Teaching plan, lecture notes and teaching reflection of junior Chinese photographers.

# Third grade # The lead "Little Photographer" wrote that Gorky promised a child to take pictures of him. Finally, the child found that he forgot to bring the film and the photo was not completed. The child left crying. Finally, Gorky was ready to receive the Young Pioneers. The following are the lesson plans, lecture notes and teaching reflection materials of the third-grade Chinese "Little Photographer" compiled by KaoNet, hoping to help you.

1. Teaching plan for small photographers in the third grade of primary school.

Teaching requirements of the first class

1. Read the text for the first time and get a preliminary understanding of the main contents of the text.

2. Learn the new words in this lesson.

3. Be able to read the text correctly and fluently.

Teaching focus

Read the text for the first time and understand the content. Read the text silently, ask questions and start a preliminary discussion.

Teaching difficulties

Guide students to study and ask questions.

teaching process

First of all, introduce the characters and new lessons.

1, inspiring conversation. Before class, the students themselves have read the text and consulted relevant materials. Who can introduce Gorky to you?

2. Students exchange information about Gorky.

3. Teacher's summary: Gorky is a world writer. He has written many books. The famous saying "Books are the ladder of human progress" was written by Gorky, and people all over the world loved him very much. The text we learned today is about his love for children.

Second, reading the text for the first time

1, choose your favorite reading method, you can read silently or loudly, or you can find a partner to read together, and try to read the correct pronunciation and sentences. Mark the words and sentences you don't understand.

2. Check the reading situation: read the words by train.

3. Mark the text with the serial number of the natural paragraph to remind students that there are 15 paragraphs in the text, and the part written by the little photographer to Gorky belongs to 1 natural paragraph.

4, exchange learning difficulties, the camera guides students to read aloud the paragraphs where words and sentences are located, and initially eliminates the obstacles of similar words and words by contacting the context.

5. Read the text again and tell the main content of the text. What do you understand?

6. Draw the questions you don't understand and leave them for the next class.

Third, cooperative literacy.

1. Practice in groups and try to remember new words.

2. Communicative memory method: use familiar words to remember new words (cross glue) and pictophonetic words (car-shaped "car"-phonetic symbol "two"). And talk about the problems that should be paid attention to when writing.

Second lesson

Teaching requirements

1. Cultivate students' ability to question, discover, analyze and solve problems boldly.

2. Read the text correctly, fluently and emotionally, contact the context and understand the sentences in the text.

3. Guide students to understand the text. Understand the care and love of the older generation of revolutionaries for the younger generation, learn to love and respect the fine qualities of young photographers of the revolutionary predecessors, live up to the ardent hopes of the older generation, study hard and make progress every day.

Teaching focuses on understanding words and sentences, understanding the content of the text, and realizing Gorky's thoughts and feelings of loving children.

Teaching difficulties improve students' ability to question and solve doubts.

teaching process

First, review the introduction and practice oral English.

1, consolidate words

The wall newspaper looked down at the conductor and told him that he was fiddling with the film secretary magazine.

2. Use the words above to talk about the main content of the text.

Second, recall the problems summarized in the last class.

Third, read with questions and think about strategies to solve problems.

Try to let the students ask their own questions. If they can't, please follow these steps. )

1, reading and thinking

First, the projection shows the word "suddenly". Tell me about your understanding of this word.

B, please find examples in the original text to understand the usage of the word "suddenly" and think about its function.

C, around two "sudden" problems. What happened suddenly? How did it happen suddenly?

2. Draw a sentence to find the answer

Why did the little boy come? Draw the relevant sentences with "—".

Why can a little boy come in? Draw the relevant sentences with "—".

B. How did Gorky obey the boy's orders? Draw the relevant sentences with "".

C. The little boy sat on the ground and cried. What did Gorky say? Draw what Gorky said with "△".

D. What did Gorky shout when the little boy ran away? Draw what Gorky said with "△".

3. Read the sentences and understand the content

It can be seen from many places in the text that Gorky likes little boys. Let's find them and read them.

Fourth, the role of reading, experience feelings.

1, with the group leader as the director, arrange the group members to read and perform the content of the natural paragraph in different roles.

Reminder: Take the content of the text as a script, find out the key words that describe the actions and ways, and read aloud while doing the actions.

2. Teachers patrol in groups to guide reading and acting.

3. Select a group of students to perform on stage. According to the performance, the camera guides to understand several key sentences.

Comment on the actions made by the students. The camera understands the words "bow", "look", "fiddle with the camera" and "stand up quickly".

B, from the little boy's "grin" to "tears", tell me how you felt when you performed. Guide students to feel the little boy's reverence and love for Gorky.

C. Grasping Gorky's reaction, especially the word "command", we started a discussion and realized his generous love and care for the next generation.

D, read paragraph 10, pay attention to Gorky's manner, and guide the reading sentence: "Come back, son! I'll give you the film. I have a lot of film here. " Ask the students to read this sentence again and again, and feel how much Gorky wants to keep the little boy and help him make this photo to realize his good wishes.

4. Practice different roles reading the text with emotion, and read the different tones of the dialogue.

Five, clever questions, sublimate feelings

1, Question: Will the little boy come back?

2. Let the students express their opinions and contact the full text to find their own basis in the text.

3. Does Gorky want children? Guide him to read the last sentence, grasp the change of attitude expressed by the words "however" and "certain", and once again deeply feel his concern and love for the children.

Outreach activities of intransitive verbs

2. The third grade Chinese "Little Photographer" lecture notes.

Today, the theme of our class is "Little Photographer". First of all, I want to talk about the understanding of teaching materials and strive to expand the educational function.

"Little Photographer" wrote that Gorky readily promised a child to take his picture. Finally, the child found that he forgot to bring the film and the photo was not completed. The child left crying. Finally, Gorky was ready to receive the Young Pioneers. When I talked with Wen, I felt that this story reflected the writer Gorky's care and love for the young pioneers, and that the young pioneers represented by small photographers were honest, intelligent and polite, both of which should be taught.

Regarding the goal setting of this class, I think it is mainly to highlight the integration of three dimensions. The goal of this lesson is to feel Gorky's care and love for the young pioneers and the boy's reverence for Gorky through the reading of language sentences and the associative training of related plots. Determining this goal conforms to the requirements of the new curriculum standard for the "three-dimensional" goal, which includes three requirements: knowledge, emotion and process, and the three are in harmony with each other.

The premise of the whole teaching process is to strive to achieve full interaction. The whole class has two classes in advance. In the first class, you can feel the whole text and learn to create new words. On this basis, go to the second class. The process of the second class is as follows: the first question; Then exchange the impression of the characters left by the students when they first read the text; The third step is to realize Gorky's concern for the next generation; Then, experience the personality of the little photographer; Finally, through the continuation of association, the morality of the two generations rose to a new height.

Specifically, it is like this:

The first link is to question the starting point and make the classroom look real. Ask the students at the beginning of the class, "What don't you understand after reading the text?" Guide the students to say the difficult points after reading the text. It is estimated that some students will say, "Why don't young photographers want Gorky's films?" "Why didn't the little photographer go to Gorky to take pictures at last?" "Gorky busy? Why would a great man lie to a magazine reporter? "

Questioning is a very important method in Chinese teaching, and it is also a way for teachers to grasp the real starting point of students. Teachers should teach students what they really don't understand, which is the foundation of classroom reality and people-oriented classroom.

The second step is to understand students' personality at the beginning of reading, so that the learning content of personality can form everyone's consensus through communication.

After asking questions, the teacher asked the students, "Students, after reading the text, what impression do you have of Gorky and the little photographer in the text?" Looking forward to the exchange of students: Gorky is a very busy person who cares about children and the like; The young photographer is a trustworthy, resourceful, polite person and so on.

After the exchange, I also asked the students: these experiences of student exchange are all reflected in the article. Please read the text carefully several times. What sentences do these characters' impressions come from? Please pay attention to the corresponding word next to this sentence. After reading the article, the students all have their own personal experience. Teachers should understand students' personalized reading results, so at the beginning of the second class, let students talk about their impressions of the characters in the article after reading for the first time. After that, students are required to take notes while reading, so that students' personalized understanding will first become the common understanding of all students, which is very beneficial to improve students' reading ability.

Next, we should focus on Gorky and read his personality.

The teacher asked the students: What sentences have you learned from Gorky's concern for children? I hope students can say what they have learned from the following three sentences: sentence projection and ellipsis.

In these three sentences, guide the students to focus on the last two sentences.

● The method of teaching the second sentence is designed as follows:

"Please read this sentence repeatedly and find out which words can explain Gorky's concern for children?"

Communicate sentences and grasp the two key words "command" and "long-term".

Reading teaching is a combination of tools and humanities, and the above teaching presupposition fully embodies the organic combination of the two. Grasping the key words, I deeply realized Gorky's concern for children in the process of trying to figure out words, associating plots and oral training.

Teaching method of experiencing the third sentence;

Read the third sentence by yourself and talk about "which words can better express Gorky's concern for children?"

Students are expected to pay attention to the words "busy" and "certain", and then ask students: "busy" or "not busy"? Through discussion, I understand that Gorky is very busy, but he doesn't like media advertisements. No matter how busy you are, take time to satisfy your child's wishes!

Instruct students to read aloud. The first sentence should be read firmly and the last sentence should be read kindly.

After understanding Gorky, let's experience the image of a little photographer.

Teachers guide the transition: Gorky cares so much about the young pioneers, so what kind of children are the young pioneers Gorky loves?

Look at the contents of the note first:

This note is only a few words, but it is well written. Students should read carefully. What's unique about this letter?

Use free reading, named reading and synchronous reading to read a "respectful and sensible" good player.

In addition to instructing students to read this sentence well, they also instructed students: "Almost every sentence in the text is written around this theme. Please read the full text carefully again, paying special attention to the dialogue between them. " Instruct the students to read these dialogues aloud.

Let students read the full text, so that the dialogue description in the text can attract students' attention, feel the value of the text in real reading, and also give the whole class a sense of integrity.

The last part of the class is to echo the questions raised by the students at the beginning of the class and continue to write, so as to further enhance the image of the characters.

Finally, I went back to the question asked by the students at the beginning of the class: "Why don't young photographers want Gorky's film?" "Cried the little photographer, did he regret it? What do you regret? "

After the answer, let the students think about the following questions (projection sentence: will the little photographer appear at last? What if Gorky shows up? How did the young photographer think to stop looking for Gorky? What will happen to Gorky if he never shows up? )

To solve these problems, organize students to write a paragraph to communicate.

Text requires us to feel that Gorky cares about the text value of the next generation, but it also needs to appropriately extend the unique sense of honesty and intelligence of small photographers. In the whole learning process, from the words used in language expression, from imagining the reasons for crying to pondering and understanding, a lively and noble little photographer will be established in front of students, which is very useful for guiding students how to be a qualified Young Pioneers. Finally, through writing, the feelings of the two generations rose again.

3. Reflections on the teaching of "Little Photographer" in the third grade Chinese.

After the students are familiar with the text and ask questions, through the joint screening of our teachers and students, we finally establish two questions as the focus of our research: "How Gorky treated his children and photographed him" and "How the children photographed Gorky" to explore and break through the difficulties of the text from these two aspects. We know that the course "Little Photographer" reflects the noble sentiments and moral qualities of the characters through their language, movements and expressions. When studying and discussing key issues, I ask students to find sentences that describe the actions, language and expressions of young photographers, and then guide them to read and discuss what you have learned from them. The student said that from his words such as "bowing", "fiddling", "running out" and "crying", he realized that the young photographer was polite, conscientious and responsible, considerate of others, and blamed himself very much for his carelessness. From Gorky: "Come on, I'll let them let you in." "Come back, son! I'll give you the film. I have a lot of film here. " "Is it a little boy?" I realize that Gorky cares about the growth of the next generation and loves children very much. He won't let reporters from magazines interview him, because Gorky thinks reporters are promoting themselves and making a name for themselves, so he doesn't see reporters. This also shows that he is a man who does not seek fame and fortune. Since the words and sentences of characters' language, movements and expressions can reflect their noble qualities. Then, in expanding contact, I asked, "Will the little boy come back to take pictures of Gorky again?" It can be said that a stone stirred up a thousand waves, and the classroom was very active at that time. The teacher strikes while the iron is hot. Please continue to write.

Continuing to write stories is a comprehensive embodiment of imagination, expressiveness and writing ability. It should be said that I created a better situation in this class, which stimulated students' imagination and expressiveness. They have a desire to speak and write.