Tisch
First, the teaching objectives:
1. Learn the key words in this lesson and ask students to remember and master them.
2. Read the text fluently.
3. Guide students to learn from the careful observation of the author in writing.
4. Learn the narrative method of this lesson and understand the related words and sentences.
5. Stimulate students to explore the mysteries of the plant world and love the thoughts and feelings of nature.
Second, the difficulties in teaching:
1, guide students to read the text with emotion.
2. Understand the content of the text and experience the strangeness of the plant world.
3. Understand the text around a meaning and describe it from different angles.
Third, teaching methods:
(1) read instead of say.
② Guiding dialing method
③ Reading guidance method
④ Reading comprehension methods
⑤ Cooperative inquiry method
⑥ self-study method
Fourth, the preparation of teaching AIDS:
Cards and multimedia courseware
Verb (abbreviation of verb) teaching process;
(1) Review and introduce new lessons.
1, Dialogue: Students, today we are going to learn lesson 15, the strange world of plants. What is the meaning of "singularity" in blackboard project? Who can use synonyms to explain it?
Before learning a new lesson, the teacher should check the students' mastery of words. Show the word cards and read the words aloud.
2. Looking back at the content of the text, what is the main content of this article?
This text mainly tells that Xiaoxing and his classmates visited the Botanical Garden under the guidance of Uncle Li and saw many strange plants. How strange the plant world is! )
3. Strange plant world. What strange plants did Xiaoxing and her classmates see in the Botanical Garden? The students answered, and the teacher wrote casually on the blackboard.
(Haha tree, charged plant, candle tree, drunk grass, flytrap, water flute)
(2) Read the text intensively and learn to appreciate it.
Transition: Uncle Li introduced so many plants to his classmates. What's strange about these plants? Let's go to the text to find the answer!
1. Learn the second paragraph of the text.
(1) Teacher: Let's learn about the strangeness of haha tree first. Please read the second paragraph together and think: What kind of plant is this paragraph about? What's strange about it? (Blackboard: Haha tree laughs) How did everyone find out? (Listen)
(2) Guide reading these two sentences:
"There are obviously no other tourists here. Where did the laughter come from? " (This question should be read short and read out the feelings of curiosity and anxiety. ) practice reading freely and take girls to read.
How to pronounce uncle Li's handwriting? (read peacefully and kindly. ) Take the boys to read and read together.
Everyone is very absorbed in reading. Who can play the role of haha tree and introduce their strangeness to everyone? (Show courseware and perform by name)
2. Learn the text in paragraphs 3-7.
Transition: Haha trees can laugh, so what's strange about charged plants?
(1) Please read the third paragraph in a low voice and think: What plants is written in this paragraph? What's strange about (charged plants)? (blackboard writing: with weak current)
② Instruct reading aloud. "Xiaoxing likes it more and more, so he stretched out his hand and touched it ... ah! He exclaimed and pulled his hand back, looking very nervous. " (Read Xiaoxing's mood and his mood changes according to the context. ) Practice reading freely and take students to read.
(2) Group cooperative learning paragraphs 4-7.
Teacher: Just now, we learned two strange plants, haha tree and charged plant, which made us feel that the plant world is really interesting. Do you want to know more about exotic plants? Then please teach yourself on the big screen and teach yourself 4-7 paragraphs.
Tips for self-study: Read 4-7 paragraphs in your favorite way, and draw while reading: What plants are written in each paragraph? What's so strange about it? How did the students find out? And complete the form.
② Students discuss and communicate in groups, and teachers patrol and guide.
③ Students report and show, and teachers guide them at random.
(3) Who will play the little tour guide and introduce your favorite plant? Be sure to tell you what you like about it.
(3) Summarize and sublimate, expand and extend
1, summary: We know many plants in the plant kingdom. How do you feel? Can you find a sentence from the text to express your feelings? What a strange plant world! Indeed, what a strange world of plants it is! Please read this sentence again, the students are very touched! (Read by name, read together)
2. Appreciate other exotic flowers and plants: The teacher also collected some exotic flowers and plants, please enjoy them again. (Courseware plays video) Are these plants strange? (Strange) Then let's read aloud: What a strange world of plants!
Six, the end of teaching:
Today, we know a lot of strange plants, but the mysteries of nature are endless and need us to understand and explore. Students can find information after class and learn more about exotic plants.
extreme
Teaching objectives:
Knowledge and ability
1. Read the text correctly and fluently.
2. Understand the strangeness of the plants described in this article.
Process and method
1. Take "guide-help-release" as the main teaching form.
2. Cooperative inquiry and autonomous learning.
Emotional attitudes and values
Feel the magic and mystery of the plant world, and inspire students to explore and love nature.
Teaching focus:
Understand the strangeness of the plants described in this paper and inspire students to love nature.
Teaching difficulties:
Sort out the writing order of the article.
Teaching time:
2 class hours
Teaching preparation:
1. New word card;
2. Collect pictures of exotic plants;
3. Multimedia courseware
Teaching methods:
Reading is one of the most important learning contents in Chinese class, and it is also a way for students to know the text. Experience the text. A new way to understand the author's writing thinking. Middle school students can acquire new knowledge, solve new problems and sublimate their emotions. In this class, I design different levels of teaching objectives according to students' learning level and psychological characteristics, so that students can be independent. Get new knowledge in a relaxed student environment. Mainly grasp the second part of the text. Teaching and learning purposefully in the natural section. The whole class revolves around "strange plants, what is strange?" This is a problem that needs to be studied. Understand key words and sentences by learning the strangeness of each plant. In this way, students have clear thinking and clear goals when studying. Pay attention to understanding key words and paragraphs. Make an "outline", grasp important issues and lead the whole teaching process. Make the teaching focus prominent and the difficulty break through.
Teaching methods:
Teachers are leaders and collaborators in students' learning process. In order to give full play to students' subjectivity and their own potential in learning, I give full play to the role of a leader in the whole teaching process, guiding students to use the methods they have learned to learn other paragraphs in the back, so as to achieve the purpose of drawing inferences from others. In class, I want to give students the right to learn, use a lot of inspiring language, fully mobilize students' initiative and let them play their initiative. Understand key words independently, read relevant paragraphs and feel the happiness brought by exotic plants.
Teaching process:
(A) from solving problems to stimulate students' interest in learning.
1. Write on the blackboard and read together.
2. (Show the courseware) Read the new words and phrases: chew the mussel shell, peel off the lotus, and gently take back the flytrap.
3. (Play the recording) Listen carefully and think while listening: What is the main point of the text?
4. What do students want to know from the topic?
Design intention: Introduce the topic, review the previous content, and pave the way for today's study. Encouraging students to ask questions and asking difficult questions according to the topics naturally stimulates students' interest in learning.
Transition: How amazing are plants in the plant kingdom? Let's continue to study this text.
(2) Read the text carefully and understand the content of the text.
Please read the text in sections. While listening, other students thought: Where is Xiaoxing? What strange plants have you observed? I see. Use strokes.
Teacher: Your thinking is really clear. Why can you do this? Because where the author goes, what he sees and writes. What's the order? (visiting sequence) can also be called moving to change scenery. Let's enjoy the scenery with the author. To feel the strangeness of each plant?
1. Learn the first paragraph of the text.
(1) Read the first paragraph in unison.
(2) Question: What do you know from this passage?
(3) Named feedback.
Summary: This paragraph explains the people, places and tour guides to visit.
Design intention: through this period of study, teach students to write a visit record and explain the time, place and personnel of the visit, so that people can understand it at a glance.
2. Learn the second paragraph of the text
(1) Read the second paragraph of the text freely, find out what plants are written in this paragraph, and appreciate its strangeness carefully? (Use-to draw the names of plants, and use ~ to draw the strangeness of plants)
(2) (Projection shows) Walking into the botanical garden, a gust of wind blew and everyone heard laughter. There are obviously no other tourists here. Where did you get the laughter? Everyone was surprised. Uncle Li took them to a tree full of fruits and said, "This is called a haha tree. When the fruit on the tree is blown by the wind, it will make a loud laugh. "
(1) Discuss communication and name feedback. (Teacher's camera blackboard: haha tree → laugh)
The teacher instructed the students to read this paragraph aloud. A. look at the problem, "there are obviously no other tourists here. Where did the laughter come from? " This question is always in doubt, so we should read the short rise and read out our curiosity and desire to know the reason.
B. Read the words that describe the characters, such as "Everyone feels strange", guide students to understand Xiaoxing's mood at that time, and read out the emotional changes of the characters, which can be slightly heavier when reading.
C.do you like this plant? Try to read, stand up and read with emotion if you want.
(3) Teachers and students use the summary learning method.
Reading, paragraphs.
Finding, Placement and Plant Features
Think about the strangeness of plants.
Reading, reading with emotion, is a strange feature.
Design intention: Second, naturally guide students to analyze and understand sentences while reading. Teachers use the method of "guiding" to teach, sum up learning methods with students and teach students learning methods.
3. Learn the third paragraph of the text
(1) Let's try to learn this part by ourselves in this way.
(2) Students study and teachers patrol for guidance.
Focus on guiding students to grasp the sentences expressed by Xiaoxing's behavior to experience and understand the strangeness of plants.
(3) Reporting and communication. (Teacher's camera blackboard: charged flowers → charged with micro electricity)
(4)① Read the sentence: Xiaoxing likes it more and more, so she reaches out and touches it. "ah!"
2 Xiaoxing likes it more and more, so he reaches out and touches it. Who knows, as soon as his fingers touched the leaves, he felt numb, as if he had touched electricity. "ah!" He exclaimed and drew back his hand. (pronounced differently by name)
Name the students to read this paragraph and read our Unbelievable. A magical feeling.
Design intention: to show the learning method, so as to facilitate students to "help" and let students study purposefully. In the process of "guiding-helping", we can understand the inner feelings of the characters through reading.
4. Students teach themselves (4-7) natural paragraphs.
(1) Students learn this part independently according to their learning methods.
(2) Show cooperative learning requirements: (Show self-study tips through projection)
① Read paragraphs 4-7 of the text, underline the introduced plants, and find out the sentences that best reflect Xiaoxing's behavior. Draw uncle Li with ~ and introduce the strangeness of this plant.
② Communicate at the same table and share the learning results.
Read the text in the way you like.
(3) Named feedback, teacher camera blackboard writing.
(4) (Show the courseware) Name four natural paragraphs. Can you describe the candle tree in your own words? Cooperative reading between teachers and students.
(5) Read 5 paragraphs of natural text freely and think about it: Why is this grass drunk? Read 6 natural paragraphs freely, draw sentences describing trapping flies in the book and read them.
Different roles read 7 natural paragraphs: if girls read Xiaoxing; Boys read uncle Li's words; The teacher reads the narrative part.
Design Intention: Because the structures of paragraphs 2-7 are the same, I can fully demonstrate and mobilize students' ability and learning autonomy by "letting go" in the study of natural paragraphs in 4.5.6.7.
5. Learn the eighth paragraph
Transition: Students, Uncle Li has shown you so many strange plants. What do you want to say most?
(1) named feedback.
(2) Read the last paragraph freely.
(3) Why the word "odd" is used at the end, to guide students to know that this last sentence is a heartfelt sigh of the students and the central sentence of the full text. (Projection shows: What a strange world of plants! )
(4) Guide students to read this sentence emotionally.
(3) Compare the blackboard writing and summarize the full text.
This text tells about Xiaoxing and his classmates visiting the Botanical Garden. Uncle Li introduced us to six exotic plants. They are … plants with different forms in nature. How do you feel or think after learning the text?
Design intention: Teachers' appropriate summary helps students to further understand the content of the text, and also plays a role in making the finishing point.
(4) Practice reading the text with emotion.
(5) Teacher's summary.
There are many plants in nature, just like countless stars in the sky. The teacher hopes that you will pay more attention to observation, read more extracurricular books and explore the mysteries of the plant world in the future.
(6) Extracurricular extension, expanding horizons.
1. Play with other exotic plants in the world. Students observe and see what their characteristics are.
2. Tell everyone about the strange plants you know.
Tisso
Teaching objectives:
Knowledge target
If you know the new word of this lesson, you can write the word 13, such as "touch and peel the shed". Learn the words "exotic, flowery, gorgeous, drunk and crisp".
capability goal
Draw lessons from the author's careful observation. Guide students to read the text with emotion.
Affective goal
Guide students to understand the content of the text, experience the strangeness of the plant world, and stimulate their thoughts and feelings of exploring the mysteries of the plant world and loving nature.
Teaching focus:
Know some penguins and their living habits.
Teaching difficulties:
Imagine what a penguin looks like through language and text description.
Teaching methods:
Reading instead of speaking, guiding stippling and reading aloud.
Teaching methods:
Keywords reading comprehension, cooperative inquiry, autonomous learning,
Teaching aid preparation:
Wall chart, new word card
first kind
First announce the topic. Solve the problem.
1, the title of the blackboard, read the title together.
2. Guided analysis: Can you know what the object of the text is from the topic? Can you still see the main points of the text in which workshop?
Second, the preliminary reading of the text, the overall perception
1. Read the text in the way you like.
2. Thinking in reading: What kinds of plants are written in the text?
Third, read the text again and learn new words by yourself.
1, draw new words and read the pronunciation accurately with the help of phonetic notation. Interested students can consult the dictionary to understand the meaning of words.
2. The teacher checks the students' cognition.
3. Tell me the sentences that interest you most.
4. It is difficult to question.
Teachers usually solve students' questions when they read the text carefully. Some problems can be solved immediately.
(1) Look at the topic together.
(2) (plants) (strange)
Second, the preliminary reading of the text, the overall perception
1. Read the text in the way you like.
2. Read and think: What kinds of plants are written in the article?
Third, learn new words by yourself.
1, the method of learning new words to communicate and remember.
Students read the text by themselves, and then read it by roll call. Correct pronunciation is required. You can ask your classmates without phonetic notation or looking up the dictionary. )
2. Assign students to read aloud and evaluate the reading effect. Take a few students and read the text in sections to see if they read correctly and if there are any wrong words to help correct the mistakes in reading.
Ask students to ask what they don't understand.
Read paragraphs 1 and 2 carefully.
It is necessary to collect relevant knowledge before class to learn and understand the article, and it can also cultivate students' autonomous learning ability.
Let the students choose their favorite reading methods, get a preliminary understanding of the text content, and lay the foundation for students' later study.
Look at the students' recognition of new words in this lesson, and cultivate students' habit of actively recognizing words in reading.
Second lesson
First, read the text carefully and understand the content.
1, the teacher reads the text.
2. Guide students to read. Students read and think: What plants did Uncle Li introduce to the students? What's strange about these plants?
3. Guide students to learn the second and third paragraphs and teach them the methods.
4. The teacher shows the thinking questions. Read the second paragraph of the text by yourself, and then organize the discussion.
Think about a problem
(1) There are several sentences in this paragraph. What should I write in each sentence?
(2) What does this paragraph mainly write?
(3) What is the relationship between the sentence 1 in this natural paragraph and writing about plants?
Second, guide reading and read out feelings.
1, reading is required, and students can practice reading freely.
2. The teacher demonstrates reading and gives guidance.
(1) Students read and think: What kinds of plants did Uncle Li introduce to the students? What's strange about these plants?
(2) Students read paragraph 1 of the text and think: What do you know after reading paragraph 1?
3. Read the second paragraph of the text and think: What plants are written in the text? (Haha Tree) How do you write it? (First write Xiaoxing touching the leaf angle and exclaiming; Write the introduction of Uncle Li again. What's so strange about it? (Leaves charged)
4, guide students to understand the last sentence, know that this is the central sentence of the full text, and understand the meaning of "odd".
Read the text with questions first, discuss in groups, and then organize the class discussion.
Read the discussion. Familiarity with the text not only helps students understand the main idea of the text, but also lays a foundation for understanding the text.
Grasp the words, guide the students to understand the content of the text, carefully taste the beautiful words and learn the description methods.
Cultivate students' self-study habits, lay the foundation for lifelong learning, cultivate students' oral expression ability and expand their knowledge.
Third, organize the full text and experience writing.
1. Read the sentences describing the students' walking route after class. Think about the order in which these articles are described.
2. Guiding ideology: Think about what the text is about and how to write it. 1, read it. Think about the order in which these articles are described.
2. Think about what the text is about and how to write it. Familiarity with the text not only helps students understand the main idea of the text, but also lays a foundation for understanding the text.
Blackboard design:
15 strange plant world
Visit the botanical garden
Visit the botanical garden
Admiration of the author