1. Teaching plan of "Last Year's Tree" in the third grade of primary school 1. Introducing the situation and revealing the topic

Courseware presentation: diary of a bird.

(1) On October 28th, 21, Sunny

Sing goodbye to my good friend Dashu.

(2) On February 28th, 22, Yin

sang farewell to his good friend Dashu.

Show the topic: last year's tree

2. Read the text independently, and have a preliminary perception

1. Students should read the text in their favorite way, and the requirements are: accurate reading, comprehension and comprehension;

2. Individual query → group discussion → collective explanation

3. Reading, commenting and correcting pronunciation.

4. Perceived content: (Students talk freely)

Birds promise their good friends ——————————————————————————————————————— before going to the south.

the next spring, the birds came back from the south only to find —————————————————————————————————————————————————————————————————————————————————————————————————————————————————————————————————————————————— and they were in front of the lights lit by matches

because it-------.

Third, read aloud in dialogue to cultivate a sense of language

Teacher's quotation: What are the interesting characters in this fairy tale?

(birds, trees, roots, doors, loggers, little girls, lights ...) They can still talk!

1. Find out the role dialogue. Draw the words of birds with "",and the words of trees, roots, doors, loggers, little girls, lights with "".

2. Imitate reading aloud (students try it by themselves) and choose their favorite role dialogues.

3. Show the dialogue, understand the role and experience the mood by reading individually, reading in pairs, acting in groups, reading and discussing with teachers and students.

bird and tree

"Good. I will definitely come back to sing for you next year. Please wait for me! " "Goodbye, bird! Please come back next year and sing to me "

Roots

" Where has the tree standing here gone? " "The woodcutter cut him down with an axe and pulled him into the valley."

(Birds fly to the valley)

Door

"Mr. Door, where is my good friend-do you know?" "He was cut into thin strips by the machine, made into matches and transported to the village for sale."

(Birds fly to the village)

Little girl

"Little girl, please tell me, do you know where the matches are?" "The match has been used up, and the fire lit by the match is still on in the lamp."

4. Think about it and talk about it:

When the woodcutter came to cut down the big tree, the tree said to the woodcutter, "————————"

4. Extend and develop independently

1. Teacher Ji: Is the big tree still there? What do birds think?

2. Read back the dialogue between the tree and the bird with affection, and experience the affection between the tree and the bird again.

3. Show me: "My eyes are wide open and I stare at the lights for a while. Then, she sang the song she sang last year to the lights. After singing the song, the bird looked at the light for a while and flew away. "

Students think by themselves: When the bird stares at the lamp, it thinks:

When the bird sings and looks at the lamp, it thinks:

Show: jumping lamp, lyric music. Students quietly realize and speak their minds in front of the lights.

4. Yu Nian: Will birds come again next year? What about the diary in 23?

2. Teaching objectives of "Last Year's Tree" in the third grade of primary school

1. Understand the six new words "Ying, Pile, Axe, Factory, Phonetic, Burning" in this lesson during reading; Can fill in quantifiers correctly.

2. Be able to read the text correctly and emotionally, and read the different tones of birds and stumps, gates and girls.

3. Continue to learn the method of silent reading and develop the good habit of thinking while reading silently.

4. Feel the sadness of birds losing friends. Understand that nature has its own laws of development, human beings can't destroy nature at will, and understand the importance of protecting nature and caring for our living environment.

teaching emphases and difficulties

1. Know six new words in this lesson, and read the text correctly and emotionally, and read the different tones of birds and stumps, gates and girls.

2. Understand the sadness of birds losing friends, and understand the importance of protecting nature and caring for our living environment.

Teaching process

1. Stimulating the interest of the media and introducing new lessons

1. Playing the media: Look, a beautiful bird is sitting on a big tree, singing for its good friend, the big tree, swaying its lush branches and leaves, and listening with ecstasy ... What a happy time! But the cold winter is coming, and the bird must leave the tree and fly to the south, so the tree says to the bird (show the sentence)

2. Good friends are going to be separated, and act out the farewell between the bird and the tree at the same table. (Pay attention to the words of the bird)

3. Teacher: The bird and the tree said goodbye. Will they meet again next year? Today, we are going to learn 11 lessons

The Tree of Last Year. 4. Show the topic, read

the instructions

and get to the point, so that students can get in touch with the text as soon as possible to prevent students from consuming their reading interest because of too many questions.

2. Perceive the content of the text as a whole

1. Read the text freely

Requirements:

(1) Read the pronunciation correctly and read the text thoroughly

(2) Think: the bird promised its good friend Dashu before going to the south. The next spring, the bird came back from the south only to find that. So the bird asked, and finally saw the big tree.

2. Communicate

3. Read silently, draw three groups of dialogues between birds and stumps, gates and little girls with straight lines

4. Communicate and show

3. Read the dialogues and get some insights from reading

1. Read the dialogues in groups

2. Name several groups to read the dialogues, and the rest of the students will comment (feel the anxiety of birds) This time, please cooperate with your deskmate, choose a group of dialogues, use your reasonable imagination to add hints to what the birds say and practice reading aloud.

4. Everyone read with great care, showing the infinite true feelings of birds to the tree incisively and vividly, which is touching. Who wants to play this affectionate bird? Read what it says before playing, and try to remember it.

Description

One person plays the bird, and the other students play supporting roles. Through various forms of reading, we can go deep into the characters in fairy tales, experience the emotional world of the characters, and unconsciously bring students into the context of the text.

5. The bird's anxiety, concern and worry about the tree is the most precious friendship dedicated to the tree. Let's relive this touching story once again. Teachers and students should read 3-12 verses together.

Fourth, deepen the feeling and sublimate the emotion

1. The teacher introduces the last section

2. Do you have any questions after reading this?

(1) Why do birds sing to the lights?

(2) Why do birds stare at the lights? And you watched it again and again?

Description

Students should be encouraged to express their ideas from multiple angles, such as: it uses its own singer to pin the thoughts on good friends; It misses the tree very much and is reluctant to leave it; The bird promised Dashu to come to see it last year, and it kept its word ...

3. Speech training

The bird stared at the lamp for a while with wide eyes, as if to say, "" Then I sang the song I sang last year to the lights. After singing the song, the bird looked at the lamp for a while, as if to say, ""

4. Returning to the topic

Last year's tree no longer exists this year. Let's say with infinite nostalgia-(reading the topic)

Why did last year's tree no longer exist? Leaving us too much to think about, let us read meaningfully-(reading questions)

V. Extracurricular expansion

The bird still can't forget its good friend. The next spring, it flew back. What did it see? What would you think? What do you say?

3. Reflections on the teaching of "Last Year's Tree" in the third grade of primary school. "Last Year's Tree" is a beautiful and moving fairy tale, which contains the humanistic spirit of "keeping promises and cherishing friendship" and "harmonious development between man and nature" in easy-to-understand language. In teaching, students feel the "beauty" contained in the text through the processes of reading the text by themselves, role dialogue, reading experience and expanding imagination, thus realizing the dialogue between students' hearts and the text.

After this class, I also walked down from the podium with tears in my eyes. The students' sincere calls, their attachment to the tree and their feelings for the birds were all interpreted in the students' tears.

The Chinese Curriculum Standard points out: "Have independent reading ability, pay attention to emotional experience ..."

I think this pure emotion between our teachers and students will benefit students' future study and life for life.

4. Reflections on the teaching of "Last Year's Tree" in the third grade of primary school. "Last Year's Tree" tells a story: the bird and the tree are good friends. They sing to the tree every day. When they are about to fly back to the south, the bird agrees to the tree's request-and they will come back to sing to it. But the next spring, when the bird flew back to find its friend, the tree was gone. The bird searched everywhere and finally found the lamp lit by a match made of trees. Friends are gone, friendships are still there, and promises are still there. So, it was full of sadness and melancholy, facing the lights lit by friends' lives, and sang last year's songs. This fairy tale mainly unfolds the plot of the story through dialogue and promotes the development of the story. There are three dialogues, and the truth explained in the text is gradually revealed in these three dialogues and the performance of birds later, telling us to keep our promises and cherish the affection between friends.

In view of the fact that students like fairy tales, in teaching, I mainly embody the following aspects: in designing this lesson, I fully embody the teaching idea of "student-oriented, independent development" and deepen the concept of "reading teaching is a dialogue process between teachers, students and texts", a new curriculum standard. In the teaching process, students realize the beauty of language, thought and artistic conception contained in the text through the processes of self-reading, role dialogue, reading experience and expanding imagination. So as to realize the sincere dialogue between students' hearts and texts. I designed the high tide of classroom teaching when the birds faced the lights and sang the songs they sang last year. These three natural paragraphs in the text are very simple, but they give readers great imagination. This is not only the emotional explosion point, but also the training point for students to practice writing with emotional words. I asked the students to read and turn them into birds. The students asked, "① Why did the birds stare at the lights for a while with their eyes wide open? Why do birds sing the songs they sang last year when they saw the lights? ③ Why did the bird stare at the light for a while before flying away? " Students ask questions, students answer, and teachers guide them appropriately. This reflects students' autonomous learning. Finally, I also arranged an imaginary speaking session here. Chinese class should be a combination of listening, speaking and reading. After the exchange, the students felt a lot and achieved the teaching goal of the undergraduate course. However, this course also has some shortcomings to be improved:

1. Pay attention to the overall grasp and time arrangement.

2. Pay attention to students' usual reading training.

5. Reflections on the Teaching of Last Year's Tree in the Third Grade of Primary School. The teaching design of this class embodies the teaching idea of "student-oriented, independent development" and deepens the concept of the new curriculum standard that "reading teaching is a dialogue process between teachers, students and texts". In the process of teaching, students feel the beauty of language, thought and artistic conception contained in the text through the processes of independent reading, role dialogue, reading experience and expanding imagination. So as to realize the sincere dialogue between students' hearts and texts.

Grade three students have certain autonomous literacy ability, so some simple new words can be completed by students through self-study. Teachers can give guidance to new words with difficult pronunciation and complex glyphs, but this is not to teach pinyin or glyph structure, but to consolidate and review it. Although this is not the main part of text teaching, it is an important part of teaching. The new words in this class are not difficult in shape. The words "pile" and "burning" can be memorized according to the rules of pictophonetic characters. Most students have already known the words "ying, factory and sound", but the difficulty lies in the nasal sound of "ying", which is easily confused with the pronunciation of "blue", so the pronunciation of these two words should be paid special attention to.

There are many dialogues in this article, which is suitable for students to perform reading aloud. I strive to create situations through various forms of reading, leading students to go deep into the characters in fairy tales, experience the emotional world of the characters, and really bring students into the context of the text. And in the process, use "Spring is coming again. The snow in the mountains and forests of Yuan Ye has melted. The bird came back here again, looking for her good friend Tree. However, the tree is gone, leaving only the roots there. " This sentence strings these scattered language readings into an emotional chain, so that students can deepen their emotions step by step in repeated reading.

Chinese teaching is always inseparable from listening, speaking, reading and writing. It is always spiraling in the process of thinking, reading, reading, thinking, thinking and writing. In the whole class, reading, thinking and writing are not separated artificially. Reading lays the foundation for thinking, while imagining writing can promote better reading. In this process, students' understanding of the humanistic connotation of the text will be deepened step by step. The treatment of this part at the end of the text, especially the imaginary speaking and reading of the two words "look", also wants to reflect this point. On the basis of full reading and imagination, students can finally have their own diverse feelings. Students' language choice is open, which requires teachers to have strong control ability, help students express in standardized language, and record good words and phrases in time to provide students with more language materials.