The first volume of Chinese in the fifth grade of primary school amber teaching plan model
Teaching objectives:
1. Read the text correctly, fluently and emotionally, and understand the content of the text, so that students can understand the process of the formation and discovery of amber and its scientific value, and understand that the formation and development of anything must have certain conditions.
2. Understand the characteristics of scientific sketch and distinguish between real description and imaginary description.
3. Understand how scientists make a reasonable imagination,
4. Cultivate students' interest and ability to read popular science books, and stimulate students' interest in exploring natural mysteries.
Teaching focus:
Understand the process and necessary conditions of amber formation.
Teaching difficulties:
Experience how scientists can reasonably imagine.
Teaching preparation:
Teachers: multimedia courseware, study cards.
Student: Collect information about amber.
Teaching process:
(A) import, experience "precious"
Students, in Unit 4 of the sixth grade Chinese book, the editor assigned us the theme-writing on the blackboard: living in life. There is an article in this unit called Amber. Please pay attention to these two words. What are they? Read the words next to the king again. What did you find? They are all beside the "king", in fact, they are beside the jade, and most of them represent precious gems. It can be seen that amber is also relatively precious and rare.
Design intention: directly lead into the topic from the unit theme, and initially perceive the preciousness of amber by mentioning the words next to "Wang".
(B) pre-reading retrieval, preliminary perception
1. Exchange the read-ahead list (related topics)
(1) So, through the preview before class, who will say what amber is? Appreciate pictures
(2) What does this text write about "amber"?
(3) What genre is this article?
2. Show me the picture: this is the amber in the text. What are the characteristics of this amber?
3. What is the scientific value of this amber?
Did scientists see the details of 10 thousand years ago with their own eyes? (not)
Teacher: If you don't see it with your own eyes, you can only-(imagine)
This story is really imagined by scientists. Then why did the author use the word "speculation" instead of "imagination" here? (Understanding "speculation")
What do you think is the author's evidence? What's that piece of amber like?
Please read amber together.
Transition: The appearance of amber is what scientists really see. Scientists imagined the details of 10 thousand years ago according to the appearance of this amber. Ten thousand years ago, the details were the formation of amber. This is also the key content of our study in this class.
Design intention: Learn about amber by exchanging pre-reading lists and what is written around this piece of amber. Combine the students' reports, grasp the appearance and value of amber, compare the words "imagination" and "speculation" and understand the meaning. Then I understood that scientists infer the details of the story according to the appearance of amber. Grasping the key points of the text and changing the order of teaching, starting from the end of the article, not only trains students' sense of language, but also mobilizes students' emotions, so that students can devote themselves to the later study with excitement and joy.
(3) Learn to communicate feelings.
1. Group learning and cooperative learning. Scientists imagine the details of 10 thousand years ago according to these real things they see. How did the author infer the formation process of amber from the appearance of that piece of amber? Please study in groups.
Reading requirements: (1) Read the "real" part (amber appearance) in combination with the previous "virtual" part, find out the sentences corresponding to "real" in the "virtual" part, and draw them in batches. (2) In the group, talk about how the author infers the formation of amber by using related words such as "according to" or "because".
2. communication.
Through the above exercises, we know that this story is not fiction, and what the author wrote is well-founded and scientifically speculated. This is a major feature of scientific papers. (science)
Gu, a modern popular science writer and literary translator, said that scientific papers are the crystallization of scientificity and artistry.
Please read the story silently, find out the sentences that describe vivid images and share them with you, and explain the reasons. Randomly instruct reading aloud.
This description makes the article vivid, vivid, more interesting and full of literary color. (literature)
Design intention: "downplay analysis and emphasize feeling". Students should read and analyze the text carefully to find out the internal relations, and then use these related words to understand how the author speculated on the formation process of amber. Through reading and practice, students can gain insight. Here, the reorganization of text language is the training of using language; Finding out the logical relationship of language is the training of thinking; Group cooperative learning is the training of learning methods and learning quality.
(D) Emotional transfer
1. Amber Why is this article in the unit of "life"? Please read Tintin's words in My Perspective: "Happiness ... gains eternity".
Please read paragraph 12 of the text again and make a comparison. In the long river of time, thousands of flies with green wings and spiders with eight legs have come and gone, and they have all passed away, but these two bugs have stayed. How do you feel?
Transition: So this piece of amber is precious and valuable-scientific research value, artistic appreciation value, economic benefit ... Yes, although their lives ended at that moment, the value of their lives is eternal.
2. So what inspiration did you get from this amber? (Famous sayings or examples)
This shows that there is no strict boundary between death and life, and the value of life cannot be measured by the length of life. For example: those revolutionary martyrs who died heroically for today's happy life; Lei Feng, who explained the meaning of life with his limited life; In the May12 earthquake, Mr. Tan Qianqiu and others sacrificed their lives to save others. Although their lives were frozen at that moment, the value of their lives was eternal at that moment.
Teacher, these are some famous sayings I want to give you.
The value of life lies not in the length of time, but in how you use it. -Montaigne
Whoever can enrich every moment with profound content is prolonging his life indefinitely. -Courtesy
The value of life is not measured by time, but by depth. Leo Tolstoy
Life is short, but virtue can spread it to the distant afterlife. -Shakespeare
Design intention: Combining Tintin's words in My Perspective with the relearning of paragraph 12 of the text, let students understand why the article Amber is put in the unit of "life", so as to understand that there is no strict boundary between death and life, and the value of life cannot be measured by the length of life. Get inspiration from it, guide students to connect with real life, accumulate famous sayings and aphorisms, and further deepen the theme of life.
Extracurricular development
1. Students, this rare amber is now in the museum. Can you write a commentary for this piece of amber in a certain order with beautiful language and your own understanding of life?
2. This paper is adapted from The Story of Ula Bora by German scientist and popular science writer Bruno H. Burdel. The Tales of Ula Bora is a popular science book with strong readability, which integrates scientific knowledge and imagination. There are fifteen interesting stories, covering a wide range, and it is a collection of popular science works with easy-to-understand content and lively words.
Bruno H. Burdel described the key to the operation of celestial bodies by personification, exaggeration and imagination, and revealed the mysteries of nature and even the universe. Interested students can look at his works.
Design intention: Chinese teaching should focus on developing students' creative potential and promoting their sustainable development. On the one hand, it can stimulate students' interest in writing and write comments for amber; On the other hand, reading Bruno H. Burdel's The Story of Ula Bora by studying law can expand students' curriculum resources, stimulate students' interest in reading, and make extracurricular reading a mere formality.
Blackboard design:
Hooper
Scientific papers are scientific.
literariness
speculate
Form (that piece of amber) → (details)
↓ (Real) (Imagination)
find
↓
value
The first volume of Chinese in the fifth grade of primary school amber teaching plan model
Teaching objectives:
1. Understand the formation, value and basis of amber, and understand the scientific and reasonable imagination.
2. Read the text emotionally.
3. Cultivate imagination.
Teaching emphases and difficulties:
1. Understand the process and necessary conditions of amber formation.
2. Understand how scientists make a reasonable imagination.
Teaching preparation:
CAI courseware
Teaching time:
1 class hour
Teaching process:
First of all, an exciting introduction.
1. Read aloud in unison: Amber
2. Question: Have you ever seen real amber?
Do you want to know about Amber? What do you want to know about amber?
Stand up and speak boldly.
4. Teacher's summary: Just now, the students raised a lot of questions, which is very good, indicating that our children are all intelligent children, smart children and the best children. Let's look at this amber (showing Cai courseware). As the saying goes, coincidence is a book, and the world is wonderful. What a coincidence that two live animals are wrapped in a drop of turpentine at the same time. This is amber to be introduced in today's lesson. Let's read the text in our favorite way and see which students' questions can be answered in the text just now. (free to read the text)
Second, study the text.
1. Just now, the students read very carefully. What did you learn from reading?
Students answer, and the teacher writes on the blackboard: Time forms the value of discovery.
2. all right! That's very accurate. Let's study together in groups (show CAI courseware)
Cooperation requirements:
A choose 1~2 questions that your group is most interested in to discuss and study.
How does your group study?
What do you know through discussion and study?
Third, check the cooperative learning.
△ What are the conditions for the formation of amber? (Show courseware)
It was hot for a long time.
Resin cone pine amber
Crustal changes of flies and spiders
△ How was this amber discovered?
The waves washed amber ashore.
Conditions of discovery-children's discovery
Fatherhood
△ What is the value of the discovery of this amber?
Fourth, summary.
Through study and discussion, we learned about the formation, discovery and value of amber. There are still many students' questions that have not been answered in the book. We boldly ask the students in our class to answer, who answers the most questions, who is the little doctor in our class, PHS, do you want to be a doctor? All right! The problem begins.
Fifth, ask and answer questions to expand knowledge.
(1) Q&A
(2) Boldly introduce
(3) Evaluation
6. What have you learned and gained from learning this text?
VII. Homework (Show Courseware)
1. How is the amber described in the text formed? What do you think, like communicating with everyone? 2. Adapting the text into a textbook drama.
The first volume of Chinese in the fifth grade of primary school, amber teaching plan, Fan Wensan
Teaching objectives:
1, read the text with emotion to understand the formation process of this amber and the basis of the author's imagination.
2. Feel the delicate and vivid language, bold and reasonable imagination and realistic stories.
3. You can clearly introduce the appearance of amber and the basis of its formation process in your own language, and stimulate students' interest in nature and science.
Teaching preparation:
Collect information about amber before class; Multimedia courseware.
Teaching process:
First, stimulate the introduction of interest and reveal the topic.
1, Teacher: We learned a text "Yellow River Elephant" in grade five. The bones of two elephants, that is, the bones of the Yellow River elephant, are displayed in the Paleontology Museum of Beijing Museum. (Courseware presentation) Today, we will appreciate a rare fossil-amber (blackboard writing project), which was formed more than 10,000 years ago. This is the magical and beautiful amber fossil. (Courseware demonstration)
2. Teacher: What do you want to know about these beautiful amber?
Step 3 ask questions.
4. Health report materials.
5. Teacher: The text Amber is a scientific sketch with beautiful language, that is to say, it is written in plain text. Now, please open page 44 of the book, follow the author's speculation and enter the legendary story of amber formation!
Second, review the first reading and exchange gains.
1, check word proficiency.
2. Read the text by name, and other students will listen and make comments while reading.
3. Students report reading gains.
Third, read the language and feel speculative.
1, Teacher: How is amber formed? Which paragraphs in the text describe the process of amber formation? Please browse the text again.
Health: The second paragraph-13 describes the formation process of amber.
2. Teacher: The author speculated on the formation process of this rare amber. How did the author speculate and imagine it? Please read the text silently with these questions. (Courseware presents questions)
Students read the text silently.
3. Teacher: Why are flies and spiders wrapped in it at the same time? What statements can you see?
Find out the relevant statement.
4. Teacher: What is this little fly? Tell me about your experience.
Students read the text and talk about their own experiences.
The teacher's courseware shows the description of flies in life. Read it, compare it with the little fly in the article, and talk about your feelings.
5. Teacher: I feel the vividness of the author's language. Is this how the author writes about spiders?
Students report the content of the text. Feel the author's action and psychological description of spiders.
6. Teacher: What is the result of "mantis catching cicada" at this time?
All students read the 9- 1 1 paragraph.
Teacher: Find the key words that describe the behavior of flies and spiders in these natural paragraphs. Read about the misfortune of spiders and flies.
7. (Courseware display) Two bugs were submerged in the yellow tears of the old pine tree.
Teacher: What do you mean by tears? The weather is hot and the sun shines brightly on the Woods (courseware display). Two bugs were drowned in the yellow sweat of the old pine tree. Which word do you think is well used? Why?
Students talk about their experiences in combination with the text.
8. Teacher: This is the tragedy of "mantis catches cicada, yellowbird comes last". This way of writing the text reflects its distinctive literary color. This turpentine ball is amber, isn't it? Imagine it has been hanging on this old pine tree. Will it turn amber if you continue? (No) So, scientists speculated the following changes.
Students read the natural paragraphs of 12 and 13.
Teacher: In your own words, how did turpentine balls form fossils?
Student report, teacher camera blackboard writing.
9. Teacher: Draw the words that indicate time in the text and talk about your own experience.
Show the courseware after the students report.
Teacher: Through the author's vivid description, do you know what conditions are needed for the formation of amber?
Show the courseware after the students report.
10, Teacher: Scientists' speculation is very reasonable, not only in the process of amber formation, but also in the process of amber discovery.
Read the paragraph where amber was found.
Teacher: The author doesn't arrange two people at random, but father and son. Do you think this arrangement is reasonable? Now let's enjoy this precious amber again in the sound of reading aloud!
Read the last paragraph together.
1 1, (courseware: we can ... circle)
Teacher: Why? Please look for related sentences in the first part of the article.
(Courseware shows: from that piece ... flies and spiders)
Read aloud and talk about your experience.
Fourth, expand and extend, and sublimate the problem.
1, Teacher: Some people think that small flies and spiders were drowned by turpentine, while others say that "they are sealed in amber and life is eternal." What do you think of this problem?
Students report and communicate.
2. Teacher: After learning the article Amber, do you have any questions about amber? Everyone's questions are very valuable, and the teacher also hopes that the students are children who love nature and science.