The third group in the second volume of Grade One has arranged "Protecting the Environment", and the seventh group in the first volume of Grade Two has arranged a special topic of "Protecting the Environment and Caring for Animals". The lesson plan for Unit 2 of the second volume of Chinese in the third grade of primary school is as follows. Come and learn about it with me. The third grade of primary school, Volume 2, Whole Book of Chinese, Unit 2, Teaching Plan < P > Environmental protection is one of the major problems facing mankind in the 21st century. This group of textbooks is arranged around the topic of "caring for the surrounding environment". Through the teaching of this unit, we should enhance students' awareness of environmental protection and make our own efforts to protect the environment.

The third group in the second volume of Grade One arranged "protecting the environment", and the seventh group in the first volume of Grade Two arranged the special topic of "protecting the environment and caring for animals". Different from the previous topics, the teaching content of this group has arranged a comprehensive learning activity. Around the topic of "environmental protection", this group of textbooks arranges the introduction, text, after-school exercises, Chinese garden and comprehensive learning in an integrated way. Among them, the comprehensive study of "Investigating the Surrounding Environment" is arranged after lesson 5 "Kingfisher", which reminds students of the content, organization and method of investigation required by this activity; After the story of a small village, students are prompted to communicate the way to carry out activities, sort out the investigation materials, and be prepared for display and communication.

Among the four texts in this group, Kingfisher and Swallow Train tell stories between people and animals, while The Story of a Small Village and Oak Trees by the Road reflect people's different attitudes towards plants and the thinking caused by them. The first three articles belong to intensive reading, and the last one is skimming. The introduction of this group reminds students to "pay attention to the surrounding environment and think about what we can do to protect the surrounding environment"; From different angles and different sides, the four texts guide students to feel the importance of protecting the environment and the efforts made by others with concrete and vivid examples, so that they can be touched and realized in their hearts and at the level of emotional attitudes and values; Following this main line of emotional development, the textbook arranges students to personally investigate and carry out comprehensive learning with the theme of "investigating the surrounding environment" at the back of the text; In the "Chinese Garden", based on the investigation activities carried out by students, the teaching materials are further expanded and extended, and students are guided to carry out learning activities such as oral communication, exercises and exhibitions around the topic and this activity.

in teaching this group of texts, we should pay attention to guiding students to understand the meaning and function of key words and phrases, understand the truth contained in the article, realize the importance of protecting the environment and caring for animals and plants, and be emotionally edified and infected. The teaching materials of this group can be used for 14-16 class hours.

5. Kingfisher

Teaching objectives:

1. Know 11 new words, write 13 new words, read and write the words "Kingfisher, reed stalk" correctly, and extract sentences describing the shape and action characteristics of Kingfisher.

2. Read the text with emotion and recite your favorite parts.

3. Feel the author's affection for kingfishers, and cultivate students' awareness of protecting animals and living in harmony with them.

4. Understand how the author describes and explains the characteristics of things, and the role of key words in expression.

Emphasis and difficulty in teaching:

The teaching focus of this paper is to understand the characteristics of kingfisher's shape and movement. The difficulty in teaching is to understand the relationship between the appearance characteristics of kingfishers and their fishing skills, and to feel the author's love for birds through specific sentences.

Teaching preparation:

Collect information about kingfisher with students through the Internet or other channels.

class hours:

3 class hours

Teaching process:

The first class hour

First, start with "birds" and introduce new lessons

1. What birds do you know and know in your life? What are their characteristics?

2. Teacher: Birds are friends of human beings. They are spirits in nature and always sing beautiful songs. In the big family of birds, there is a kind of bird called "Kingfisher" (writing "Kingfisher" on the blackboard) to guide students to pay attention to the spelling of "Cui". )

Second, read since the enlightenment by yourself to understand the content

1. Practice reading the text correctly and fluently, and recognize new words.

2. Meditation: What do you know about kingfishers, and where did you know about them?

Read the text by yourself and talk about the differences between the kingfisher and other birds.

3. Check self-study and communicate with students

1. Read the text by name, and guide you to read the difficult parts.

2. communication: what do you know about kingfisher? Where did you know that? Guide students to grasp the characteristics of kingfisher and understand the meaning of words.

① Since the kingfisher is so brightly colored, why not call it "flower and bird" or something else, but "kingfisher"? (By understanding words and observing pictures, we can understand that olive, emerald and light green are all green, and most feathers are green, so we can call them kingfishers.)

② Compare and show the following two groups of sentences, so that students can further understand the speed of kingfishers. Read it several times before communicating.

A kingfisher calls clearly and loves to fly on the water.

B The kingfisher leaves the reed stalk and flies quickly.

A emerald birds sing clearly and love to fly against the water.

B kingfisher lifts the reed stalk and flies past like an arrow.

fourth, recognize and write new words.

1. Check whether you know 11 new words.

2. Write new words

(1) Memorize new words independently.

(2) Pinch font:

Focus on guiding the proportion of parts: When guiding "Cui, Weng", "Straw" and "Tou", we should pay attention to the relationship between them. They have "Feather" and "Wo" parts respectively, but there are differences when writing.

(3) Writing exercises.

In the second class

1. Practice reading the text with emotion

1. Introduction: We know kingfishers. Can you express your understanding by reading aloud?

2. Students practice reading aloud.

3. Read by name, and practice reading after teachers and students comment.

(1) The appearance part should highlight the color of kingfisher.

(2) In the part of catching fish, read the speed of kingfisher.

(3) Read the old fisherman's words carefully.

second, choose your favorite paragraphs to recite

third, read and discuss about "like"

1. From which part of the text do you see that "I" like kingfishers?

Please read the text silently and find out quickly.

A, I want to catch one and raise it; B dismissed the idea of catching; C from a distance, I hope it will stop for a while.

2. Grasp the contradiction and start a discussion:

"We really want to catch a kingfisher to raise it" because we like it, why "our faces are a little red"?

(Through discussion, students should be clear: If you want to own a kingfisher, though you like it, it is the idea of hurting wild animals. If you really like it, you should let it live freely in its own way. )

Fourth, layout notes:

In your study, copy down the sentences that you think are beautifully written.

in the third class

comprehensive study

1. Lead in conversation, stimulate interest and choose learning content

Teacher: In recent years, the state and society have paid more and more attention to environmental protection, but some people still don't care much about the surrounding environment in order to pursue immediate interests. What do you think about environmental protection and how much do you know about the environment in your hometown?

second, read the "comprehensive learning" clearly and think:

1. What have you learned?

2. What don't you know? What else do you want to know?

3. Brainstorm ideas and choose appropriate learning methods

1. Discuss in groups and determine the activity plan

Think especially: How to get the information we want?

2. Communicate with the whole class and choose the learning method

Make use of leisure time to investigate and understand, organize exchanges and report the learning results; Evaluate the learning process and learning results.

6. Swallow special train

Teaching objectives:

1. Know 11 new words such as "Europe, Europe" and write 14 words such as "Europe, Europe and Switzerland". Read and write the words "Europe, Switzerland, comfort" correctly.

2. Read the text correctly, fluently and emotionally.

3. Understand the content of the text and experience the beautiful affection between people and animals.

Emphasis and difficulty in teaching:

Guide students to understand the love throughout the text through the overall grasp of the text and the understanding of key words, and enhance their awareness of protecting the environment and caring for birds. Understand the relationship between the description of harsh climate and environment and people's risk love, and feel the expression effect of this writing.

Teaching preparation:

Small blackboard (new words)

Teaching class:

3 class hours

Teaching process:

The first class hour

First, lead in deeply to stimulate reading interest

Teacher: Do you remember the lesson Swallow? Swallows bring us joy every spring. They come in spring and go in autumn. How many things will happen in this trek, and there may be many dangers! Today, let's read the text Swallow, which will definitely make you feel a lot!

blackboard writing topic: 6. Yan Yu special train

2. Read aloud and complete the following requirements

1. Read the text correctly and fluently. Recognize new words.

2. Read and think: What did people do for swallows? What have you learned from it:

Third, report the effect of exchange self-study

1. Read the text by name, and further guide reading fluency according to the actual situation.

2. Recognize new words.

Europe, Switzerland, comfort, air conditioning, departure, special, long distance, sudden drop, fatigue, hunger and cold, warmth, government, ambulance, carriage, thanks

3. Exchange thoughts.

① what do people do for swallows?

tip: we can think from two aspects: a) government (making decisions, calling people, and the swallow train) b) people (leaving their homes one after another, trying their best to find them, and seeing them off specially).

② according to your own experience, add appropriate words between "people" and "swallows".

people → Yan Yu (Students may add words such as "help, like, love and help" according to their own feelings. )

Fourth, around "love", reading and discussing, reading aloud with feelings

1. People help swallows: saving swallows all stems from the simplest and most sincere feelings, that is, love for animals! Where can we see "love" from the text?

2. Read books and draw pictures, and discuss and communicate.

guide the students to understand the love of people for swallows from two aspects.

it's remarkable that the government has made a decision. (manpower, material resources, financial resources)

People try their best to save swallows. (adults and children, mountain cracks, regardless of themselves)

3. Focus on reading paragraphs 3 and 4.

(1) How do you think it should be read?

(2) Students read by name after practice.

(3) Comment and read again.

4. Look at the pictures, guide the imagination, supplement the text in thinking and enrich the content of the text.

★ Where does Little Betty find swallows? How did she do it? What will you say?

A practice speaking by yourself.

B name it.

Speaking example:

Little Betty looked down carefully while walking, even under the trees and grass. As if she heard the faint cry of swallows, she quickly squatted down and poked it in the snow. Sure enough, in the snow nest under the tree, a pair of swallows snuggled together, almost frozen.

"Dad, Mom, I found two more!" She shouted excitedly, held the swallows in her hand and warmed their cold bodies with the hot air in her mouth.

5. Summarize and guide to read the full text with emotion.

what a touching scene! In the process of searching for swallows, there is more than one such touching story! What a beautiful story people have spun with love and affection. Let's read the text again and experience the beautiful feelings between people and animals.

In the second class

1. Read the text with emotion by name

2. Show pictures, create situations and practice writing

1. Teacher: The swallow train has left, and the swallow is safe, but the matter of saving the swallow has attracted people's attention. Especially that lovely little girl Betty, she has become a news figure. People called or wrote to her one after another to tell her what they were saying. What do you want to say to Betty after reading this story?

2. Students speak independently.

3. Name and evaluate.

4. Start writing. Teachers patrol individual guidance.

Third, expand the exchange of materials accumulated in students' lives

1. Listen to the song "The Story of the Red-crowned Crane" and show the lyrics. Do you know what story is told in the song? (The teacher briefly tells the story of a girl who saved the red-crowned crane)

2. Do you still know such a story? Please talk about it.

3. Summary: There are many such stories. I hope that all the students can love animals and the environment like the hero of the story, and I hope that this story is no longer news!

In the third class

1. Learn new words and guide writing

1. Show the new words to read and compose words.

2. Memorize glyphs by yourself and put forward difficult words.

Guide students to observe and discover the structural features of new words, such as "Europe, Europe, Switzerland, Shu, Shu, Sudden, Involved, Stepping and Saving" all belong to the left and right structure, and "Initiation, Fatigue and Loading" all belong to the semi-enclosed structure.

3. Instruct writing.

Reminder: "Shu" should not write "Yu" as "spear"; Don't write more in the right half of "involved" "step"; Pay attention to the order of

"Zai".

4. Write and copy words.

second, practice reading the text with emotion.

third, extract good words and sentences.

7. The story of a small village

Teaching objectives:

1. Know 9 words such as "Yu and Che" and learn 13 words such as "Lin and Yu". Read and write the words "valley, forest" correctly.

2. Read the text correctly, fluently and emotionally.

3. Experience the disaster brought to mankind by cutting down trees indiscriminately.

Emphasis and difficulty in teaching:

The focus of teaching is to understand profound sentences and understand the process and reasons of the changes in small villages; The difficulty in teaching is to understand the profound truth contained in this article by combining students with practice.

Teaching preparation:

1. Small blackboard (words).

2. Before class, arrange students to search for information and learn about the forest coverage and forest destruction, plants and soil erosion, plants and environmental protection in China.

Teaching hours:

3 class hours

Teaching process:

The first class hour

1. Projecting illustrations and introducing new lessons

1. Teacher: In the valley, there is such a small village. Please have a look. What impression does it give you?

2. Students tell their feelings.