

Students, have you seen this kind of plant? Yes, it is dandelion.

The blackboard says: Dandelion.

2. Exchange the collected information.

Dandelion, alias "Viola yedoensis", Compositae. Perennial herbs, milky white, lotus leaf-shaped, spoon-shaped or long and narrow obovate, pinnately lobed or toothed. Have yellow tongue-shaped flowers. When the fruit is ripe, it looks like a white fluffy ball.

3. Blackboard Title: Golden Grassland

(1) Query: Do you have any questions after reading the topic?

Doubt: The grass is green, why is it golden?

(2) Contact the introduction of dandelion, please connect dandelion with golden grassland and say a word.

(2) Learn new words and phrases.

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

2, check, focus on guidance.

Pronunciation: yawning is serious at night.

Remember the font: brother: the middle is vertical.

Regression: the last word of "anti" pays attention to change.

3. Write the new words in this lesson in the new words book, and the teacher will tour to guide.

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

1. Read the text freely, mark the natural paragraphs and think about the content of each natural paragraph.

2. Divide the text into sections.

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

The first stage (natural stage 1 and 2): whenever dandelion blooms, the grassland turns golden yellow. We often pick dandelions for fun.

The second stage (natural stage 3-5): dandelion blooms during the day and closes at night, and the grass changes color because of opening and closing. We fell in love with this little flower after we found it.

Second lesson

Teaching objectives:

1. Learn the text and realize the author's love for dandelion, respect and love for nature and life.

2. Master the changes of dandelion at different times of the day and realize the importance of careful observation.

3. Read the text with emotion.

Teaching aid preparation: courseware.

Teaching process:

First, introduce new lessons.

1. Play the courseware or observe the wall chart: there is a blooming dandelion on the grass. They are golden and beautiful!

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

3, blackboard writing: golden grass

Print your feelings in your mind and read the questions with your classmates.

Second, read the text carefully and feel the emotion.

1. Learn the first and second paragraphs.

(1) Read the first and second paragraphs freely, find out the sentences that you feel the same way, and then read them again.

(2) Read by name and comment.

(3) How do we feel when we see this golden meadow?

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

Show the objects and let the students participate.

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

2. Learn the third to fifth paragraphs.

Excessive: Is dandelion always golden? What did I find?

(1) Read the third to fifth paragraphs freely and think: What have I found?

(2) Summary: Dandelion petals can be closed. It opens and closes with time, and it is golden when it opens and closes. When closed, it is green.

(3) This discovery surprised me very much. Let's read the fourth paragraph again.

(4) What happened to "us" after the new discovery?

(5) Why don't we pull?

(6) What do you feel from the change of "I"?

(3) Sublimate emotions.

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

5. Model Chinese teaching plan for the third grade of primary school.

I. teaching material analysis

The lion and the deer is the 28th lesson in the first volume of the third grade textbook of People's Education Press. This text is an allegorical story. According to the sequence of events, the article vividly describes the deer admiring its two beautiful horns by the pond and complaining about its slender legs. Then it wrote that the lion came at it, and the deer's four slender legs let it escape, but its beautiful horns almost killed it. The plot of the text is compact, the contrast is sharp and the language is very beautiful.

Second, talk about teaching objectives

It is difficult to understand the truth contained in this text. Understanding deer's different attitudes towards their legs and horns is the focus of learning. At the same time, this text is a skimming text, so skimming the text only needs to know the general idea at the beginning, and the teacher only needs to grasp the key points to guide the children to understand the text, while the children mainly use the reading methods learned by intensive reading to understand the text. Then combined with the analysis of the characteristics of the class and the grasp of the important and difficult points of the text, to help the students.

First, understand the main content of the fable through reading.

Second, using the existing reading methods, we can understand the words in the context and want to understand the text while reading.

Third, you can exchange your thoughts and experiences with your peers in the reading process and read the text with your own unique feelings.

Fourth, we can understand the truth contained in the story in combination with our own life reality, that is, we should look at things and others, beauty and application in an all-round way under different conditions and environments, but it has the value of existence, so as to learn how to look at and think about problems comprehensively and objectively, and get the initial education of scientific thinking methods.

Third, talk about the teaching process

It is pointed out in the Chinese curriculum standard that the focus of our reading teaching is to cultivate children's ability to feel, understand, appreciate and evaluate. Students are the main body of reading, and reading is his personalized behavior. As individuals of life, students enter the text with their own unique feelings and unique life experiences. In the process of reading, he will use his existing study and life experience to feel the text, understand the text, appreciate the text in communication, and then evaluate the people and things in the text and life.

In the teaching of this class, I firmly grasp the relationship between students' reading, study and life, and adopt reading-oriented teaching methods to let students understand the text in multi-level and multi-form reading activities and understand it from their feelings. There are three specific teaching ideas:

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

Second, multi-level reading, sentiment exchange, and understanding the truth contained in the story. We know that students' understanding of the text is based on multi-level reading. In this class, I will experience the whole process of reading and learning with my children. Through four levels of reading activities, students can generate and construct new knowledge on the original basis, specifically:

The first kind of reading is to let children read freely and let them clear the text barrier;

The second reading is an introduction to check students' reading comprehension of the text. The teacher plays up the atmosphere through intonation, so that students can perceive the story as a whole and understand the main content of the fable story.

The third kind of reading is intensive reading, which mainly uses pictures and music to bring students into the scene of the story, so that they can use the reading methods they have learned in intensive reading to read and think, read the relevant paragraphs in the text with their own experience and feelings, and then communicate the most impressive paragraphs with their peers to understand the truth contained in the story in combination with their own life reality; The fourth reading is to read, appreciate and accumulate good sentences in the text.

Third, pay attention to accumulation, enter life and combine learning with application. We know that Chinese learning is not achieved overnight, and it must be accumulated over time. I feel that without accumulation, Chinese literacy will not be improved. In the teaching of this class, I will accumulate beautiful sentences in fables with my children, and combine with their real life to accumulate the truth learned in this class, that is, to look at things comprehensively and others comprehensively. I think this will make children's classroom learning truly combine with life and realize the true meaning of life.

Fourth, write on the blackboard

My blackboard writing is mainly a "graphic" blackboard writing, with stickers and words. This blackboard is illustrated with pictures and pictures, with bright colors, which highlights the key points of the text and conforms to children's psychological characteristics and cognitive water.