Skyfire Mystery Text 1 Draft Teaching Plan I. A Brief Analysis of Teaching Materials
The text of The Mystery of Skyfire mainly tells the story of American scientist Franklin's kite experiment in thunderstorm weather in order to uncover the secret of thunderstorm, and praises Franklin's scientific attitude of daring to explore and experiment, indicating that only through accurate and meticulous observation, research and experiment can we uncover the mystery of nature. The first part of the text says that thunderstorm has always been a terrible thing in people's minds. In the second part, it is written that Franklin finally solved the mystery of skyfire through his own kite experiment. In the last part, Franklin invented the lightning rod according to the discharge principle. The article is rich in words and wonderful in description, and the content involves profound physical knowledge. Therefore, reading the text and retelling the process of "kite experiment" is the teaching focus of this lesson.
Second, the teaching objectives
According to this teaching focus and the characteristics of the text itself, the following teaching objectives are formulated: the basic objectives are:
1, can read the text correctly, fluently and emotionally.
2. Be able to read the text by comprehensively using your own life experience, materials collected by yourself and materials provided by teachers.
3. Feel Franklin's scientific spirit of daring to explore and experiment with specific language materials.
4. Be able to retell the kite experiment according to the picture prompts.
In addition, the more developmental goals are:
1. Stimulate students' thoughts and feelings and explore the mysteries of nature.
2. Cultivate students' habit of collecting extracurricular information and improve their information processing ability.
Third, teaching methods:
The new round of basic education reform emphasizes that students are the masters of learning, the subjects of cognition and the active constructors of knowledge meaning. Only when students actively participate in cognitive activities can learning be carried out effectively. According to this idea, when teaching the article "Mystery of Skyfire", I will try to use the method of creating problem situations to guide students' imagination with the help of multimedia, so that students can find problems and solve them themselves, and realize the meaning construction.
Fourth, study law.
As the ancients said, "Learning is expensive, knowing doubts, making small progress with small doubts, and making great progress with big doubts". Students are suspicious in their studies, which is the performance of students' active learning. And our teachers should be good at creating situations and constantly stir up "ripples" or even "waves" for students. Guide students to learn according to the learning chain of "questioning-reading (text content and related materials)-reading discussion-reading evaluation" to achieve the goal.
Verb (abbreviation of verb) teaching program
In the teaching of the first lesson, students are mainly required to learn to create new words, initially understand the meaning of words in the text, read the text correctly and fluently, understand the general idea of the text, summarize the general idea of paragraphs with sentences in the text according to the prompts, read the first part of the text intensively, and feel the terrible procedure of thunderstorm in people's minds. In the teaching of the second classroom, the teaching design is positioned in the following aspects:
First, teach students how to read the text.
This text is very long. Although students are interested in the content of the text, many of them involve physical knowledge and the sentences are vivid and concrete. If students are not guided to read the text effectively, they will have a little knowledge. I mainly teach students two ways to read the text, one is to contact the context, and the other is to read the text with the help of materials collected after class, of which the latter is the focus of teaching. On the one hand, before class, I ask students to collect relevant information extensively to increase the basis for their speeches when preparing lessons. On the other hand, collect some materials and use them in class in time, so that students can understand the text in comprehensive reading and improve their information processing ability.
Second, to realize autonomous and constructive learning in creating problem situations.
1. Grasp the contradiction between what is known and what is unknown in students' study and arouse suspicion. The problem is not imposed on students by teachers, but students' confusion and contradiction based on the original knowledge structure. After revealing the topic, I asked the students to question the cognitive conflict: What does "the mystery of skyfire" mean? Has this mystery been solved? Who untied it? How did you untie it? Thereby inducing students' learning needs. Then read the text by yourself, let the students solve the first three problems quickly and set the learning goal at the last one.
2. Grasp the contradictions of students' different understandings and solve doubts. After the teaching goal was set, I didn't specify the content of reading, but kicked the ball to the students again. Which part of the text should I read to solve this problem? Students can easily identify it as the "kite experiment" in the fourth natural section. When learning "Kite Experiment", first organize students to watch the courseware "Catch Skyfire". The creation of this situation allows students to feel the experimental process initially. Then let the students design their own questions around the kite experiment and test each other. I let the students speak freely and say which problem is most worth studying. I'm going to solve some simple problems; For some troublesome problems that have little to do with the text, I suggest solving them after class; For some valuable problems, I guide students to realize its importance and work hard to study and solve it. Finally, the problem lies in three aspects:
1. What was the weather like on the day of the experiment? (This is the condition of the experiment)
2. How is this experiment done and what is needed? (experimental instrument)
What did Franklin see when the kite flew into the sky? What did you do? what did you say ? (After the experiment)
3. Design some examples that can inspire students to ask questions, and then have doubts. For example, after teaching the kite experiment, I created a situation summary extension: Yes, in such lightning and thunder weather, it is likely to be struck by lightning, so Franklin's life is in danger at any time when doing this experiment. Do you have any new questions after learning this? At this time, the student asked, isn't Franklin afraid? Why did he risk his life to do this experiment? Let students find new growth points and realize spiral rise.
Third, highlight the teaching requirements of reading and retelling.
Reading aloud and retelling the text are the requirements after class. In teaching, I try to combine reading with reading the text, promote students to read the text through reading, improve their reading level on the basis of reading the text, focus on guiding the reading of two exclamations, and experience the surprise of the first sentence and the joy of success embodied in the last three exclamations. Considering that this text is relatively long, the whole text is not repeated in class, but the key natural paragraphs are highlighted, so that students can repeat the process of "kite experiment". In retelling, I don't use the method of "text prompt" to guide students to retell, but use the method of multiple pictures to guide students to retell. I think this is also in line with students' cognitive law, because when we recall something, our minds are always full of pictures, not keywords.
Fourth, further stimulate students' interest in extracurricular reading.
In class, students are instructed to collect extra-curricular materials for information processing around text reading, and students are also required to read further after class, which is also the need of students' own reading.
Final assignment design: "Expanding assignments:
(1) Read the biography of Franklin after class;
(2) Collect extracurricular information about lightning rods and talk about how lightning rods can avoid lightning strikes, thus protecting buildings. It embodies this teaching idea and tries to make students know more about Franklin and the mysteries of nature in extracurricular reading.
The mystery of skyfire text speech 21. Speaking of teaching materials:
This text mainly tells the story that Franklin, an American scientist, risked his life to carry out kite experiments in thunderous weather in order to uncover the secrets of thunderstorms. He praised Franklin's brave and bold attitude towards scientific research, and explained that only through accurate and meticulous observation, research and experiment can the mysteries of nature be revealed.
There are 6 natural paragraphs in the text, which can be divided into 3 paragraphs. The first paragraph (the first natural paragraph) is about thunderstorm, which has always been a terrible thing in people's minds. In the second paragraph (2-5), Franklin finally solved the "mystery of skyfire" by conducting "kite experiment" himself. In the third paragraph (the sixth natural paragraph), Franklin used his discovery to benefit mankind and invented a lightning rod to prevent people from being hurt by thunderstorms.
Clever use of contrast to express the spirit and quality of the characters is the biggest feature of this writing. This paper uses people's fear of thunderstorms in the past to set off Franklin's fearless spirit of exploring the mysteries of nature. Compare Franklin's courage and determination to stick to his point of view with the cynicism of others. Through these comparisons, people feel that Franklin's ultimate success is hard-won.
Therefore, the teaching objectives of this course are:
"Knowledge and ability" goal:
1. Learn the new words in this lesson 10, understand their meanings, and make sentences with "not surprising" and "ecstatic".
2. In order to divide the text, you will use the sentences of the text to summarize the meaning of the paragraph.
3. Be able to read and repeat the text correctly, fluently and emotionally.
"Process and Method" objectives:
4. Feel Franklin's spirit of daring to explore and experiment with specific language materials.
But in the teaching of this course, what I value most is Franklin's solution to the mystery of skyfire, because in actual teaching, we often feel, praise and praise the spiritual quality of others, but in the end, the quality of others is still the quality of others, as if it had nothing to do with us students. Therefore, in the teaching of this article, I pay more attention to let students learn how Franklin solved the mystery of skyfire, because I believe that other people's methods can be ours as long as we learn and master them.
The key and difficult points of this lesson are:
1. Students can experience Franklin's spirit of daring to explore and experiment with the help of specific language materials. In teaching, students must be instructed to read the experience carefully, learn the knowledge in the text, read some related articles, and deeply understand Franklin's situation.
2. Let students learn Franklin's problem-solving methods and cultivate their interest in exploring scientific mysteries.
I plan to spend 2 hours teaching this course.
Second, the teaching method:
This paper mainly tells how Franklin solved the mystery of skyfire, so that the method of "questioning and promoting reading" can be used in teaching to guide students to read the text intensively. First of all, we should ask students "questions" and use them to derive key paragraphs and sentences of the text, so as to guide reading. Let the students know how Franklin solved the mystery of skyfire, and understand "What kind of person is Franklin?" . In this way, students have clear intensive reading goals and internal motivation. Then, we can guide them to practice reading and speaking around the above two points. In the process of learning, we should grasp the understanding and reading of key words in the text, and compare people's cynical attitude towards Franklin with Franklin's persistent and fearless spirit of exploration to truly appreciate Franklin's perseverance and explore the mysteries of nature.
Third, talk about the teaching process:
(1) import
In our life, there are many unexplained phenomena, which people often give them mythical colors, such as "Mother-in-law Feng" and "Raytheon" in China myths and legends, not only in ancient China, but also in ancient West. The text we are studying today is related to the "Raytheon" in China's myths and legends. Then the teacher wrote on the blackboard, read the questions together and explained that "skyfire" is what we call lightning and thunderstorms.
(2) Read the text by yourself, read through the text, read the correct pronunciation and understand the content of the text.
(3) Check students' reading situation and their overall perception of the text.
1. Let the students read the text aloud, check the recognition of new words, find out which natural paragraphs in the text describe Franklin's answer to the riddle of skyfire, and guide the students to divide the text into paragraphs on this basis. Students fall behind in sections. Let them practice the fourth question according to after-class thinking to check whether the paragraph is correct. After completing the fourth question, learn to choose sentences in the text to summarize the meaning.
2. On the basis of reading the text, let the students talk about what impression Franklin left on you.
(D) In-depth study of the text
1, the first paragraph of teaching.
Guide students to understand the frequency and power of thunderstorms, so as to understand people's fear of mysterious thunderstorms.
2. Teach the second paragraph.
For the second period of teaching, I will ask: Who solved the mystery of skyfire? What kind of speculation did he make? Lead the students to answer: From this, he boldly speculated that thunderstorm is a well-known discharge phenomenon. Writing on the blackboard at the same time: speculation.
After completing the first step, I once again questioned: what is the basis for Franklin to make such a guess? Use this question to guide students to read the sentences similar to thunderstorm and discharge in the third paragraph of the text. At the same time, the teacher wrote "observation" on the original blackboard, connected them with arrows, and wrote "from now on" next to the arrows.
The third step is to guide students to read the influence of Franklin's speculation at that time, so as to feel Franklin's spirit of courage to explore. Here, we should guide students to know and understand the contrast between the words "not strange" and "incredible".
Step four, question again: What did Franklin do to prove his conjecture? Then guide the students to read the kite experiment in the fourth paragraph of the text. In this part of the teaching, I read silently first, then practice retelling, and finally exchange my experience: the experimental process is dangerous, but Franklin is fearless. Only in this way can we understand Franklin's spirit of daring to experiment. The blackboard writing at this stage is to write "experiment" under the word "speculation". In this way, on the blackboard, Franklin's solution to the mystery of skyfire was written.
3. Teaching the third paragraph For the teaching of the third paragraph, it is mainly to let students know Franklin's great contribution to mankind.
(5) Summarize the methods to stimulate interest.
In this section, I want to lead the students to sum up how Franklin solved the mystery of skyfire. I will ask the students to sum up by filling in the blanks: in order to solve the mystery of thunderstorms, Franklin first studied them carefully and then boldly speculated about thunderstorms.
It is a phenomenon; Finally, he proved his inference by "".
After summarizing the methods, we began to stimulate students' interest in exploring scientific mysteries. There are still many unsolved mysteries around us. We should also learn from Franklin's problem-solving methods and solve the little mysteries around us, so that each of our students can become a "little Franklin", but we should pay attention to safety and not do dangerous experiments in the process of exploring science.
(6), homework design
For homework assignment, I set two questions: first, practice retelling the text completely; The second is to try to solve some small mysteries around us with the methods we learned today to solve unknown mysteries. For the second question, I still want to train students to take learning other people's methods and abilities as their own skills.
The mystery of skyfire text lecture notes 3 teaching objectives
1, can read the text correctly, fluently and emotionally, and can repeat the text.
2. Learn 10 new words in this lesson. The two new words in the two green lines only know not to write. Understand the words made up of new words. You can use "not surprising" and "ecstatic" to make sentences.
3. With the help of specific language materials, feel the spirit of Franklin's courage to explore and practice.
Read the text with emotion in the key and difficult points of teaching, understand the content of the text, and experience Franklin's spirit of being brave in exploration and practice; Learn to divide the text into sections and summarize the meaning of paragraphs with sentences in the text.
Teaching tools, multimedia courseware for preparing and assisting activities, and new word cards.
Major blackboard writing plan
Thunderstorm is a mystery.
Dare to speculate and stick to your point of view.
19, Mystery of Skyfire (after solving the riddle of thunderstorm kite experiment)
Shocked the world, fearless and dare to experiment.
(Result) The lightning rod was invented.
Operation design and arrangement
In class:
1, read the text correctly, fluently and emotionally; Complete the classroom exercises.
2. Complete exercises 3 and 4 after class: Make sentences; According to the divided paragraphs, choose the sentences in the text to summarize the meaning of the paragraphs.
After class:
1, preview preparation before class; Read and retell the text correctly, fluently and emotionally.
2. Copy new words.
first kind
The teaching goal is to read the text for the first time, perceive the content of the text as a whole, and sort out the context to segment the text. Learn the new words in this lesson and understand the words made up of new words. Learn the first paragraph of the article.
The key and difficult point in teaching is to read the text correctly, fluently and emotionally, and write the new words in this lesson correctly and beautifully.
teaching process
First, the introduction of the topic.
There are billions of thunderstorms on the earth every year. In ancient times, we in China called it "Raytheon", while westerners regarded it as "the wrath of heaven".
2. uncover the topic. (Title on the blackboard: Mystery of Skyfire)
3. Students ask: What does "skyfire" mean? What kind of mystery is the "mystery of skyfire"? How is this mystery solved?
Second, read the text for the first time and feel it as a whole.
1, students read the text by themselves, requiring:
(1) With the help of pinyin, you can read new words correctly, read sentences in order and read the text through.
(2) Read new words or think about their meanings in the context.
(3) Reading Thinking: What is the main thing written in the article?
2. Check the self-reading.
(1) Read new words and pay attention to pronunciation.
Thunderstorm split in two * * * * Death wound cynicism tied the key and hit the kite.
It is not surprising that lightning is confused. Talk about angry and ecstatic nonsense.
safe and sound
(2) Understanding words in combination with language environment.
Confusion: mixing different things and saying the same thing.
Angry hair: it describes that the hair stands on end and the hat stands on end.
Overjoyed: describe the appearance of happiness.
Safe and sound: after the accident, it was not damaged.
(3) Read the text in the natural paragraph by name, and other students will listen carefully, and then evaluate their reading.
(4) Discussion: What is the main content of the article?
Third, read the text again and sort out the context.
1. Read the text again and think about what is written in each part.
2. According to the divided paragraphs, choose the sentences of the text to summarize the meaning of the paragraphs. (Exercise 4 after class)
The first paragraph (paragraph 1) says that thunderstorms have always been a terrible thing in people's minds.
The second paragraph (paragraphs 2-5) describes Franklin's "kite experiment" to solve the mystery of thunderstorms.
In the third section (the sixth natural section), Franklin invented the lightning rod according to the discharge principle.
Fourth, learn the first paragraph.
1. Read the text by roll call and tell me what you know. What statements can be used to summarize? Thunderstorm has long been a terrible thing in people's minds. )
2. Read freely and think about why it is terrible. It says on the blackboard: Knock people down and split the tree in half.
3. Read the first section together.
Fifth, remember the font and guide the writing.
1. Students learn new Chinese characters by themselves with the methods they have mastered.
2. Guide writing.
(1) Students practice drawing red in the order of strokes in the book, pay attention to the position of new words in Tian Zige and master their key strokes.
(2) Exchange their income, and the teacher will give corresponding guidance.
3, practice painting red, the teacher patrols.
Sixth, assign homework.
1, copy words.
Practice reading the text correctly and fluently.
Second lesson
The classroom goal is to read the text correctly, fluently and emotionally, learn the experimental process with the help of specific language materials, and feel Franklin's spirit of being brave in exploration and practice.
The key and difficult point in teaching is to read the text with emotion, understand the content of the text and experience Franklin's spirit of being brave in exploration and practice.
teaching process
First, check the import.
1, today, we continue to learn (refer to the topic introduction-the mystery of skyfire)
2. What impression did Franklin leave on you through the study in the last class?
Second, cut into the text as a whole.
1. This is the impression Franklin left on everyone through his study in the last class. What kind of person was Franklin who solved the mystery of skyfire? Please open the textbook, think while reading the text, write down the sentences that you think best express Franklin's character, and write down your feelings at the same time.
Teachers should observe, guide and communicate with students to prepare for class.
Third, learn the third paragraph and feel Franklin's courage and the spirit of sticking to his point of view.
1. What kind of person do you think Franklin is after reading the text? (Choosing students to answer questions according to their own observation in advance should be related to the content of the third section. ) according to the students' answers, summarize the blackboard: stick to your point of view bravely.
2. What sentences did you see from Franklin's courage and persistence in his own point of view? Display according to the answer:
This inference now seems ... ironic.
(1) Students read sentences and talk about feelings.
(2) Discussion: What does this inference mean? Why did Franklin have this inference? What do you think of this inference? Understand "not surprising" and "incredible".
(3) Teacher's supplementary information: Franklin only attended school for one year, and then dropped out of school. Later, he sold newspapers and worked as a painter. His greatest hobby is reading. He had observed thunderstorms for a long time before doing this experiment. He was 43 when he did this experiment. Because he had no formal education, he was looked down upon by many knowledgeable people at that time.
(4) Guiding imagination: The deep-rooted concept not only makes ordinary people think that he is talking nonsense, but even many learned people scoff at him. Imagine how people would laugh at him.
(5) Read aloud by name and read out how people satirized Franklin at that time. Comments: Don't be so cynical between classmates.
(6) If this is cynicism, how do you feel? What did Franklin do in the face of people's ridicule? (reading sentences)
(7) Franklin decided to expose the secret through experiments in people's ridicule and cynicism. What do you think of Franklin?
3. Summary: Faced with people's cynicism and ridicule, Franklin decided to reveal the secret of lightning through experiments. This is the spirit of science, the spirit of seeking truth from facts, and any scientific exploration should do so. This further shows that Franklin is brave and sticks to his point of view.
Read the third paragraph together and read Franklin's courage and determination to stick to his point of view.
Fourth, learn the fourth paragraph and feel Franklin's fearless and experimental spirit.
1, in the face of people's cynicism, Franklin dared to stick to his point of view, which was how difficult it was at that time. What kind of person do you think Franklin is? (The teacher pays attention to the guidance and summary, and then writes on the blackboard: The experiment is fearless and has the courage to try)
2. What statements did you see? (AC camera shows sentences)
Suddenly, a flash of lightning cut through the clouds and marked a "Z" in the sky, followed by a loud thunder and heavy rain.
(1) Students read sentences and talk about feelings.
(2) Contact the reality of life and guide the discussion: Will your parents let you go out in such a heavy rain? Why?
(3) Yes, because the heavier the rain, the more severe the lightning, the greater the possibility of being injured by lightning, the greater the danger and the closer to death. Franklin dared to fly a kite, which showed that he was fearless and brave in the experiment.
(4) Guide reading: Read the feeling of heavy rain.
With the help of his son, Franklin looked like a boat in a sea of clouds from a distance, bumping and shaking.
(1) Read the sentences and talk about feelings.
(2) The teacher added: Franklin's son is an expert in making kites, and kites are very good, otherwise kites would have been finished under storms and lightning. Students' scientific experiments are generally completed with the help of many people, and everything needs to cooperate with each other.
(3) Discussion: Why should kites be tied with copper keys? How do you feel? In order to see if the kite string is charged, Franklin is very strict in his experiments.
(4) Show the kite map to guide feelings: Boys and girls, what are we doing watching a kite bump in the sea of clouds at this time? What would you think if you were Franklin at this moment? How do you feel? (nervous, I don't know if the experiment can succeed)
(5) Guiding reading: Reading shows that Franklin's mood is like a kite flying in a sea of clouds, full of twists and turns. Read and comment by name.
When a dark cloud flew over the kite, Franklin found that the fibers on the hemp rope stood up like "anger rushing to the crown". This is a signal that the hemp rope is charged!
Then Franklin put his finger near the copper key. Bang, a blue spark suddenly flashed, and his arm was numb.
(1) Read the sentences and talk about feelings.
(2) The teacher made a corresponding introduction: In fact, when Franklin did the experiment, he put the kite-flying rope in a bottle filled with water, so that lightning could pass through the water in the bottle and reach the ground. All these show that Franklin was carefully prepared when he did the experiment, and science can't be false.
Franklin was ecstatic and shouted, "It worked! It worked! I caught the' Heaven Temple'! "
(1) Students read sentences and talk about feelings.
(2) What does "ecstatic" mean? Why did Franklin cry out in ecstasy when he touched the bronze key? Because it shows that the experiment was successful, it proves that thunderstorms create common phenomena, and God's anger is nonsense. What did you feel from the punctuation in his call?
(3) Instructing reading aloud: Are the students happy for Franklin's success? We applauded his success, which also showed his mood at this time.
3. Summary: It was Franklin's spirit of persevering in science and taking risks that made such an experiment. How admirable! Let's get close to Franklin again and do kite experiments with him. Play the video and repeat the fourth paragraph of the text with the video. )
5. Learn the fifth and sixth paragraphs.
1, transition: "Kite experiment" succeeded, so what is the significance of this experiment?
2. Read paragraphs 5 and 6 of the text, think about the significance of this experiment and communicate with students.
3. What do you mean by "nonsense"? Franklin's kite experiment succeeded. He declared to the world that thunderstorms are a common phenomenon and God's anger is nonsense. Let's clap for his fearlessness and experimental spirit again. What would a cynic say?
4. lead the imagination to speak: the success of Franklin's experiment strongly hit back at those cynics. After more than 20 years of experiments, Franklin finally invented the lightning rod. In these 20 years, several people gave their precious lives to invent lightning rods. Therefore, there is no royal road to science. Some scientists have the spirit of devoting themselves to science first, and Franklin's invention of lightning rod is a good proof. Students, when you walk under a tall building and see the lightning rod above, do you want to say something to Mr. Franklin who has been dead for many years?
Sixth, summarize the text on the blackboard.
1, compared with blackboard writing, summed up the full text: Franklin has long observed many similarities between thunderstorms and electrostatic discharge, and thus boldly speculated that thunderstorms are also a discharge phenomenon. However, because people have deeply believed that thunderstorm is the flame of the gods, no one believes him, so he decided to do a kite experiment. This experiment confirmed his speculation that "thunderstorm is also a discharge phenomenon" and shocked the whole world. How exciting it is!
2. Give away famous sayings: Yes, there is no invention without bold doubt. The teacher sends you a few words here:
Truth, even if it only sees a glimmer of light, can't make its glory dim. -Li Siguang
Success lies not in strength, but in how long you persist. -Johnson
All persistence will pay off sooner or later. Angel
Seven, expand the homework:
1. Tell this story to your parents and talk about your own experience.
Borrow a biography of Franklin from the library after class to learn more about the deeds of this great scientist, or borrow more biographies of scientists to read.