As an unknown and selfless educator, it is possible to use lecture notes, which can help us improve teaching effectiveness. So what does an excellent speaking course script look like? The following is the lecture notes on "Underwater World" that I compiled. Everyone is welcome to learn from and refer to it. I hope it will be helpful to everyone. "Underwater World" Lesson Note 1
Talking Material
This is a popular science knowledge text. The full text consists of seven natural paragraphs: The first natural paragraph is summarized by a question. It leads to the full text and stimulates the reader's interest; the last natural paragraph responds to the questions in the first natural paragraph and plays the role of summarizing the full text; the middle natural paragraphs 2 to 6 describe the scenery and products of the seabed in detail. The article vividly and interestingly describes the strange scenery and rich products on the seabed, so that students can understand what kind of world the seabed is, feel the magic and greatness of nature, stimulate students' interest in loving nature and exploring nature, and arouse students' awareness of marine environmental protection.
Talking teaching objectives
Knowledge objectives: learn new words in this lesson and understand the strange scenery and rich products of the underwater world.
Ability goal: Let students practice the connection between sentences through the study of three or four natural paragraphs, learn the author of this article to grasp the characteristics of things, carefully observe and use contrast, personification, numerical explanation, etc. Method of expression.
Emotional goals: Let students learn and understand the text content, stimulate students' interest in exploring the mysteries of nature, cultivate students' love for nature, and arouse students' ocean awareness.
Talk about the key points and difficulties of teaching
The key and difficult points of this article are to guide the understanding of the connections between the three and four natural paragraphs and sentences, and to understand the characteristics of the seabed's strange scenery and rich products.
Preaching and learning methods
Although "Underwater World" is a common sense text, because the author uses a variety of expression methods, it is not boring, but appears to be Lively and interesting, it can stimulate students' interest in learning texts and exploring nature. Therefore, when teaching this class, based on the students' age characteristics, knowledge level, learning methods and many other factors, I designed an "interesting, paradigmatic" The teaching method is "reading, focused guidance, self-study by demonstration, and literacy along with the text" and the learning method is "cooperative learning, independent inquiry, drawing by analogy, talking, thinking, and drawing". This design highlights the leading role of teachers and the dominant position of students, and embodies the spirit of humanism. By leading students to have an in-depth understanding and study of the text, we fully mobilize students' enthusiasm, initiative and creativity in learning, so that students can learn how to understand the connection between sentences, so that students can develop good reading habits and improve students' understanding. ability and appreciation, improve students' humanistic qualities, cultivate students' love for nature and aesthetic awareness, enhance students' understanding of seabed knowledge, and arouse students' awareness of yearning for, developing and utilizing the ocean.
Talk about the teaching process
1. Create situations and stimulate interest
Introduce new lessons: The blue sea is boundless, sometimes it is calm, sometimes it is surging, and there are schools of fish. Cruising in the sea, ships sailing on the sea, and seagulls flying in the sky give people a broad-minded magnificence, which is intoxicating and yearning. Today, the teacher will lead everyone to appreciate the magnificence and beauty of the sea. (Pause) The sea is so beautiful, but do you know what it’s like in the depths of the sea? Please follow the teacher's reading and take a trip to the underwater world. (The teacher reads the text at this time.) After reading, guide the students to watch the beautiful pictures of the seabed, and derive the topic: This is what we are going to learn together today: 23. Underwater World. (Blackboard writing topic).
2. Overall perception and understanding of the text
Since the structure of this text is "summary - description - summary", when teaching the new lesson, I will guide the students Start from the whole, first have a general understanding of the underwater world, then move from the whole to the parts, specifically study the content described in paragraphs 2-6, and finally return to the overall understanding.
The specific method is:
(1) First, the teacher guides: After listening to the teacher’s reading just now, and in connection with the scene just seen, think about: What does the bottom of the sea look like? place?
(Instruct students to find the words: strange scenery and rich products in the text.)
(2) Let students read the text silently and think about the following questions:
a. What sentence pattern does the text begin with? This way of opening is called __________ opening method.
b. Which sentence answers the question posed in the first natural paragraph of the text?
c. Which two aspects are the other natural paragraphs written around? (scenery, object)
d. This text structure is called:________——________—________.
This part of the teaching requires students to read the first and last paragraphs of the text in a targeted manner under the guidance of the teacher. Teachers should tell students: This is called the beginning of a question. The structure of this text is introduction-details-summary. When answering question c, write the words "scenery and object" on the blackboard promptly, and guide students to distinguish between the two words "strange and strange".
3. Reading appreciation and implementation of goals
Students are the main body of learning. This does not mean to belittle or even eliminate the leading role of teachers. On the contrary, the full play of students' main role must rely on teachers to be good at playing the leading role correctly. But reading the text does not mean that the teacher "teaches the whole class and teaches the whole class." The teacher should grasp an appropriate degree, lead appropriately, and give appropriate attention. Although students in the third grade of primary school have learned some reading methods and learned some reading texts under the guidance of teachers, these students are still in the middle stage of learning. Their IQs have yet to be developed, and their knowledge and experience are not rich. It is impossible to fully master them. The direction, content and methods of learning. Therefore, students' independent learning and exploration during the learning process still cannot be separated from the corresponding guidance of teachers. In this teaching session, I did this:
(1) Conversation introduction: Just now, the students said that the natural paragraphs 2-6 are written around the two aspects of strange scenery and rich products. Ask the students to find out which natural paragraphs describe the strange scenery and which natural paragraphs describe the rich products.
(2) Learn the part about "strange scenery".
Let students read paragraphs 2 and 3 together, and then answer the questions:
a. From what aspects can we see the strange scenery under the sea? (Dark but there are flickering lights, quiet but there are various sounds.)
b. How does the text say that the bottom of the sea is very dark?
"The sun cannot reach the bottom of the sea," (the reason for the darkness)
"There are many light spots like twinkling stars" (light against dark) (blackboard writing: darkness - light spots) Flashing)
c. How does the text describe that the seabed is very peaceful?
"The waves on the sea are surging, but the bottom of the sea is still very quiet." (Yi-Yi, contrast)
"Wind and waves can only affect a few tens of meters below the sea surface." (Tranquility. The reason)
"Is there no sound at the bottom of the sea? No." (Is it - is it true? Let me ask, and the whole paragraph will be connected.)
d. What sounds are there under the sea? What expression methods did the author use?
The word "whispering" refers to things as people (personification). Four metaphorical sentences are used in the paragraph to form a group of sentences (parallelism). Three onomatopoeias are used to describe the meaning of the seabed. The sounds of animals are detailed to give people an immersive feeling. (Writing on the blackboard: Tranquility - Many Voices)
e. It is very peaceful to write about the sea bottom, but why write about the many sounds?
"Quiet but not dead silence" refers to the ancient saying that "the mountain becomes quieter when the cicadas chirp", using sound to set off the scenery to make it even more quiet. )
Summary: There are many light spots flickering in the darkness, and many voices ringing in the tranquility. This is the strangeness of the underwater scenery.
(3) Learn about the “rich products” part.
Let students work in groups and use the method of analyzing the text just guided by the teacher to study independently, collaborate to explore, and self-study 4, 5, and 6 natural paragraphs.
List the self-study outline:
a. From what aspects can we see that the seabed is rich in products?
(Animals. Plants. Minerals)
b. Which types of animals under the sea have been rewritten? How do they move?
(Sea cucumbers - crawl by muscle contraction; barracuda - faster than a train,
Squid, octopus - use water spray to retreat; shellfish - stick to the bottom of the boat ……)
c. What plants and minerals are found on the ocean floor?
(Plants: various, different colors)
(Minerals: coal, iron, oil, natural gas, rare metals...)
d. What methods are used to write about animals, plants, and minerals?
(Give examples, list numbers, make comparisons...) Camera blackboard writing: (animals, plants, minerals)
Let students study alone first, and then in groups The unit conducts a discussion to find a more correct answer, and the teacher makes a brief comment.
Summary: When writing about the richness of seabed products, the author grasps the characteristics, categorizes and describes them, details them appropriately, vividly and vividly, and complements each other.
(4) The fourth natural paragraph of the text.
Let students read the fourth natural paragraph together and answer the question: How many sentences does this paragraph have? What does each sentence say? How are the sentences connected? This allows students to understand the close connection between sentences, learn to analyze sentence logic, and apply it to their own writing.
(5) Summary of the full text: The seabed is a world with strange scenery and rich products (written on the blackboard: strange scenery and rich products), which has immeasurable economic value for human survival and development. The vast sea occupies seven-tenths of the earth's surface. There are more than 200,000 species of creatures in the sea. The annual output of seafood alone can be eaten by 300 billion people. However, there are currently only 5.3 billion people on the earth. They are human beings. natural granary. At the current mining rate, all minerals on land will be mined out within a few decades, but the seabed is a huge treasure basin. Millions of tons of silver and 10 million tons of gold have been discovered. The way out for the future development of mankind is to go to the ocean.
Classmates, let us study hard, further explore the secrets of the ocean, and develop the ocean in the future to benefit mankind!
4. Collaborative exploration and deepening of the theme
Any text is a harmonious unity of emotion and carrier. When we teach, we must integrate language training and students' ideological and emotional education into the teaching process. Therefore, in teaching, in addition to introducing seabed knowledge to students, I also ask students to start by understanding the text content, and then use pictures and music to deepen the theme, thereby guiding students to love nature and explore the mysteries of nature, so that students can Experience the magical richness of the ocean through the learning process.
(1) Talk about: Beautiful pictures and questions of the seabed: The seabed is such a beautiful place with rich products. If you own the entire sea, how will you develop and utilize it to make it the most beautiful? Reasonable to be used by humans without being harmed?
Let students work in groups to discuss independently and then choose representatives to speak.
(2) Think about it: In addition to the beautiful scenery of the seabed described in the text, what other beautiful scenery and products do you think are worthy of our exploration, discovery, and use?
(3) Painting: If our living space is to be moved to the bottom of the sea in the future, how will you prepare to build your new home? Please draw your design.
(After-school homework) "Underwater World" Lesson Note 2
Dear leaders, judges, and teachers, hello everyone! The content of my class is "Underwater World", Lesson 23, Volume 6, of the Chinese version of the Jiangsu Education Edition.
The vast and boundless sea is a fascinating world. Sometimes it is calm and sometimes it is rough. The unfathomable seabed is even more mysterious, attracting countless curious people to risk their lives to find out.
"Underwater World" is a popular science knowledge text that introduces the seabed. The author uses vivid and vivid language to describe an underwater world with "strange scenery and rich products". The article uses smooth and natural language. The tone has no gorgeous words and no traces of polishing, but it gives people a warm and cordial feeling. Through the author's description of the underwater world, we can feel the author's love for the entire nature and life.
We have never been to the bottom of the sea. If we only let students know a few animals and plants in the textbooks during teaching, it will be possible to form a vast and deep underwater world with strange scenery and rich products in their minds. It is a certain degree of difficulty, so I designed the "Underwater World" online courseware, making full use of modern educational information technology to create scenarios during the teaching process, combining cognitive activities and emotional activities to stimulate students' enthusiasm for knowledge; at the same time, through the Internet Extension, allowing them to communicate and perform on their own, enriches their extracurricular knowledge and gives students an opportunity to "research". Online education and traditional education complement each other in their advantages, not only cultivating language skills but also developing thinking skills.
The teaching objectives of this lesson are:
1. Explore the 2nd to 6th natural paragraphs of the text. By using relevant teaching software, you can feel the author’s vivid language and understand that the seabed is a scenery. A strange and rich place.
2. Through independent inquiry-based learning, students can develop their language expression ability and comprehensive practical abilities such as collecting and processing information.
3. Read the text emotionally.
4. Inspire students to love nature and explore the mysteries of nature.
Next, I will talk about my thoughts on "taking advantage of the network environment to promote students' independent learning" based on the teaching of the second lesson of "Underwater World".
1. Create an atmosphere and stimulate interest
Einstein has a famous saying: "Interest is the best teacher." At the beginning of the class, I used the media to play audio and video recordings and Blue water, ferocious and weird fish, beautiful corals... these wonderful things are displayed in front of the students.
Doing so can suddenly stimulate their curiosity and interest in the underwater world. They can put themselves in the situation and strongly feel the effect of invisible "force", and can't help but pay attention to, yearn for, and invest in the classroom. .
2. Create situations and lead in-depth
The classroom is a classroom for students, and teachers must transform from imparters of knowledge to promoters of student learning. After capturing the child's heart, I found a classmate with better expressive skills and asked him to be a little tour guide for us, leading us to visit the underwater world, and letting the child read his first reading in his own language. I think it is best to express the understanding after the text and describe it to the children in their own language.
3. Focus on studying, feeling the beauty, and appreciating the beauty
1. Freely read paragraphs 2-6 of the text so that students can have a general understanding of the text and know these few points. What does this natural paragraph mainly introduce?
2. Multimedia provides animated music and recitation, allowing students to have an intuitive and in-depth understanding of the animals, plants and mineral deposits on the seabed described in the text through intuitive and vivid animation demonstrations.
(This step allows students to better and more intuitively appreciate the magic and charm of nature, as the "Chinese Teaching Curriculum Standards" points out: Reading teaching is a process in which teachers and students have aesthetic experiences at the same time).
3. Appreciate reading and experience language in a personalized way. Reading is a personalized behavior of students. When students are learning, they do not passively accept information, but actively select, process and process external information to obtain the meaning of knowledge. The learning process is a self-generated process. This kind of Generation cannot be replaced by others. It is growth from the inside out, rather than instillation from the outside in. Therefore, I will encourage students to see the world from their own perspective and express their feelings in their own language. (For example, what do I think is good about this sentence, how else can I say this part, or this is my word, how would I express it, there are many, not necessarily according to the book)
4 , Cultivate thinking in activities and cultivate abilities in practice.
When there is expression, there will be controversy. At this time, I seized the opportunity to randomly produce a few sentences.
① "When the waves are surging on the sea, the bottom of the sea is still very quiet." (What does "still" mean? Use a synonym to express it. Use such synonym substitution method to let students understand that the sea is very deep and very deep. Deep, when the sea surface is turbulent, the bottom of the sea is as quiet as before)
②Is there light on the bottom of the sea? When answering this question, the teacher reads the sentence about "light spot", asks students to find the key word "but", and then starts a discussion: What role does "but" play in this sentence? After discussion, students can understand that "que" plays a turning and connecting role in the sentence, indicating that there is light in the darkness.
③"Animals at the bottom of the sea are often whispering."
a. What is "whispering"?
b. Listen to the recording and listen to the whispers of animals in the underwater world.
c. What are the benefits of the author’s description?
d. How does the author describe it in detail? Say it using the sentence pattern "Some...Some...Some...".
e. Do animals on the seabed only have these kinds of sounds? What does the ellipsis mean here?
f. "They make one sound when they eat, another sound when they move, and they also sound an alarm when they encounter danger." What does this sentence tell us?
④ "About 30,000 kinds of animals on the seabed have been known, and each of them has its own method of activity."
a. The four words "already known" explain What?
b. Provide fill-in-the-blank exercises.
_______ can only move forward four meters per hour.
_______ can _________ per hour, and when attacking other animals, it is faster than an ordinary train.
_______Use the reverse thrust of water_______.
________ does not move on his own and can _________ to travel long distances for free.
c. After filling in the blanks, read the sentences and understand what expression techniques the author used? What are the benefits of writing this way?
⑤How does the text introduce the colors of underwater plants? Read the relevant sentences and find the connecting words.
⑥"Rare metals that are rarely found on land." When describing plants and minerals in the text, why only these types are written?
(Design intention: Use questions to guide inquiry, allowing students to explore in information reorganization, comparative analysis, multi-directional openness, reasonable imagination, and free questioning questions and situations, to provide students with a broader and more Active inquiry platform. Solving problems can stimulate students' strong desire to explore, and can also stimulate students to further read and study, and in a virtuous circle, they will eventually form a psychological tendency to actively explore.)
5. Appreciate again, savor and understand. (At this time, the students had already discussed the text in more depth, so I played the audio recording of the text again and asked the students to read along softly. In the process, they once again experienced the author’s vivid language descriptions, and the students’ Naturally, the scene when I watched the video and animation came to mind, which was like taking another trip under the sea under the guidance of the author)
My design intention for the entire third link is to carry out reading and reading. Speaking, writing, evaluating and other activities give students the right to choose and a stage to display, so students have more opportunities to perceive, observe, think and explore, and have more platforms to express their emotions. It fully expresses the emotions students experience from the text, allowing students to develop and express their potential.
4. Group cooperation, exploration and expansion
Before class, I linked relevant undersea resources to the "Underwater World" courseware, and I encouraged students to work in groups of 3-4 people , establish the goals that your group wants to explore, (such as animals on the seabed, plants on the seabed, topography on the seafloor, mineral deposits on the seafloor, climate on the seafloor, etc.) Using modern and developed computer networks, teachers will assist with guidance and search and organize on the Internet. Relevant information is then recorded in their own notebooks, and each group is encouraged to write a paragraph to introduce their "research" results, and then communicate with other students. (On the basis of studying and understanding the text, most students will definitely not be satisfied with what they learn in the textbook. Children’s curiosity determines that they are a group of children with strong thirst for knowledge. I designed this activity to ignite the torch of students’ pursuit of knowledge. Through Modern teaching methods serve as a bridge between students' living world and the world of books, providing a broad perceptual background for subject courses, allowing each student to fully demonstrate themselves in the process of learning and exchanging insights, allowing students to appreciate language and communicate In the process of expression, students' minds are cultivated and shaped. ) "Underwater World" Narrative Textbook 3
1. Narrative Textbook
"Underwater World" is the sixth grade primary school Chinese textbook in the Jiangsu Education Edition. The first text in the seventh unit of the six volumes is a common sense text about the ocean. The full text introduces the strange scenery and rich products of the seabed in vivid and vivid language.
The full text has 6 natural paragraphs. The first natural paragraph raises a question closely related to the topic: "Do you know what the underwater world is like?" to stimulate students' interest in reading. The second to fifth natural paragraphs are the key parts of the article. In response to the questions raised above, they describe the sounds, animals, plants, and mineral deposits on the seabed in a specific, vivid, and orderly manner, showing a mysterious, interesting, colorful, and vivid picture. A lively and varied picture of the underwater world. The last natural paragraph is a summary of the full text, pointing out that "the seabed is really a world with strange scenery and rich products", leaving an overall deep impression on the students.
2. Teaching method and learning method
1. Stimulating interest
The lesson "Underwater World" focuses on describing the strange scenery and rich products of the seabed. . Although the textbooks are equipped with illustrations, they are static and cannot stimulate students' interest in learning. So we carefully produced a set of animated courseware to create an image, intuitive and harmonious situation for students.
2. Breakthrough Key Points
In the lesson "Underwater World", one of the teaching focuses is to let students understand the strangeness of the underwater world scenery, but this is relatively abstract and it is difficult for students to understand the underwater world. There is sound in the silence, a strange scenery that combines movement and stillness. In order to facilitate students to fully understand the scenery of the underwater world, I created a harmonious situation, that is, through CAI, each student can experience it personally.
① Compare the sea surface and the bottom of the sea: use animation to demonstrate the contrast between the surging waves on the sea (accompanied by the sound of waves hitting the rocks) and the silence on the bottom of the sea, and ask questions respectively: How can such a scene be used with a person? What words to describe it? The students not only understood the meaning of the words "surging waves" and "tranquility", but also realized the strangeness of the sea's tranquility amid its movement.
②Overall perception and deepening impression: Appreciate the beautiful scenery of the seabed through CAI, and once again experience the overall feeling that "the seabed is a world with strange scenery and rich products", thus motivating students to make great ambitions since childhood and explore the ocean when they grow up. Mysterious emotions.
In this way, a harmonious situation is created through multimedia computers, and abstract language and text are displayed as intuitive and vivid dynamic pictures, allowing students to fully experience the artistic conception described by language and text, helping students understand the key points of the text and obtain achieve ideal teaching results.
3. Strengthening training
Strengthening language training is an important part of improving the effectiveness of classroom teaching.
When I was teaching "Underwater World", I conducted training like this:
(1) Observation training. When teaching the second natural paragraph, CAI courseware is designed based on the text content and the text introduction is transformed into dynamic pictures. Students are required to use one word to summarize the content when viewing a picture, which encourages students to grasp the characteristics of things and actively think when observing.
(2) Speaking training. Observation solves the problem of having something to say, while speaking should cultivate students' ability to express things. When doing speaking training, this is what I do:
①Look at the picture and say what it means. Use multimedia computers to vividly express the language description of the second natural paragraph with contrasting dynamic situations. Let students use the observation methods they have learned to look at the picture carefully and then use their own words to explain the meaning of the picture. Since speaking training is based on careful observation, students can be organized when expressing their observations.
②Look at the picture and practice retelling it. After finishing the text, show the general sentence "The seabed is really a world with strange scenery and rich products." The beautiful and strange scene of the seabed is presented to the students through the computer, and the students are asked to look at the picture and use the general sentence and the words on the blackboard. Use the key words to talk about the strange scenery and rich products on the seabed.
In this way, students can deepen their understanding of the main content of the text and at the same time exercise their ability to use language.
In short, through the creation of harmonious situations and intensive training through CAI, students are full of interest in self-participation, and their observation abilities, imagination abilities, and language expression abilities have all been developed.
3. Teaching procedures
(1) Inspire conversations and introduce new lessons.
Dear students, we learned 24 lessons in the last class. Can you summarize in one sentence what kind of world is there under the sea? So, where is the strange expression of the underwater scenery? Where are the abundant products shown? In this lesson, we will explore it again.
(2) Create a situation and read the second natural paragraph of the text.
1. Students read the second natural paragraph freely and think while reading: How many sentences does this paragraph have? What does each sentence say? What is this natural paragraph mainly about?
2. Close reading and communication
① Read the first and second sentences (written on the blackboard: Tranquility) (show courseware on camera)
② Read the third sentence (Writing on the blackboard: with sound) (The camera shows the courseware)
③Tell and read the fourth sentence (the camera shows the courseware)
④Tell and read the fifth sentence (the camera shows the courseware)
⑤Read the sixth sentence
3. Read the second natural paragraph together.
Summary: The scene at the bottom of the sea is so bizarre and bizarre.
(3) Read the third natural paragraph.
1. Group discussion: How many sentences does the third natural paragraph *** have? Which sentence is it written around? What are the key words in this sentence?
2. Ask students to read freely and see which animal’s activity method you are most interested in, and talk about its activity characteristics. (The camera shows the courseware)
3. Choose to read.
Summary transition: In order to write about the various ways of animal activities, the author selected five animals to explain in detail, which left a deep impression on us. It is precisely because of the different ways of activities of these animals that they also It makes the underwater world extremely strange. What is the style of underwater plants? Next we will study the fourth natural paragraph.
(4) Read the fourth natural paragraph.
1. Read by name and think: Which sentence is this paragraph centered around?
2. Students read this natural paragraph freely. What do you know? (Written on the blackboard: various colors and shapes)
3. Appreciate the beautiful seaweed.
Summary transition: Undersea plants are really diverse and colorful. They not only enrich the products on the seabed, but also make the scenery on the seafloor so strange. Apart from the plants and animals we see, what else is there on the seabed?
(5) Read the fifth natural paragraph.
1. Free reading, what did you understand? (Write on the blackboard: minerals, rich)
2. Read together.
(6) Summarize the text.
Through today’s study, we know that the seabed is really a world with strange scenery and rich products; it is a vibrant world; it is a mysterious world; it is a desirable world.
1. Appreciate the beauty and richness of the seabed.
2. Read the text together and provide exercises.
3. Many explorers and ocean scientists have been to the ocean, and the strange scenery has been made into movies and TV shows. However, humans have not yet fully understood the seabed, and we still have to find a way. Opening this mysterious treasure house requires scientific knowledge and courage.
(7) Homework.
1. Continue reading books about the ocean and prepare for communication.
2. Use the writing method of summarizing first and dividing later that you have learned in this lesson to write a fragment: The extracurricular activities are really rich and colorful.
Attached: Blackboard
The scenery is strange and tranquil
There are sounds
The animal activities in the underwater world are unique
Products Rich plants with various colors
Different shapes
Rich in minerals
In short, the teaching design of this course first follows the principle of holistic teaching, whether it is the processing of the full-text teaching materials , or a natural paragraph reading training, both adopt the teaching method of whole-part-whole. Secondly, it follows the principles of practical and subjective teaching, allowing students to understand and experience in a harmonious situation, thereby acquiring knowledge and forming abilities. Thirdly, the training of language and writing has been strengthened to develop students' abilities in all aspects.