Chinese version: Lesson Plan for Chinese Lesson 5 "Tit" in the first volume of the third grade of primary school

#三级# Introduction is not limited to small tits. In fact, many animals represent language through calls and movements to express their thoughts to their companions or humans. The following is compiled (Chinese version: Chinese Lesson 5 "Tits" in the first volume of the third grade of primary school), I hope it will help you.

Chapter 1 Teaching objectives:

1. Learn new words in this lesson.

2. Read the text correctly, fluently and emotionally.

3. Understand the content of the text, learn the author’s observation methods, stimulate students’ interest in observing animals, and cultivate their love for animals.

Important and difficult points:

Grasp what the tit said, connect it with the context, and understand the basis of "my" conjecture.

Class division:

Two class periods

Teaching aid preparation:

Word cards and flipcharts

Teaching process:

1. Introduction to the conversation

Teacher: Students, has anyone seen a tit?

Show the flipchart: Who can tell me what tits look like? (Students can express their own opinions)

2. Read the text for the first time and learn new words

1. Students read the text aloud and circle and draw the new words in this lesson while reading.

2. Students learn Chinese characters by themselves according to the way they like to learn new characters.

3. The teacher checks the learning of new words.

3. Guidance on writing

4. Read the text again and gain overall perception

1. Read the text freely, read the pronunciation of the characters and read the sentences thoroughly.

2. Tell us what the text is mainly about.

3. Clarify the author’s order of observation, tell us in what order the author observed the tits, and tell us what the author observed in different places?

(When guiding this teaching, teachers should pay attention to guiding students to find out how the author grasps the language of tits and know my guess)

4. Guidance experience: You start from What did you feel during the tit conversation? (Do you like tits? Why?)

5. Guide the recitation of the third paragraph of the text.

5. Extracurricular Development

Observe a small animal you like, pay attention to their movements and sounds, guess what it is thinking and what it will say, and put it into practice. Write down your conjectures.

Part 2 Teaching objectives:

1. Understand the content of the text, learn the author’s observation methods, and stimulate students’ interest in observing animals.

2. Read the text correctly, fluently and emotionally. Understand the meaning of words in context.

3. Can write 14 new characters and recognize 7 new characters.

Teaching is important and difficult:

Grasp what the tit said, connect it with the context, and understand the basis for my guess.

Class hours are divided into:

Two classes.

First lesson

Teaching objectives:

1. Check the preview and consolidate the memorization of new words in this lesson.

2. Questioning introduction, study 13 natural paragraphs of the text.

Teaching process:

1. Preview and inspection, literacy and vocabulary learning, and first reading of the text.

1. Show the new words.

(1) Name, read, and comment.

(2) Read the words together.

(3) Extract new characters from the words, recognize and read them, and drive the train to expand the words.

(4) Students freely introduce memory methods.

(5) The teacher focuses on explaining bird and ken.

2. Students read the text in sections independently.

3. Group review and correct mistakes.

4. Cooperate with deskmates to read the full text correctly and fluently.

2. Questioning introduction, study the first to third natural paragraphs of the text.

1. Have you ever seen tits? What are they like?

Students can speak freely, introduce and communicate.

Where in the article introduces us to the appearance of tits? Please draw it with horizontal lines.

Name feedback and read sentences.

Look at the picture and feel the small and exquisite appearance of the tit.

Students read the sentences together emotionally.

2. How did I find two gray finches?

Students read 13 paragraphs of the text silently.

Nominate feedback, comments, and additions.

Students read the first and second natural paragraphs of the text and the first and second sentences of the third natural paragraph.

3. What are these two gray finches doing? How are they doing?

Nominate feedback, introduction, and communication.

Understand the meaning of effort.

How can we see that they work hard?

Guide to understand the concentration and hard work of the chickadee when looking for bugs, and practice reading the above sentences with emotion.

3. What did I do when I saw the tit digging into the tree trunk so enthusiastically to find bugs? What happens as a result?

Students read the second half of the third natural paragraph softly.

Speak by name.

Understand the words: motionless, motionless, as if dead.

Let’s discuss: Is the tit really dead? Why is it pretending to be dead? What did you learn from it?

Students read the third natural paragraph of the text emotionally.

2. Summarize the class and encourage reading.

1. After studying the 13th paragraph of the text, what do you know about tits?

2. Students can speak freely.

3. Teacher’s summary: The small and exquisite tits are so cute. They rely on their own labor to find bugs to eat to fill their stomachs. When they encounter danger and cannot escape, they pretend to be dead to deceive each other in order to escape. They are really smart.

4. Encourage reading.

3. Assign homework.

Write new characters and new words.

Continue reading the text.

Second Lesson

Teaching Objectives:

1. Continue to study the text, understand the dialogue between tits, and clarify the basis for my conjecture. ]

2. Read the text emotionally by dividing the roles.

3. Stimulate students’ love for tits and small animals.

4. Imitate the text, observe and imitate.

Teaching process:

1. Review introduction.

1. Word guessing game.

2. Nominated feedback: What knowledge and understanding do you have of tits.

3. Students read the first, second and third paragraphs of the text together.

Second, grasp the language of the tit and clarify my guess.

1. Students read paragraph 417 freely and are asked to draw the words of a free tit and use curves to draw the words of a captive tit.

2. Give feedback by naming and read the found sentences.

3. Collective review, correction and addition.

4. The whole class cooperates to read the 417th paragraph of the text in different roles.

5. Guidance and experience: What do you feel from what the tit said?

6. Students practice reading the words of the two tits emotionally and in different roles.

7. The teacher questions and guides us to clarify the basis of the author’s conjecture, and appreciate the author’s meticulous observation and the titmouse’s intelligence, wit, solidarity and mutual help.

(1) Can tits really talk? Where did the language of these chickadees that appear in the text come from?

(2) Contact the context and see what basis I guessed the tit conversation in the article.

(3) Feedback by name, seize what the tit said for the first time and provide specific demonstration guidance experience.

8. Students read paragraph 417 of the text emotionally.

3. Summarize the class and expand imitation.

1. Little tits have noble hearts and beautiful qualities. They are hard-working, smart, witty, united, helpful and friendly. In the article, through patience, observation, and my rich imagination, I turned the little tits into cute little elves that can talk and communicate.

2. Expand imitation.

Not only small tits, but many animals actually use sounds and movements to represent language and express their thoughts to their companions or humans. Observe your favorite animals and guess what they are thinking and saying based on their sounds and movements. Write down your conjectures.

Chapter 3