The original text, teaching plan and teaching reflection of the Chinese field in the third day of May

# 3 # Introduction Chinese is a tool subject, which is the basis for us to learn all the courses well. Learning Chinese well is conducive to improving our logical thinking, improving our writing ability and language expression ability, and improving our ability to analyze and solve problems. If you can't learn Chinese, you can't learn anything else. The following is the original text, lesson plans and related materials of teaching reflection of the third-grade Chinese "Field in May" compiled by Cornett, hoping to help you.

The original text of the third grade Chinese "Field in May"

When the wheat is ripe, the pods grow. Wheat is yellow and pods are green. In the fields in May, they give off bursts of fragrance. At this point, we are busy.

The wind in May is warm and the sludge is soft. We walked barefoot on the ridge of the field, and suddenly, the soil would come out from between our toes, which was really comfortable. Fold a tough and soft wicker, cut a straight bamboo tube, use wicker as a whip and bamboo tube as a flute. When the bamboo flute blew, the whip waved a few times. We are chasing ducks and sheep and running happily in the fields. Drive the ducks to the newly turned fields, where there are the most grass insects; Drive the sheep to the river, where the grass is really tender. From the furrows in the wheat field and the ridges in the bean field, we found handfuls of tender grass and put them in the bamboo basket. We are busy, and we are really happy-the rabbits at home have grass to eat again.

When we finished, our stomachs growled. We picked the tender pods, took out the iron pot and rice, and cooked by ourselves. After a while, the rice is cooked and the pods are cooked. Good food tastes better than anything.

The third grade Chinese teaching plan of "Field in May" in the second primary school.

Knowledge and skill goal: 1. Knowing seven new words such as "Lu" and "Xiao" in this lesson, you can correctly write 12 new words such as "Shu, Ruan and Shuai".

2. Be able to read and recite the text correctly, fluently and emotionally.

3. Read the text and feel the happiness of rural children in the field.

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. By reading the text aloud, guide students to imagine while reading, arouse students' life accumulation and arouse emotional resonance.

Emotional attitude and value goal;

Feel the happiness of rural children in the fields and cultivate students' thoughts and feelings of loving life.

Strategies and methods:

Cooperation and communication, reading comprehension.

Teaching preparation:

Student preparation: Observe the scenery of the field before class. Preview the text, learn new words by yourself and write down what you don't understand.

Teacher's preparation: multimedia courseware and new word cards for wild scenery in May.

Teaching process:

First, create situations and introduce new lessons.

1, the teacher writes on the blackboard first. Introduction: It's May. What do you think of the fields in May? Guide students to exchange their understanding of nature.

2. Teachers use multimedia courseware to show the natural landscape of fields in May.

3. Teacher: What do you want to say after reading it? Do what?

(Students speak freely. )

Teacher: How charming the beautiful and magical fields are. Today, let's go into the fields in May and experience the childhood of rural children!

5. Look at the topic together.

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

1. Students can read the text freely, pronounce correctly and read sentences fluently.

2. Check the mastery of new words. You can read new words cards and guide students to remember new words with familiar literacy methods.

3. Understand the words in the text in various forms.

Words such as "field ridge" and "bamboo tube" can be understood through pictures.

Words such as "busy", "fragrant" and "fragrant" can be understood in the context of the text.

In other words, teachers and students can solve it together.

4, check the reading situation:

The teacher calls the students to read the text according to the natural paragraphs, and the listeners can evaluate it habitually.

5. Students summarize the main contents of the article.

Third, reading comprehension and deep taste.

1, the teacher guides the students to read the text again and imagine what the fields are like in May while reading. Draw the relevant keywords.

2. Guide students to exchange their feelings and impressions after reading.

3. Guide students to grasp the supporting point of their own views, that is, the key language and characters in the text to taste and understand.

A: The second paragraph guides students to understand the sentence "They smiled sweetly in the bright sunshine". Who does "they" mean? Do they laugh? Why do you write like this? Who do you think is smiling at the moment? Instruct students to read aloud and let them practice how to read freely to show the vastness and beauty of the field. Read and evaluate each other.

B: The third paragraph

"Walking barefoot on the ridge of the field" can guide students to compare with their childhood life. Students can imagine, and then read aloud and grasp the words "soft soil, sudden and reckless" to experience the fun of walking barefoot.

(2) Guide students to realize children's happiness and children's understanding and diligence from the statement of "herding sheep and ducks". You can grasp "there are the most grass bugs there" and "the grass there is so tender" to experience the love of children. This part can lead us to imagine what else can be raised in the countryside besides raising sheep and ducks? How do children treat these small animals? Let's talk about what it looks like in the text first.

_ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _;

Put _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _.

C: The fourth paragraph focuses on "delicious food is more delicious than anything else", guiding students to contact their own lives and talk about "what kind of food do you think is delicious", and then comparing it with the "delicious" in the article, guiding students to be good at getting fun from ordinary life and loving life like rural children.

D: The fifth paragraph is mainly about reading aloud to experience the artistic conception of "the earth is the bed and the blue sky is the quilt". Especially the last sentence.

Fourth, remember the font and guide the writing.

1. Read the new word cards, make up words and say sentences.

2. Discuss in groups how to memorize fonts and how to write them well.

3. Guide the writing of keywords such as "Shu", "Shuai" and "Basket".

4. Students write independently in red.

Fifth, expand and extend and accumulate practice.

Reflections on the teaching of Chinese field in May in the third grade of the third primary school

Teaching reflection 1:

This lesson is carefully designed and thoughtful from the overall concept of design to the consideration of every sentence. Experts say: read the text carefully before giving a lecture, and the teacher should walk into the author first. This lesson is exactly what I did. In the design, I fully implemented the spirit of the new curriculum "Standards". 1, "reading-oriented" is the soul of reading teaching. Teachers should guide students to "read" at different levels. Let the students read fluently first, and the children have no feeling in intensive reading. Then, under the guidance of intuitive picture guidance, model reading infection and interactive evaluation among students, the process of reading becomes a process of understanding and understanding the language.

2. Pay attention to sentiment, return to life and enlighten spirituality. The new textbook emphasizes "downplaying analysis and paying attention to perception". Indeed, Chinese is the closest to students' spiritual world and emotional world. For example, "they smiled sweetly in the bright sunshine." Let students experience the vividness of anthropomorphic sentences through imagination and feel the author's mood through reading aloud, without too many questions and trivial explanations. Another example is teaching. "When the bamboo flute blows and the whip swings a few times, we chase ducks and sheep and run happily in the fields." With this sentence, let the students recall what it is like to run happily on weekdays, imagine the happy scene of the children, and guide the students to read aloud with emotion.

3. The word "real" has been implemented according to the teaching objectives. I try to understand the content of the text through students' autonomous learning. Through reading comprehension, implement the teaching task of related words in the text; Understand the thoughts and feelings expressed by the author through reading and understanding; Show students' individual experience through reading and application; Cultivate students' sense of expectation through reading and accumulation.

In short, the integration of "people" and "literature" in Chinese teaching focuses on the spiritualization of teachers and students' texts, the harmony of classroom situations, and the dynamic and practical teaching process.

Teaching reflection II:

In the teaching of Field in May, if you read the text and music with emotion, then the field in May is the children's paradise described by the author. This kind of "happiness" is expressed by describing a series of actions of children: walking barefoot, playing flute, swinging wicker whip, driving ducks, driving sheep and running happily. In addition to describing children's happiness in a brisk style, the author skillfully combines the praise of rural children's understanding and hard work-driving ducks to the places with the most weeds and sheep to the tenderest grassland. Place, but also to bring young grass home to rabbits, these are the unique life of rural children, they can help their families do some work within their power and find pleasure in labor. The children simply described the "picnic" written by the author, and described that children feel "fragrant" and "delicious" when eating simple meals, from which we can feel the simplicity and love of children for life. If the author uses the audio resource "Beautiful Field" again to lead students to the text situation, it will more fully pave the way for emotional reading, and we will continue to improve our professional quality in future teaching.