Teaching objectives of "Bee" teaching plan in the third grade of a primary school

1. Learn to read the text silently, feel the accuracy of language use when explaining, and accumulate good words and sentences.

2. Learn from Fabres's spirit of observation and exploration, as well as his rigorous scientific attitude and realistic scientific style.

Teaching focuses on difficulties: understanding Fabres's spirit of observation and exploration, as well as his rigorous scientific attitude and realistic scientific style.

teaching process

1. review and lead-in:

1. dictation to check the mastery of new words.

2. What does this article tell us?

Second, learn the first natural paragraph

1. Why did Fabres do this experiment? (Guide students to read the first paragraph, writing on the blackboard: I heard)

2. Students, there is a flower in our campus, and its petals are different and colorful. What do you want to say after hearing this? Or what to do?

3. What did Fabres do after hearing that bees have the ability to tell directions? What did you learn from it? (It shows that he is not blind in faith, pays attention to facts, his ears are empty, and his eyes are believing)

Third, he learns the second to fifth paragraphs

1. So how did he do the experiment? Please read the second paragraph of the text silently and draw what he did with strokes.

2. Can you use "first … then … then … finally …" to report what the student has done? Tell your deskmate again! (writing on the blackboard: catch bees as a mark and ask my daughter to walk two miles and let the bees fly)

3. Read the second paragraph silently again and think about it. Can you delete a step in the text? Discuss it in the group again. Then report to the class. (Understanding Fabres's rigorous scientific style)

4. What do you want to say to Fabres after reading this?

5. What did I think after I released the bees? Why does "I" speculate like this? (Students at the same table discuss)

What have you learned from this? (Fabres observes carefully and thinks seriously)

6. If you are the author, how will you feel when you hear that the bees are back?

7. What words do you want to describe the mood of the author and his little daughter at this time? (Excited) How do you think reading can express their feelings? (refers to reading, everyone comments. )

8. Two bees have come back. Can it be concluded that bees have the ability to identify the direction? Why?

9. How did the author finally come to a conclusion? Please read the fifth paragraph silently and find out the sentences that can explain the conclusion. (In this way, seventeen of the twenty bees did not lose their way and returned home accurately. Although they flew against the wind and there were some strange scenery along the way, they did fly back. )

1. Who will read this sentence? And please say the reason why you read like this. Guide the students to understand the meaning of "accurate and accurate reading" in reading. )

11. Seventeen out of twenty bees have flown back. Can it show that bees have the ability to recognize the direction? Where are the other three bees?

4. Read the first paragraph repeatedly.

Show me the first paragraph: Boys and girls, have you heard that bees have the ability to identify directions after reading this? Then Fabres can say for sure (Student: Bees have the ability to identify directions, and no matter where they fly, they can always return to their original places. )

At this time, he was so excited that he excitedly said to people: (Student: Bees have the ability to identify directions, and no matter where they fly, they can always return to their original places. )

He can proudly announce to the whole world: (Student: Bees have the ability to identify directions, and no matter where they fly, they can always return to their original places. )

5. Learn the last paragraph.

1. Besides, what conclusion did Fabres draw? (Read the last paragraph together)

2. In this conclusion, it is certain that what cannot be explained (bees don't rely on extraordinary memory to identify directions) is the instinct to identify directions. )

3. Do you have any questions about this sentence?

4, according to the students' questions, focus on understanding the meaning of "instinct". And give an example.

5. Read the contents of the information kit freely. It says that bees can dance. Is that how they find their way? How can we find the real reason?

VI. Extension:

It seems that there are indeed countless mysteries in nature that cannot be solved. Since Fabres lived more than 1 years ago, the research conditions at that time were certainly very limited, and he could not explain this instinct. After several decades, there is a research conclusion. Please listen to whether it makes sense. (The teacher talks about the research results of Austrian biologist Friedrich.) If students are interested in the knowledge of bees, they can look up the information and do some research on their own.

VII. Assignment:

1. Copy down your favorite words and sentences in the text.

2. Extracurricular reading: Insect Notes and Mumu's Insect Diary

A teaching plan for the third grade of Chinese in the second primary school 1. Teaching materials:

Bees is an intensive reading text in Unit 4 of Volume 5 of People's Education Press. The author of the text is Fabres, a French biologist. This is a popular science exposition with clear narrative clues and complete plots. It is about an experiment made by Fabres, a French entomologist, in order to prove that bees have the ability to identify directions. Finally, it was found that 17 of the 2 bees flew home accurately, which relied on an unexplained instinct. The language is short and concise, easy to understand, the experimental process is introduced very clearly, the author uses words accurately and observes carefully, which is worthy of students' careful taste, so as to have a further understanding of the popular science exposition.

Second, teaching objectives:

1. Know 1 new words and write 8 new words. Learn to read the text silently, understand the main content and experience the method of introducing the experimental process in the text.

2. Feel the accuracy of the author's words in the popular science expository through the experience of "almost, probably".

3. Feel Fabres's rigorous scientific quality and realistic scientific style of "diligent hands-on, good thinking and careful observation", stimulate students' interest in observation, and cultivate their love for nature and scientific knowledge.

3. Emphasis and difficulty in teaching:

Teaching emphasis: Understand the process of the author's experiment, realize the accuracy of words, and thus feel the author's rigorous scientific attitude.

teaching difficulty: the method of understanding the experimental process of text introduction.

Fourth, teaching methods:

In order to implement the new curriculum, break through the key points, solve the difficulties, and achieve the teaching objectives of this course, combined with the students' knowledge structure and cognitive level, I have adopted various methods, such as trying teaching and changing order teaching, using multimedia software, and using the methods of "reading instead of speaking", "group communication" and "point-to-point discussion".

5. Learning methods:

The 21st century is an era of rapid development of knowledge economy. In the new era, people's demands for education begin to turn to the pursuit of individual freedom. "It is better to teach them to fish than to teach them to fish", and paying attention to the guidance of learning methods is the need to reform classroom teaching, improve students' self-learning ability, and even more, to benefit students for life. To this end, I let students fully perceive the language materials, let students read and learn by themselves, study the language and characters, and infiltrate the learning methods of "reading", "thinking", "discussing", "enlightenment" and so on.

VI. Teaching procedures:

(1) Expose the topic and get to know the author

1. Expose the topic: Last class, we enjoyed the magical and beautiful flower clock. Today, we are going to approach the lovely little bee and see what special skills it hides. Blackboard writing: bees

2. Introduction Author: Fabres-Fabres is a French biologist. He has been studying the insect world all his life, observing and experimenting insects in the natural environment, and truly recording the various characteristics of insects, thus writing the Entomology Masterpiece. The text "Bees" is selected from "Insects".

(2) Read the text for the first time and learn new words

1. Read the text freely, read the words correctly and read the sentences well.

2. Check the new words:

test, confirmation, resistance, speculation, along the way, supernormal, strange, accurate

almost (jī), several (jǐ), although (jǐn), best effort (j ē n), sultry (mēn). )

(3) Read the text to get the main idea

1. Read the text silently and think: What did the text say or what experiment was done?

2. Learn the first section to understand the purpose of the experiment.

(1) Why did the author do this experiment? Read the first section.

(2) The author heard that bees have such ability, so he did such an experiment and finally got the result of the experiment. This is how scientists study problems.

3. Have a preliminary understanding of the author's experimental process

(1) Read the second section of the text silently and briefly talk about the experimental steps. Talk to the group and talk about the process of the experiment in your own words.

(2) Write on the blackboard according to the students' answers: Catch bees, mark them and release bees, etc.

(3) Discuss: Are these processes important? Can we lose one of them?

4. what was the result of the experiment? ("bees don't rely on extraordinary memory, but an instinct that I can't explain." )

(4) Guiding writing

(1) Among the words with left and right structures, the words "On, Test, Syndrome and Mistake" are all beside the words, and they are presented together to guide students to observe the law. Pictophonetic words, left shape and right sound, left narrow and right wide.

(2) "Tu" and "Chao" are words with semi-enclosed structure, so pay attention to the guidance of drawing.

(3) The "bag" is an up-and-down structure, and there is no small pie in the lower right corner of the upper half.

Teaching objectives of the teaching plan of the third grade Chinese "Bee" in the third grade of primary school

1. Know 1 new words such as "test, test and certificate" and write 14 new words such as "bag, outline and subtraction". Read and write the words "no matter, test, paper bag, confirmation" correctly.

2. Learn to read the text silently, understand the main contents, and learn from Fabres's spirit of observation and exploration, as well as his rigorous scientific attitude and realistic scientific style.

3. Read the text with emotion and express the thoughts and feelings contained in the text. Accumulate language.

4. Learn more about bees by looking up information.

Key points and difficulties in teaching

Find out what the author did and how the conclusion was drawn in order to verify whether bees have the ability to tell directions.

Prepare

new word cards for teaching and collect interesting knowledge about bees.

class arrangement

2 class hours

the first class hour

class objectives

1. Know 1 new words such as "test, test and certificate" and write 14 new words such as "bag, probability and subtraction". Read and write the words "no matter, test, paper bag, confirmation" correctly.

2. Learn to read the text silently, understand the main content and understand the experimental process.

teaching process

1. Recall the old knowledge and introduce new lessons

1. Recall the old knowledge

Students, we have learned the text "Bees lead the way". Can anyone tell us what the story is?

2. Introducing a new lesson

Fabres, a French scientist and popular science writer, did a very interesting experiment to prove the ability of bees to tell directions. Do you want to know what kind of experiment it was? Let's go into the text "Bees" and have a look at it together, and also see the results of the experiment.

Second, read the text for the first time

1. Read the text step by step.

the first time: find out the words with the new words in this lesson while reading, and try to pronounce the words accurately with the help of pinyin at the back.

The second time: Read the text again and test yourself to see if you still need to use the vocabulary list after class. If you forget it by accident, you can look at the vocabulary list again.

2. Help each other with students.

(1) Show the new word cards, and invite the students who are already sure to be primary teachers, and lead everyone to consolidate together. Teachers can correct their pronunciation and comment at any time.

(2) communicate how to recognize new words and affirm different literacy methods.

(3) Show new words cards or courseware, name them and read them by train.

3. Read the text paragraph by paragraph by name, so as to have a clearer understanding of the context of the text.

Third, read the text carefully

(1) Make clear the requirements for silent reading: don't make a sound, don't refer to reading, think while reading, and you can also draw important words and sentences with strokes.

(2) Reading silently for the first time and perceiving the whole text: What is the main point of this text?

(3) Read silently again, thinking with questions: What kind of experiment did the author do to verify whether bees have the ability to tell directions?

(4) Retell the story: tell the process of the experiment in your own words.

Only by reading purposefully, hierarchically and step by step can students read their level, promote their understanding by reading, and promote their reading by understanding.

Fourth, guide writing

1. Show new words by projection, read by yourself, read by name, and read the pronunciation correctly.

(1) Show the new words to be written: discuss, try, examine, bag, prove, summarize and hinder, guide observation, and talk about what should be paid attention to when writing these words.

(2) Students learn independently and cooperatively, discuss how to remember these new words, and introduce their own literacy methods.

(3) Instructing writing: courseware demonstration, word-for-word instruction, students summarize their writing by observing themselves, and then teachers use projection display to collectively comment on the students' writing.

2. Copy words.

V. Homework design

Practice reading the text silently and extract your favorite words and sentences.