The first unit topic: People and Self? I am confident that I will succeed

Learning objectives: Understand yourself correctly and be able to tell your strengths and weaknesses; strengthen self-regulation, endure setbacks, and adapt Environmental abilities; understand ways to build self-confidence, cultivate a sound personality and good psychological quality; improve mental health, enhance self-education capabilities, and form a healthy and confident outlook on life.

Reference topics (1) I am confident and will succeed; (2) Overcome test anxiety; (3) Eliminate loneliness.

Practice method: psychological testing; data collection; hand-made.

Methods guide the skills of expressing opinions; how to conduct statistics and analysis of survey results.

Discipline integration and integration of mental health education, moral character and society, Chinese and other disciplines. Pay attention to mental health and form a healthy attitude towards life; be good at discovering the advantages of other students and learn from them humbly; learn famous quotes, understand their profound meanings, and motivate yourself; carry out small production design.

The class schedule is 5 lessons

Teaching process

The first lesson

Research preparation

We are going day by day Growing up, from a baby in mother's arms to a teenager. Think about what troubles you had while growing up? How did you solve it?

Students independently determine design research plans based on their own interests. The methods are generally:

1. My troubles and solutions

2. Be confident and you will succeed

3. Eliminate loneliness

Research, discuss and try to establish an initial impression of the above plans. Lesson 2

I am confident that I will succeed

1. Research and implementation

Confidence is very important for us to succeed. Today, let’s find and enhance self-confidence through inquiry activities!

2. Methods and guidance:

Techniques for expressing opinions

1. Be sincere and humble. Use more expressions such as "I personally think" and "My current thoughts are";

2. Don't just express negative opinions, but fully affirm the good aspects;

3. Express opinions on matters rather than people;

4. Guide others to discover existing problems through examples and other methods;

5. Avoid individuals monopolizing topics and invite others Group members who are good at expressing their opinions participate in discussions. 3. "I am confident that I will succeed" research plan

Topic name Research time

Research purpose 1. Correctly understand yourself and discover your strengths and weaknesses

2.

3.

Research methods

Team members

and division of labor

Research steps 1. Formulate Research the plan and conduct a reasonable division of labor among group members

2,

3,

Notes 1. During psychological testing, pay attention to protecting the privacy of others

2,

3,

Research Harvest 4. Assignment: What is a psychological test? The third lesson

The implementation process of the research plan

1. Investigation and practice Investigation into the current situation of self-confidence

Emerson once said: "Confidence is the first step to success. A secret." What did we do?

●Carry out investigation

●Analysis of survey results

2. Practice and explore to find self-confidence

There are many ways to enhance self-confidence. Let’s talk about Talk about your own methods to increase your self-confidence, listen to what other students have done, and record the aspects you think are worth learning.

●Ask a psychological teacher or psychiatrist

●Celebrity quotes to guide you

3. Self-confidence is all around us

Discover your own Advantages and potentials, let the light of confidence shine in our hearts at any time. In addition to knowing yourself correctly, you can also look for each other's strengths with your friends and gain more confidence through the appreciation and praise of your classmates.

4. Creative small production

Making a tumbler

Materials: 1 egg, a small amount of sand (or rice), double-sided tape, 1 colored paper. Zhang

Making tools: scissors, colored pens, awls (or pins)

Making methods:

1. Choose an egg and use an awl on the edge of the egg. Poke a hole in the little head. The eggs are very crispy, so don't use too much force.

2. With the hole facing down, pour the egg white and egg yolk into the bowl. Don't waste it, it will make a delicious dish. After pouring, wash the eggshells with clean water.

That’s it for today. Let’s try the following.

Lesson 4

Then make a tumbler

3. Carefully put the sand into the eggshell until it can stand on the table with its head down.

4. Cut a fan shape out of colored paper.

5. Use double-sided tape to glue the fan shape into a clown hat. Of course, it can also be made into other shapes of hats or headwear.

6. Put the clown hat on the small head of the eggshell and glue it tightly to cover the small hole.

7. Use colored pens to draw eyes, nose, etc.

8. Haha, a funny "confident tumbler" is ready.

The "Confidence Tumbler" is fun. Even if you knock it down, it will immediately return to its upright position as soon as you let go. Everyone, come and give it a try!

Assignment: Make your own Lesson 5

Summary and reflection

1. Report and display

(1) Let’s discuss together how to present our research results.

(2) Hold a class meeting with the theme "I am confident and will succeed". 2. Evaluation and reflection

"I am confident that I will succeed" Research Activity Evaluation Form

School Name Group Name Student Name Date Filled in the Form Evaluation Content Completion

Be able to conduct simple statistics and analysis on the results of self-confidence psychological tests

Actively participate in survey activities

Consult psychology teachers or psychologists and master some methods of building self-confidence

Be good at discovering the strengths of classmates

Learn to make a "confidence tumbler"

I am The biggest gain from the activity:

Area that needs further efforts:

Remarks: ★★★★ means excellent ★★★ means good ★★ means qualified.

Assignment: Fill in the self-evaluation form for research activities

How to spend pocket money in unit 2 of social life

Learn to live a wealthy life; how to spend pocket money, Cultivate students' correct consumption concept, manage money in a planned way, and cultivate students' self-management ability.

Teaching plan: Learn to live a wealthy life - how to spend pocket money

[Objective] 1. Understand students' daily consumption habits and consumption psychology. 2. Help students manage their pocket money rationally and cultivate students' good consumer psychology. 3. Let students understand the problems in their daily consumption, learn to reasonably request and manage their own pocket money, and improve their self-management abilities. [Key Points] Cultivate students' correct concept of consumption, manage money in a planned way, and cultivate students' self-management abilities. [Difficulty] Make various income and expenditure plans and establish various income and expenditure accounts. [Activity Preparation] 1. Do a pocket money survey before class 2. Multimedia courseware [Activity Design] 1. Conversation introduction Instructor: Dear students: I am very happy to be here to teach you today. I hope that in these short 40 minutes, we , happy cooperation! The theme of our class today is learning to live a wealthy life - how to spend pocket money. Speaking of pocket money, I think everyone is relatively familiar with it, especially as our living standards improve, and the pocket money in our hands gradually increases. So want to see how our primary school students spend their pocket money? Let’s watch a short video first! Classmates, what are the primary school students in the short film busy doing? What do you want to say to them? 2. Investigation Reporter: It seems that there are still many things worth discussing about pocket money. Fortunately, we have already done some research on the use of pocket money before class. Next, let’s do a pre-class survey. Big report! The students made a record of how they used their pocket money for the week. Now, the teacher wants to conduct an on-the-spot survey of the whole class.

1. Percentage of people investigating the source of pocket money

Given by parents

Given by grandparents or grandparents

Given by relatives

I earned my own royalties or from competitions

Others (after raising hands for statistics): It seems that most of our pocket money is given by our parents, and how do our parents get their money? What about? (Student answer) Is it easy for parents to work? (Student answer) Yes, in fact, any job requires hard work before we will be rewarded. When our parents give us the money they earned from hard work, we should make careful calculations! Let’s first take a look at the survey of the daily pocket money of our classmates! Which classmate from the investigation team can give us a report? Table 1 Percentage of surveyed average daily pocket money of the whole class

50 cents

50 cents - 1 yuan

1 yuan - 2 yuan< /p>

More than 2 yuan

Total Table 2 Main uses of pocket money in the class Survey type Percentage of people

Toys

Stationery

Snacks

Donate money to needy students

Extracurricular books

Internet cafe or video game arcade

Treat

Other tables 3 Personal Weekly Consumption Record Small Treasury Weekly Consumption Record Table

Monday, Tuesday, Wednesday, Thursday, Friday, Saturday, Sunday, Weekly Consumption Subtotal

Income Amount

Expenditure Amount

Balance Amount Manager: From the above figures, let’s reflect on: Is our pocket money spent reasonably? (Student discussion) 3. Communicate and discuss how to spend pocket money reasonably. Teacher: Among these expenses, which ones do you think should be spent? What should not be spent? How should we spend it reasonably? (Maybe ① Buy more extracurricular books. Teacher: What books did you buy? Does buying it mean you have read it? Buying books is good. The key is to read them carefully after buying them. They must be helpful to our study and life. ② Don’t eat snacks. , Teacher: You can still eat as long as it is good for health. For example, if you are really hungry, not eating will harm your body. Eat healthy, safe and hygienic food. ③ Take care of stationery, do not buy it repeatedly, and buy it without causing waste. ④ Netbook is a This is a good way to explore and study on your own, but Internet cafes are expressly stipulated that minors are not allowed to go. It is okay to check information online or play educational games at home or with the permission of parents. ⑤Others. . ) Teacher: Very good, it seems that the students have a correct consumption idea, and they have also come up with many good ways to use their pocket money reasonably. Then we will make a small plan called: I treasury, I make the decision. Please keep good consumption records every day in your future life. Let’s take a look at the small treasury consumption record table. Small Treasury Weekly Consumption Record Table

Monday, Tuesday, Wednesday, Thursday, Friday, Saturday, Sunday, Weekly Consumption Subtotal

Income Amount

Expenditure Amount

Note on balance amount: Please indicate the content of consumption and submit it to parents for review at the weekend. (4) Questions and Summary Reflection Teacher’s Summary: We are already fifth grade students. In fact, in life, we have slowly begun to learn to be independent. We find that everything in life will make us understand a lot of truth, and pocket money The same is true for reasonable use. Don't look at it as a small amount, but a small amount can make a lot. So, as this class is coming to an end, I want to look back at our topic, how should we spend our pocket money? The teacher wants to ask a classmate to give us a brief summary. Who is willing to come? (Student answer) Very good, the teacher hopes that after this class, everyone can truly understand that although our lives have become richer and our family conditions have improved, we still need to develop the good quality of diligence and frugality from an early age and do things from an early age. A master of financial management who spends rationally and rationally with a plan, purpose, moderation, and orderliness, and be a good young man in the new era! That’s it for today’s class. I’m very happy to have such an opportunity to communicate and discuss with you. I hope you all will go well in your studies and life! get out of class is over!

Unit 3: Man and Nature: The Secret of Immortality in the Dead Sea

Teaching Objectives:

Knowledge: 1. Learn several commonly used explanation methods

Ability: 2 Understand the novelty and ingenuity of the topic, and understand the role of myths and legends in the article

Moral education: 3 Explore the future of the Dead Sea, thereby cultivating your own sense of inquiry and environmental awareness

4 Pay attention to nature, protect nature, and take your own responsibilities; express your worries and thoughts about the living environment

Teaching focus: learn several commonly used explanation methods

Understand the novelty of the topic and ingenuity, understand the role of myths and legends in the article

Teaching difficulties: pay attention to nature, protect nature, take one's own responsibilities; express one's worries and thoughts about the living environment

Teaching Process:

Introduction:

Everyone has learned about the Dead Sea in geography textbooks. Who can introduce to you what you know about the Dead Sea?

(Let’s get straight to the point.)

In this class we will study "The Dead Sea" (written on the blackboard by the teacher). Please share your views on this topic with the students.

(Is it good? What’s so good about it? What questions can be asked from the question?)

Second overall perception:

(1) The students just asked these two questions: 1Why is it called the Dead Sea?

2Why doesn’t the Dead Sea die?

Please read the first two paragraphs of your answers!

(2) We already know the characteristics of the Dead Sea. Let’s explore the causes of the Dead Sea. The answer lies between the lines. Let’s read the whole article and find the answer like digging for treasure!

(This question is easy to find. As long as you read carefully, you can find the answer.)

3. Focus on studying and analyzing writing methods

1 This article uses What explanation method.

① Give examples: The examples in paragraphs 1 to 2 are to illustrate the surface characteristics of the Dead Sea; the examples in paragraph 4 are to explain the reason why the Dead Sea has great buoyancy. ;

②Numbers listed: The numbers listed in the 4th natural paragraph indicate that the Dead Sea contains a lot of salt and is highly salty, so the buoyancy of the seawater is large

The numbers listed in the 6th natural paragraph Explain the length, width, and average depth of the Dead Sea; the numbers listed in the last paragraph illustrate the specific data of the annual decline of the sea water level.

(This article uses a lot of numbers to illustrate, including exact numbers and approximate numbers. Give a few examples of each for detailed understanding)

③For comparison: This way sea water The density is greater than the density of the human body. This shows that as soon as a person reaches the sea, he floats and cannot sink.

④ Quoted legends: The legend of Didu executing prisoners and repeatedly drowning quoted in the third natural paragraph shows that the Dead Sea's water has great buoyancy; the legend quoted in the fifth natural paragraph , illustrates people's exploration of the causes of the Dead Sea in ancient times.

Using examples, listing numbers, and making comparisons can enable readers to understand the reasons why the Dead Sea cannot drown people from a scientific perspective, thus explaining the essential characteristics of the Dead Sea's immortality from the shallower to the deeper. 2 Question: What role does quoting myths and legends play in explaining the Dead Sea?

Student discussion, teacher summary: In knowledge sketches, some myths and legends are often quoted in order to better explain things. The two legends and myths in this article play different roles in explaining the characteristics of the Dead Sea. The legend that the Roman commander Dido failed to execute the captives is a very vivid example of the "dead sea immortality". Although it is a legend, it is based on historical facts, and more importantly, it is consistent with the actual situation of things: the Dead Sea is highly buoyant, and people will not sink if they are thrown into the sea, even if they are shackled (the legendary captives were shackled). This kind of quotation is not contrary to reason, but can play a role in explaining the characteristics of the Dead Sea more vividly and magically, increasing readers' interest in reading, and at the same time, it also shows that the Dead Sea has existed for a long time.

Four Explorations into the Future

Do you want to swim in the Dead Sea? The Dead Sea has special therapeutic and rehabilitation effects on human diseases. People use the special natural environment of the Dead Sea to treat skin diseases, cardiovascular diseases, rheumatism, and gastrointestinal diseases. Do you like the Dead Sea? Do you know the current situation and future of the Dead Sea? Please read the last two paragraphs of the article and ask students to communicate.

The Dead Sea is really dying. Meaning: The Dead Sea will dry up and die!

Water is the source of life. In this unit, we also learned an article about a tragedy caused by the drying up of water. Who can tell us about it. It’s clear: it’s “Lop Nur, the Lost Immortal Lake”. Due to people's blindness, the water in the Tarim River was drained, causing Lop Nur to turn from a fairy lake into a dead lake. The article ends with: "Save Qinghai Lake, save Crescent Moon Spring, and save all the places that will soon become deserts due to human intervention!"

Exchange of students' thoughts. Humans live among nature, where the water and grass are abundant and the weather is smooth. People can live and work in peace and contentment without worrying about food and clothing! Man and nature are closely interdependent, and both prosper and suffer. How should we treat nature?

(Student exchanges, afforestation, ecological environment protection, etc.)

Five moral education penetration:

1 The title of this article is very concise and gives everyone a lot of thinking space. Can anyone give some examples of this?

Green hills are not green - due to people's indiscriminate deforestation, many green hills have become barren hills.

Blue sky is not blue——

Seafood is not fresh——

Egg yolk is not yellow——

Milk is not milk——

p>

(Through communication, students were particularly sensitive to the ecological environment and food safety, and expressed their opinions one after another.)

2 Who caused all this?

It’s us humans! ! !

What are the consequences of doing this?

We will destroy ourselves! ! !

We must reflect on ourselves! ! !

Six Summary

We have only one home, and that is our earth. We only live once, and we all hope to be safe and healthy. When our living environment deteriorates day by day, when the food safety of our three meals a day cannot be guaranteed, we will reach the end.

Students, save nature! Save us humans!

What qualities do we need most?

Take your responsibility and be an honest and trustworthy person!

Start with me, start with small things, and take care of our ecological environment! Cultivate the quality of honesty and trustworthiness from an early age and build a harmonious society! Make the water bluer! Make the mountains greener and the sky bluer! Let nature be more natural! "The Dead Sea Will Never Die" teaching design teaching objectives

1. Read the text and understand the characteristics of the Dead Sea. Learn about the amazing natural phenomena on Earth.

2. Appreciate the vividness of text writing.

Teaching process

1. Introduction

Lake, river, and ocean are all over the earth. There are many wonderful phenomena in them. At the same time, people also give it many magical legends. (Teacher unfolds the world map) In western Asia, there is the "Dead Sea", which is such a mythical place. Let's look at the text together.

2. Overall Perception Text

1. Please read the text silently, think about the characteristics of the Dead Sea, and summarize them in your own words.

Clearly: The characteristics of the Dead Sea revolve around "death" and "immortality", which can be summarized as follows:

(1) There are no living things in the water, and no grass grows on the seashore. .

(2) People will not sink in it.

(3) Contains a large amount of minerals, especially sodium chloride, and the density of seawater is greater than that of the human body.

2. While introducing us to the characteristics of the "Dead Sea", the author follows the logical sequence of understanding things and also introduces the formation, development and prospects of the Dead Sea. Please find the relevant paragraphs in the text. Divide the text into paragraphs.

Characteristics of the Dead Sea

"The Dead Sea" The Causes of the Dead Sea

The Development and Prospects of the Dead Sea

3. Read the text

1. The text does not coldly explain to us the scientific principle that "the Dead Sea is immortal", but intersperses several interesting stories, giving the Dead Sea a vivid humanistic color. Who can tell you these stories?

Guiding students to experience the vividness of the story increases the interest of the article.

2. Guided exploration: the meaning of "death" and "immortality" in "Dead Sea".

The original meaning of "death" refers to the loss of life of living things, which is the same as "life". In this article, the author gives "death" a rich connotation from the title to the content.

"Dead" - (1) The surface characteristics of the Dead Sea - not a single blade of grass grows. (2) The future of the Dead Sea - drying up.

"Immortality" - (1) It has great buoyancy and people cannot sink on it. (2) Develop and utilize the Dead Sea so that the "immortality" of the Dead Sea can be promoted. This is the true meaning of "the dead sea never dies".

4. The text ends with: "The Dead Sea may dry up in hundreds of years." Ask the students to think of a way to save the Dead Sea.

"The Dead Sea Will Never Die" lesson plan

Pursue the goal: through self-reading, thinking, and discussion, be able to summarize the characteristics of the Dead Sea; understand the main explanation methods used in the article; understand the explanatory language of this article Features.

Teaching focus: Dead Sea characteristics; explanation methods. Teaching difficulties: explain the characteristics of language.

1. Reveal the topic and clarify the goal. Today we will study a popular science explanatory article "The Dead Sea Will Not Die".

2. Reading competition (first competition). Chinese learning starts with reading. Who knows how to read? Students take turns reading the text. (Read by name and in sections, let students comment and teachers provide guidance.)

3. See who learns well (second competition).

Self-study guidance (1) Ask students to read the text quickly, actively think about the following questions, and compare who can answer correctly after 5 minutes.

1. Discussion and practice 2. (About the meanings of the three "deaths")

2. Discussion and Exercise 1. (Three characteristics of the Dead Sea)

3. What methods does the article mainly use to explain the characteristics of the Dead Sea? (Make comparisons, give examples, list numbers, make explanations, quote information) Check the self-reading situation and encourage students to actively raise their hands to answer questions.

4. See who answers correctly (the third competition).

Self-study guidance (2) Please combine the text and actively think about who can answer better in "Seminar Training 3" after 3 minutes. (Comparison of this article with the explanatory text about the "Dead Sea" in "Cihai")

5. See who has the solution. In-class exercise content: Please read Sections 7 and 8 of the text carefully and think actively. Do you think the Dead Sea will really die in the future? Why? If you were asked to protect the Dead Sea and keep it alive forever, what measures would you take? Time 3 minutes.

6. Classroom testing. Complete the test questions within 5 minutes. (Distribute test paper) Blackboard writing topic (vertical writing)

"The Dead Sea Will Never Die" Classroom Test Questions

1. What are the characteristics of the Dead Sea? What are its essential characteristics?

2. What are the main explanation methods used in this article? Give an example of each.

3. What is the difference in expression between this article and the introduction of the "Dead Sea" in "Cihai"?

4. Talk about your measures to protect the Dead Sea.

Unit 4 Literature and Art Stroll in the Ancient Poetry Garden

1. Activity Objectives

1. Through this activity, students will be guided to further appreciate the splendor of Chinese poetry culture, feel the richness of ancient poetry, experience literary images, develop thinking skills, be influenced by emotions, attitudes, and values, and cultivate students' love for excellent traditional culture. Emotions and a certain aesthetic taste, improve cultural taste.

2. Through activities such as sorting ancient poems into categories, reciting ancient poems with originality, and reciting ancient poems with emotion and emotion, students can learn the basic methods of appreciating, reciting, and singing ancient poems and searching for relevant information around a theme. They can also accumulate famous sayings, develop language skills, and cultivate students' writing skills. and oral communication skills.

3． Through this activity, students' enthusiasm for interpreting ancient poetry in various art forms is stimulated, and students' self-confidence is established. Through the activities of strolling through the ancient poetry garden, students can experience the joy of success and cultivate their ability to communicate and cooperate.

2. Activity guidance and suggestions

1. Comprehensive study of Chinese language is an important way to cultivate students' active inquiry, unity and cooperation, and courage to innovate. It also provides a very broad platform for students to show their expertise in recitation, editing, music, dance, painting, calligraphy, etc.

2. Writing ability is one of the basic Chinese abilities and must be implemented throughout the entire process of Chinese teaching. First of all, students should be allowed to write or draw content during the activities. They should not just copy the achievements of their predecessors but guide them to write about their own unique experiences and true feelings. It is necessary to cultivate students' suspicion of materials, not to be superstitious about previous opinions, and to dare to put forward their own unique opinions. During the activity, you can selectively quote or learn from previous achievements. Students should be told that they can quote all or part of it according to their own needs, quote the original text or paraphrase, or just be inspired by a certain aspect. They can handle it flexibly, but they must Explain. 3． The training of oral communication actually contains the element of speaking in the activities of editing, tasting and reciting. In this process, students sometimes act independently and need to communicate with teachers and classmates when encountering difficulties, which invisibly exercises their communication and cooperation skills. However, it is also necessary to regard oral communication as a separate teaching link. This link includes two aspects: First, exchange of insights or good experiences in carrying out activities, and raise unresolved difficult issues for discussion together. The second is to organize the observation and appreciation of excellent reviews, appreciation articles, music, dance, and calligraphy works, and conduct classroom exchanges.

3. Activity evaluation

Activity evaluation should focus on students’ sense of participation and innovative spirit. In particular, students’ autonomy and enthusiasm for learning ancient poetry should be respected and protected, and students should be encouraged to use a variety of A variety of methods to interpret the ideological content of ancient poetry from different perspectives. Activity evaluation should be based on students’ self-evaluation and mutual evaluation. Evaluation indicators can include the following aspects:

1. Whether the collection of ancient poems compiled into categories, comments, prefaces or postscripts, comments on students' recitations, etc. are novel and accurate.

2. Summarize and exchange your own understanding and feelings of ancient poetry, and whether the oral communication ability, participation awareness and emotional attitude shown when classmates recite ancient poetry reflect the students' true oral communication level.

3． Whether the comments, preface, and afterwords have unique insights and unique feelings, express your true feelings, say what you want to say, and whether the language is written in an orderly manner.

4． In activities that reflect cooperation and exchanges, such as compiling ancient poems, reading ancient poems, and reciting ancient poems, do you have a preliminary sense of cooperation, innovative spirit, and practical ability?

4. Search for relevant information /news/55311.htm

Unit 5: Visiting Shanxi folk houses with local characteristics

/view/b6033ff6ba0d4a7302763ae8.html