The teaching plan can't be the same, but each teacher's intelligence and creativity should be brought into play. Therefore, teachers' teaching plans should be combined with regional characteristics and teach students in accordance with their aptitude. The following is the teaching plan I compiled for you about the third grade Chinese class of Shanghai Education Press. I hope it helps you. Welcome to read the reference study!

Shanghai Education Publishing House's Chinese Teaching Plan for Grade Three 1 Songs on the Grass

Teaching objectives:

1, know 10 new words and can write 9 new words.

2. Through the study of the text, we can realize the author's infinite love for nature and inspire people's thoughts and feelings of loving and protecting nature.

3. Understand the structure of the poem, and understand that this poem uses personification and metaphor to make it more vivid.

4. Read this poem with emotion.

Teaching emphases and difficulties:

Understand the content described in the poem, realize the author's infinite love for nature, and inspire people's thoughts and feelings of loving and protecting nature.

Goal:

1. Read the text for the first time and solve the unfamiliar words in the text.

2. Learn poetry and understand the content described in poetry and the thoughts and feelings expressed by the author.

3. Read poetry with emotion.

Learning guidance process:

First, stimulate interest and introduce new lessons.

Do you like lawns? Why? The poem "Song on the Grass" that we are learning today is about the lawn.

Second, read the text for the first time and solve unfamiliar words in the text.

1, abuse the text and try to learn new words.

2. Test words, read poems in groups and correct mistakes.

Third, learn poetry.

1. Read the poem by yourself and tell me what lawn this is. (Guide students to learn the first part)

2. Which lawn do you like best? Why? Students talk about feelings in combination with poems.

3, language description, create situations, and guide students to imagine:

(1) After a winter's sleep in the big forest, I opened my bright eyes and imagined what I saw.

(2) When you get up in the morning or after the rain, you can see the dew falling on the grass and rolling with the wind.

(3) All kinds of small animals are playing on the green lawn.

4. Guide students to read poems with emotion in time, and encourage students to read aloud while imagining. And use various forms of reading.

Fourth, homework:

Shanghai Education Publishing House's third grade Chinese teaching plan II "Mine Research"

Knowledge and skills objectives:

1, know1/new words in this lesson, and master 1 1 new words such as "introduction, order, integrity, longevity, attack, ton, mine, wife, rock and pro".

2. Read the text, and find out how the mine completed his research on "Blue Whale" and the general content of the paper written by the mine by consulting the materials.

3. From the beginning of reading Mineral and Mine Research, I have a feeling, a feeling, and even an impulse to research and create.

Process and method objectives:

1, continue to carry out autonomous literacy, improve students' ability to understand the meaning of words in combination with the text, and at the same time improve students' reading ability.

2. Through various reading training, guide students to imagine while reading, enhance their understanding of the article and cultivate their imagination.

Emotional attitude and value goal;

From the beginning of reading "Mine Research", I felt deeply, deeply, and even studied and created.

Strategies and methods: cooperation and communication, reading comprehension.

Teaching preparation: Teachers and students prepare Huang Quanyu in advance. Information.

Teaching process:

First of all, stimulate interest and introduce new lessons.

1, first introduce Huang Quanyu to the children, and then transition to his children who go to primary school abroad.

Huang Quanyu, a Chinese-American educator. In 2000, American Quality Education was published, which became the first non-literary bestseller in China. In 2003, Huang Quanyu published two new books, American Survival Education and American College Entrance Examination. Ask the students to introduce others.

2. Reveal the topic.

Second, read the text for the first time and learn new words by yourself.

1, students can read the text freely and ask teachers, classmates, etc. When they encounter unfamiliar words.

2. Show the new words in the text with new words cards, indicating reading and train reading.

3, these words are solved in the group, but the whole class can't solve them.

For example: "tangled"; In addition, "Miami University" can look at pictures or be introduced by teachers;

(In addition to words and expressions that need to be recognized, students can also make "complaints" and teachers will solve them in time. )

4, check the reading situation:

The teacher calls the students to read the text, and the listeners can evaluate it habitually. Read the text paragraph by paragraph by name. Teachers and students should correct their mistakes. Only by reading correctly and fluently can we understand the text better.

Thirdly, teacher-student dialogue and poetry appreciation.

1, the teacher guides the students to read the text again, "What do you know when reading the text?"

2. Guide students to grasp the key points of the article to communicate, that is, to taste and understand the language in the article. (Guide students to communicate in their own language)

3. I understand that if a mine wants to write a research paper on blue whale, it has to go to the library to check the information. My father doubts his son's ability.

4. Accompanied by my mother, I borrowed many books about blue whales in the mine, and my father also learned a lot in the process of consulting materials in the mine.

He finished his blue whale research report, which is the shortest and most interesting paper that Dad has ever seen.

The focus of the above communication is to understand the seriousness and persistence of mines and guide students to read aloud with emotion. Teachers can add some American mining knowledge. (see reference book)

6. Discussion: After reading the text, have you ever had any research results similar to mining?

7. Do you have anything to say?

8. Review the full text.

Fourth, remember the font and guide the writing.

1, this course requires understanding 1 1 new words, and mastering1/new words such as "introduction, point, positive, longevity, attack, ton, mine, wife, rock and face". Pay attention to the comparison that "resolving points" is the prefix of "person" rather than "eight" in teaching.

2. Memorize new words such as "Ling, Attack, Ton, Mine" by comparing pictophonetic characters with glyphs.

Verb (abbreviation of verb) expansion and accumulation practice

Take children to the library, or guide them to a rich life, ask their parents, adults or neighbors, or some professionals, so that children can learn the nutrition they need and complete their research results like a mine.

Teaching plan 3 "natural language" in the third grade Chinese class of Shanghai Education Press

Teaching objectives:

Knowledge and ability: read poetry and know what natural language means.

Process and method: reading and understanding the magic of natural language.

Emotional attitude values

1. Read poetry correctly, fluently and emotionally.

2. Stimulate students' interest in exploring natural languages.

Teaching emphasis: read the text with emotion, know what natural language means and appreciate the wonderful natural language.

Teaching difficulties: students lack perceptual knowledge of natural phenomena, and some sentences are difficult to understand.

Preparation before class:

1, courseware

2. Find words or pictures about trilobite fossils and Himalayas.

3. Observe nature and collect information about "natural language".

Teaching process:

First, stimulate the interest in introducing and revealing topics.

1, enjoy the beautiful scenery of the four seasons.

Now is the season of spring, and everything in nature shows infinite charm. Please enjoy some pictures with the teacher. Show Courseware (Four Seasons)

2. Reveal the topic.

What do you want to say after seeing these pictures?

Yes, how beautiful and magical nature is! All-encompassing and colorful. Every scene, every animal and every plant belongs to nature and is its spokesman. Son, don't think that only people can talk. Nature also has its own language. What you just said is natural language. (blackboard writing: the language of nature)

3. Question the subject.

The language of nature is not difficult to understand. Careful observation shows that this is what we are going to learn today. Let's read the topic together. What do you want to know after reading this topic?

Second, a rough reading of the text, the overall perception

1. Listen to the poems with pictures and read the text aloud.

With these questions, let's listen to the language of nature, listen carefully and watch carefully. you do not get it , do you? (Look at the picture and read the poem)

2. Communicate with the whole class. What do you understand?

Read this poem freely and softly, and try to pronounce it correctly.

It's amazing that children know so much! If we read this little poem several times, you will read more.

Children who study well tell their teachers by actions. The child can understand, and there are a few words that the baby wants to come out to test everyone. We drove the train to read them. Where does the train leave from?

The train is about to enter the next station. Now let's read the poem in groups, and each group will read only one paragraph. Children like good books. Where does the train leave from?

4. Try to use the phrase "Nature uses _ _ _ _ _ _ _ to tell us _ _ _ _ _" to tell your deskmate what you have read.

5. Who wants to tell you? According to the students' answers, the teacher should write on the blackboard: stick figure (abbreviated)

Third, read the text intensively and pay attention to evaluation.

1. Students can read their favorite parts freely and experience the magic of natural language.

Children know so many natural languages. Among so many natural languages, which one do you like best? Read which language is your favorite, and think about why you like it while reading. Students are free to read what they like.

2. Communicate with the whole class and focus on reading.

What kind of natural language do you like? Find it and read it to us.

Take the fourth quarter as an example to guide students to read aloud.

(1) Now we invite this natural language.

(2) reading.

(3) Why do you like it?

Show courseware: rhetorical question: Isn't tadpoles swimming in the water like black "commas"?

How else can I say this sentence? "Tadpoles swim in the water, just like black" teasers "."But we don't say it here, but we use rhetorical tone. Let's try to read the rhetorical tone together.

(4) Tadpoles are like commas we have learned. How amazing! Such a lively tadpole represents a language of nature, and how delightful it is to come to the world in spring. Practice reading quietly by yourself, can you find these magical and pleasant feelings. Who wants to have a try? Read the whole class.

(5) Who would like to read your favorite natural language again and tell me why you like it?

3. Appreciate the language of nature and read poems with music.

The language of nature is really colorful! Now let's enjoy the language of nature together! Read these magical languages with wonderful music.

Fourth, expand and extend, imitate writing and practice writing.

1, the whole class communicates the natural language they still know.

The language of nature is wonderful! Nature's languages are far more than these, and there are many. What other languages do you find in nature in your life?

2. Appreciate the pictures and feel the magic of natural language.

Really can be observed and found! The language of nature is everywhere, and only those who can observe, love learning and think hard can find it. The teacher invited many natural languages to our class. Let's enjoy the language of nature together.

3. Appreciate the poems created by teachers and guide imitation.

How beautiful! How amazing! Now the teacher can't help being excited about poetry and wants to write a short poem. But how should I write it? Let's observe the text together and see if every section in the text is written like this. What did you find? Through observation, we know that there are many languages in nature, and we can write in different ways.

The following teacher wrote a poem in his favorite way. Do you want to enjoy my little poem? Listen, guys. Xiushi

4. Take out pen and paper and write natural language.

Are you willing to write your collected natural languages in the way you like, like a teacher? Let's write a natural language in one section. Let's take out paper and pens to write.

The children who write read their own poems with deep affection.

6. Communicate with the whole class.

7. Now, please ask the children below to read the beginning and end of the text. In the middle part, please ask the children on the stage to read their poems in order. Read aloud to the music. Listen, the children in our class wrote a little poem together, and all the children became little poets.

Verb (abbreviation of verb) summarizes the whole text and puts forward hope.

How well you write! You are all children who can observe, love learning and think hard, so you can understand such a natural language.

The teacher hopes that you will persist in this way, talk to nature, become a good friend of nature and discover more secrets of nature.

Teaching plan 4 "It's not cost-effective to visit the park" of the third grade Chinese course of Shanghai Education Edition.

First, the teaching requirements:

1, understand the meaning of the poem, feel the beauty of spring, and appreciate the author's praise for spring.

2. Use audio-visual media to cultivate students' abilities of understanding, imagination, drawing and writing.

3. Practice reading ancient poems with emotion.

Second, the teaching focus:

Understand the scenery described in this poem and ancient poetry and the thoughts and feelings expressed by the author.

Third, teaching time: one class hour

Fourth, the teaching process:

1, uncover the topic and make clear the learning goal of this lesson: learning to visit the park is not worth it.

2. Problem solving: Is the "garden" in the poem the park we often talk about? Who knows what the title means?

3. Introduce the author (explain the author with online information).

4, first reading, roughly understand the content of the poem.

5. The teacher demonstrated reading aloud.

6. Students read aloud after the teacher to realize the accuracy of pronunciation.

7. Projecting the illustrations in the textbook: read the poem by yourself, think about the meaning of the sentence with the help of dictionaries and illustrations, and mark the words you don't understand.

8, word quality, puzzle.

(Should: The original meaning is "should", and here are "probably" and "possibly".

Unfortunately: cherish. This word should not be "pitiful" here.

Square tooth: the beam under the wooden sole shoe.

Small buckle: pat gently.

Chai Fei: Chai Men.

JIU: A long time. )

9. Communicate the understanding of this poem sentence by sentence through the name.

Perhaps the owner cherishes the moss in the garden and is afraid that the wooden shoes of the people who come to enjoy the flowers will trample it down. I knocked on Chai Men, but no one came to open it for a long time. Spring scenery in the garden can't be caged. Look, a pink apricot flower is sticking out of the wall. )

10, reading, understanding the charm of poetry:

Teachers read and students imitate reading: autonomous reading, finger reading and synchronous reading.

(Should cherish/fangs/seal/moss, Xiao Kou/Chai Fei/for a long time/won't open. Spring scenery/garden/can't be closed, a branch/an apricot/comes out/the wall. )

1 1, stimulate the imagination:

(1), the poet did not enter the garden, how did he know that the garden has been loved by all?

2. What is the scene in the garden? (4-person group discussion)

There are willows and beautiful flowers; There are butterflies and bees; Have a strong floral fragrance, etc. )

12. Show the contents of the poem through pictures. (Students draw according to their own poems)

13, communication: student painting projection, teacher and student comments.

14, try: change this poem into your own words (either poetry or prose. )

15, practice, communicate and comment.

16, recite poems.

17, summary: Although the author can't see the flowers, he feels the beauty of spring. Today, through studying and experiencing poetry, I also feel the breath of spring and beautiful spring scenery.

5. Homework: Recite and write "The Garden is Worth It" from memory.

Teaching plan 5 "Kingfisher" in the third grade Chinese class of Shanghai Education Publishing House.

First, the teaching objectives

We can further understand the text by understanding the sentences that reflect the shape and activity characteristics of kingfishers.

Second, the focus and difficulty of teaching

Master the sentences describing the shape and activity characteristics of kingfisher and guide the students to understand the text.

Third, the teaching process

(1) Read the text by name according to the natural paragraphs, ask the students to say the main meaning of each natural paragraph, and check and review it.

This is a reading text, which mainly introduces the shape and activity characteristics of kingfisher. The full text * * * has four natural paragraphs, 1 natural paragraph introduces the appearance characteristics of kingfisher; The second and third paragraphs describe the activity characteristics of kingfishers and tell the process of catching small fish by kingfishers. The fourth paragraph introduces the kingfisher's home on a steep stone wall, expressing "our" love for Cuiwei.

In the teaching process, teachers can understand the main content of the text by guiding students to read the text and making clear the general idea of each paragraph.

(2) Grasp the key sentences and read the text.

1. Read paragraph 1 by name. Think about how many words are there in this paragraph? Which of the following sentences introduces the color of kingfisher feathers? Let the students draw the relevant contents of the text while reading.

2. Show me the thinking question:

What color are the feathers of different parts of kingfisher? What is it like?

3. Answer by name:

There are six sentences in this paragraph * * *, among which the second to fifth sentences introduce the colors of the feathers in different parts of kingfisher.

4. Show key sentences:

"Its color is very bright. Feathers on the head are like olive headscarves, embroidered with emerald patterns. The feathers on the back are like a light green coat. The feathers on the abdomen are like auburn shirts. "

(1) Read sentences by name.

(2) Discussion: In what order are these four sentences described?

After discussion, let the students know that these four sentences generally describe the colors of the feathers of the kingfisher. Firstly, the overall description of kingfisher feathers is very vivid, and then the colors of kingfisher's head, back and abdomen are systematically introduced from top to bottom. The hierarchy is clear. At the same time, in the description, the author deliberately uses metaphors such as "headscarf", "coat" and "shirt" to express the author's love for kingfisher.

(3) Read the sentence 1 in the paragraph 1 by name, and let the students think about what this sentence introduces.

This sentence contains two meanings: first, kingfishers love to stop on reeds; The second is to highlight that the kingfisher has "a pair of small red claws", which can "hold the reed pole tightly". This paved the way for the kingfisher to stop on the reed pole.

(4) Read the sixth sentence by name and think about what this sentence mainly introduces.

This sentence highlights the kingfisher's "bright and flexible eyes" and "sharp and long mouth", and also paves the way for the kingfisher behind to pick up the small fish in flight. At the same time, this description shows the image of a kingfisher with bright feathers, which expresses the author's love.

(5) Show pictures and ask students to describe the appearance characteristics of kingfisher according to the text.

(6) The teacher divided the picture of Cuibird into four parts: head, back, abdomen and claws, and asked the students to paste the picture from top to bottom according to the content of the text and restore the picture. This method can also be used to practice reciting.

(3) Learn the second and third paragraphs.

1. Read the second paragraph by name and think about how many words there are in this paragraph. What is the main writing? There are two sentences in the second paragraph, which mainly introduce two activity characteristics of kingfisher:

(1) Love to fly near water; (2) Staring at the surface of the water motionless, waiting for the small fish to swim to the surface.

2. Grasp the key words and understand the meaning of the sentence.

(1) Show the key sentence: "Jade birds sing clearly, and love flies against the current. In the blink of an eye, it gently stopped on the reed. "

(2) Read sentences by name.

(3) Class discussion: What is "flying fast"? What does it mean that the kingfisher can "gently stop on the reed pole" in the "flying"?

Teachers guide students to grasp key words and understand the meaning of sentences through this question. "Flying fast" means flying very fast. When the kingfisher "flies", it gently stops on the soft reed pole in the blink of an eye, which shows that the kingfisher is very agile when flying. "Flying near the water" means that the kingfisher flies low and fast: "In the blink of an eye, it gently stops on the reed pole" means that it stops quickly and lightly. This sentence fully shows the characteristics of kingfisher's quick action.

3. Grasp the key words and understand the meaning of the sentence in the context.

(1) Display key sentences:

"It stared at the water surface with microwaves, waiting for the small fish to swim to the surface."

(2) Class discussion: What is gaze? Why can a kingfisher "watch without moving"?

Through this question, the teacher guides the students to understand the meaning of the sentence in combination with the above. "Gaze" means to look intently. In connection with the above, the kingfisher can "watch motionless" because its "little red claws hold the reed pole tightly". This shows that kingfisher is attentive and alert when waiting for small fish to swim to the surface.

4. Read paragraph 3 by name:

(1) Class discussion: How does a kingfisher catch small fish?

(2) Name the relevant sentences.

(3) Show fill-in-the-blank exercises:

Kingfisher (pushes away) the reed pole, flies over (like an arrow), (picks up) the small fish and flies away from the water.

(4) Discuss what the words in brackets mean.

After discussion, let the students understand this sentence and write the story of kingfisher catching small fish vividly. From the series of actions of "pushing, flying, picking up and flying away", we can see that the kingfisher moves skillfully, coherently and very quickly, all in an instant. At this time, the teacher can guide the students to contact the following "only the reed pole is still shaking and the water waves are still rippling" to further understand the swiftness of the kingfisher. Reed stems shake because kingfishers push water, and water waves ripple because fish are pulled out of the water. This kind of "shaking" and "rippling" can't last long, but in this very short time, the kingfisher flies without a trace with a small fish in her mouth, which shows that the kingfisher is quick, agile and accurate, without making any mistakes.

(5) Why can kingfishers catch small fish so quickly and accurately? Ask the students to contact the above to find out the relevant sentences.

(6) Show the sentences and let the students choose the meaning with some words.

"Although it is so smart, it still can't escape the sharp eyes of the kingfisher."

(7) Use some words to express meaning, and let students choose the correct explanation by showing feedback cards.

(8) discuss the meaning of the sentence.

In this sentence, the author first said that fish are "smart" and then said that fish are "difficult to escape", so as to show that kingfisher's eyes are extremely sharp and that kingfisher is very alert when observing fish on the water. Then, in connection with the above, kingfisher has "a pair of bright and flexible eyes" and "a sharp and long mouth", so catching fish on the water is of course fast and accurate.

(D) Contact the context to understand the relationship between sentences.

In the teaching process, teachers can use the method of sentence training to guide students to understand the relationship between sentences in the context.

Example:

1. The kingfisher stopped on the reed and stared at the water motionless because it had _ _ _ _ _ _ _ _.

2. Kingfisher has sharp eyes because it has _ _ _ _ _ _ _ _.

3. Kingfisher can pick up small fish in flight because it has _ _ _ _ _ _ _ _.

Through the practice of this sentence, students can realize that the fishing ability of kingfisher is superb, not only because of the characteristics of a certain part of the body, but also because of the overall function of its shape characteristics.