# Courseware # Introduction Courseware includes teaching content, arrangement of teaching steps, selection of teaching methods, blackboard writing design, application of teaching AIDS or modern teaching means, time allocation of teaching steps, etc. The following is the first volume courseware of the third grade of primary school Chinese published by Beijing Normal University. Welcome to read and learn from it.

A squirrel prepares before class.

1. Teacher prepares courseware: including words and movies about squirrels.

2. Students read the text by themselves and look it up in the dictionary to understand the meaning of new words and phrases.

↘ Review old lessons and introduce new ones.

After learning the ninth lesson, we learned about a huge animal friend who lives in the ocean-whales. Who can sum up: "How much do you know about whales?"

Today, let's meet an animal friend who lives on land ── (There are pictures of squirrels in the courseware).

↘ Check preview, first reading comprehension

1. Read the text freely, fluently and correctly.

Show the new words and name them after reading.

Docile, intelligent, energetic, hazelnut hat and rudder dormant, moss narrow, almost no oak brown, agile, alert and alert.

2. What impression did the squirrel leave on you?

↘ around prompting yourself to read and study.

Show self-study tips:

↘ Class communication, reading and dialing

1. Students or group representatives report to the class. The teacher guides the students to read one aspect of the squirrel and then communicate the other. Instruct students to read out the characteristics of squirrels and their love for squirrels.

The teacher writes the students' speeches on the blackboard.

The description of squirrel's face, eyes, body, limbs, tail and tail shows its beautiful characteristics from the aspect of modeling; Moving in high places, not relying on houses close to people, moving at night and eating food often show their docile characteristics in terms of range of activities, time and food. It shows its cunning in swimming, vigilance, running and jumping, barking, nesting and nest mouth design. Finally, it wrote about reproduction, molting and other habits.

3. Use "first-back-back" to talk about the process of squirrel nesting.

Read aloud and compare, then taste the language.

1. Read the following article about squirrels. What's the difference between reading a text and reading a text? Show:

The author uses anthropomorphic writing and accurate language to make the description of squirrels more vivid.

2. Play a short video of the squirrel, read the text again and experience the cuteness of the squirrel again.

↘ Summarize the harvest and expand and extend it.

1. After reading the text and watching the movie, you must know more about squirrels and love them. So, what are you willing to do to protect the lovely little animals like squirrels?

2. Why do you think the author can accurately and vividly write the characteristics and living habits of squirrels? What do these writing methods inspire us? Students naturally come to a conclusion, which is inseparable from careful observation. Arrange to observe a small animal, learn how to write a text, and try to write a short essay of about 300 words.

3. Read the contents of the "information kit" after class. I hope students can read Buffon's books and learn more about animal friends.

The second chapter is about the teaching intention of horse racing in Tian Ji: through learning, cultivate the ability of asking questions independently and cultivate students' divergent thinking.

Description of teaching class:

(Introduce dialogue to stimulate interest)

Teacher: Do students know a sentence: "Learn, learn and ask, just learn and don't ask, how can you learn?" Students who can ask questions in their studies are great students. Are you good students?

Student: Yes (demonstrating horse racing with school tools)

Teacher: In this way, we know the main content of the text. Do you have any questions to ask?

Health: Why did Tian Ji lose the first game and win the second game?

Teacher: To know this question, we must first know how Tian Ji and Qi Weiwang race horses. Please open your Chinese book and read the text freely. Think about what natural paragraphs in the text are about the horse racing process.

Health: (Read for free) The second paragraph, 14, 15 and 16 of the text are about the horse racing process.

Teacher: Let the students read these four paragraphs aloud, and then take out playing cards in groups of four to demonstrate the process of horse racing.

Student: (very interested)

Teacher: (patrolling) Why did your group choose these six playing cards?

Health: (take out six cards, 8, 5, 3, 7, 4, 2, and say them while putting them down)

853853

742 (scene 1) 274 (scene 2)

Qi Weiwang won, and Tian Ji won.

(Understand the key points)

Teacher: So what is the reason why Tian Ji turned defeat into victory?

The key is to change the order of horses.

Teacher: (showing playing cards)

Qi Weiwang 987

Tianji 654

Student: Teacher, you put it wrong, so Tian Ji can't win the second game. I'll set it.

Teacher: OK! (Please come up)

Health: (I just can't swing around)

Teachers and students: It is concluded that no matter how Tian Ji changes the order, it can't win Qi Weiwang.

Teacher: Can we change the order of horses?

Health: Impossible.

Health: The horses in Qi Weiwang are not much faster than those in Tian Ji.

Teacher: I'm Qi Weiwang, and you are-(Tian Ji).

Tian Ji, what was your first horse?

Health: Get out of the bad horse first.

Teacher: I'll wait for the horse, too. Who will win?

Health: You won.

Teacher: But is Qi Weiwang so careful in the text?

Student: No, what about Qi Weiwang in the text?

Health: Read the dialogue between the King of Qi and Tian Ji.

Teacher: What if Bin Sun isn't here?

Health: Read aloud the dialogue between Tian Ji and Sun Bin.

Teacher: (pointing to the blackboard) Can these conditions be missing?

Health: you can't be short of it.

Teacher: Both are indispensable. Who can talk about it?

Student: (Speak fluently).

Teacher: Sun Bin is really something. The teacher found that you are also amazing, learned to ask questions while learning, and learned to observe and analyze carefully like Bin Sun.

Zhang San Lao tie Niu

Teaching objectives:

1. Understand how the monk with arms in arms uses the buoyancy of water to salvage the iron ox, feel the wisdom of the working people, and educate students to love and learn science.

2. Guide students to grasp the key words and understand the text.

3. Learn the new words in this lesson.

4. Read the text aloud. You can briefly describe the process of catching iron cows.

Teaching focus:

1. Learn what four preparations Huai Bing and the monk made when they fished out the iron cow, and how he fished out the iron cow.

2. Guide students to grasp the key words and understand the text.

Media design: word cards, buoyancy experimental instruments, subtitles.

Teaching time: two class hours.

Teaching process:

first kind

I. Introducing new courses:

Today, we learn lesson 17 "fishing for iron cows". What do you think of after reading this topic? (Who caught the iron cow? Why do you want to catch an iron cow? How did you get it? What was the result? )

Read and listen to the tape.

3. Arrange self-study. (subtitle display self-study requirements)

1. Read the text for the first time and read the pinyin correctly.

2. Draw the words you don't understand and study them with reference books.

3. Think about the writing order of the article, try to segment the article and summarize the meaning of the paragraph.

4. Check the situation of self-study.

1. Show the word cards and read the new words.

2. The report understood those words and focused on the following words: pontoon bridge, silt, Song Dynasty, familiarity and Excellence.

3. Paragraph by paragraph. The text continues in the order of things. First, the iron cow was washed away by the flood and stuck in the mud. A monk offered to go fishing for an iron cow. Then, the monk was ready to catch the iron cow. Then talk about how to find an iron cow: finally talk about the name and identity of this monk. It can be divided into four parts. )

4. Read the text aloud (four people, one paragraph each)

5. Students question.

6.5. Homework: Read the text well.