The design concept of whale quality teaching design 1;
According to the characteristics of the textbook itself, the methods of reading and discussion learning since enlightenment are adopted.
Teaching objectives:
1. Understand the shape, species, evolution process and living habits of whales, and cultivate students' interest in science.
2. Understand the content of the text and learn how the author grasps the characteristics of things.
3. Learn the new words in the text.
Teaching focus
Learn and use various methods to explain the expression of things' characteristics.
Teaching difficulties
Understand the evolution of whales.
Preparation before class
Collect some words, pictures or videos about whales.
Teaching hours: 1 hour.
Teaching process:
First, introduce the new course:
1, writing on the blackboard, learning the new word "whale" The teacher told the students that the learning content of this lesson is the world's largest fish "whale"
2. Students refute the teacher's view that whales are fish.
3. Students report and exchange the relevant information collected, and explain the source of the information.
(This design is that the teacher deliberately gives the wrong information, so that students can immediately mobilize the common sense information they have mastered, plus the information they have collected about whales, so that students are eager to communicate, fully mobilize their enthusiasm and stimulate their enthusiasm for learning. )
Second, the preliminary reading of the text, the overall perception
1. Read the text freely.
Show reading requirements: read correct pronunciation and sentences.
2. What does this article introduce about whales? Enlighten students to summarize the meaning of the paragraph by grasping the central sentence.
(1) Whales are very big. (2) Whales are mammals.
(3) Species of whales (4) Living habits of whales.
This design allows students to perceive the content of the text as a whole and learn words independently. )
Third, read the text intensively. Experience writing.
1. Read the text silently.
Teacher: Please read the first paragraph of the text silently. From which sentences can you feel that whales are big? Draw a picture of related sentences and write some comments.
2. concentrate on communication. Students were named and reported, and the teacher took the opportunity to give instructions.
Show me the sentence: At present, the largest known whale weighs about160,000 kg, and the smallest whale weighs 2000 kg.
From these two figures, we realize that whales are really big. Are there any figures describing whales in this article?
China found a whale weighing nearly 40,000 kilograms, about 17 meters long, with a tongue as heavy as a dozen big fat pigs.
Try to read it by yourself and think about how to read it to show that whales are really big.
Guide the students to find out where else in the text the method of giving numbers is used.
Talk to the class and try to explain one thing by giving numbers.
Students already know that this paragraph mainly introduces the size of whales, so is there any other good way for the author besides enumerating numbers? Let's try to find it!
The courseware shows the sentences reported by the students:
Sentence 1 and sentence 2 are compared with whales with familiar things such as elephants and big fat pigs, which highlights the "big" of whales and leaves a distinct impression on people. (blackboard writing: for comparison,
The second sentence not only uses the method of comparison, but also uses the method of illustration. Give a real example of our country, which adds explanatory power.
Fourth, guide students to summarize their writing methods: The author describes the size of whales in a very specific way by using comparison, chart and example.
5. Operating supermarkets (free choice)
1. Try to find out where these explanations are used in the text.
2. Try to explain some things with the explanation methods you have learned.
A {1} big
Two {2} mammals
Three {3} types
9.whales
food
breathe
Four {4-7} Living Habits and Sleep
grow
On the Quality Teaching Design of the Second Chapter of Whale
This is a common-sense exposition, which introduces the physical characteristics, evolution process, species and living habits of whales. The article not only shows vivid pictures about whales, but also opens the scientific door for students to explore the animal world.
This text is well organized and well organized. The language is concise and accurate, plain and simple, and there is no lack of vivid images, which is a major feature of this text. The author explains the characteristics of whales in a popular, vivid and accurate way by enumerating numbers, examples, comparisons and metaphors. , a combination of knowledge and fun, readable.
The purpose of writing this text is to let students understand the scientific knowledge about whales; The second is to understand the author's explanation method and learn to apply it to his own practice; The third is to cultivate students' interest in exploring the animal world.
design concept
Let students enjoy full reading autonomy and choice, and go through a process of self-exploration, self-discovery and self-acquisition. Changing from rational cognition to perceptual experience, highlighting the image of things through some necessary intermediary means and transforming abstract language into vivid three-dimensional pictures not only deepens students' understanding of language, but also effectively mobilizes students' emotional participation and promotes their development.
Teaching objectives
1, know 3 new words and write 10 new words. Correctly read and write the words "present, palate, breast, degeneration, verticality, experience, vividness, characteristics, life span".
2. Read the text correctly, fluently and emotionally.
3. Understand the characteristics, evolution, species and living habits of whales, stimulate students' interest in exploring the animal world, and cultivate students' feelings of loving nature and science.
4. Understand the expressions of illustrative articles such as numbers, examples, comparisons and metaphors.
Teaching focus
On the basis of understanding the content of the text, learn how the author explains the characteristics of things in various ways.
Teaching difficulties
Understand that whales are not fish, but mammals.
Class arrangement
2 class hours.
Preparation before class
1. Collect some words, pictures or videos about whales.
2. Courseware about new words, new words and key sentences.
teaching process
first kind
First, situational import, information exchange
Teacher: Show multimedia courseware (on the wide sea; In the deep sea, all kinds of benthic animals live and play freely, and a huge whale emerges from the sea. In this beautiful blue ocean, there are extremely rich treasures and various marine life. Among them, there is an animal called "the king of the sea", which is extremely huge and much bigger than an elephant. Do you know what kind of animal this is? (blackboard writing: whale)
Before class, the students have collected a lot of pictures about whales. Now, please share your knowledge about whales in the group with the help of materials, and then summarize the materials and choose a classmate to communicate in the class.
Study in groups, exchange summary information and prepare reports. )
Teacher: It seems that the students have learned a lot about whales and are very interested in them. Let's learn the article "Whale" together. (Title on the blackboard: Whales)
A good beginning is half the battle. Attract students with stories and arouse their reading expectations.
Second, read the text for the first time and grasp the main points.
1, students open their books, read the text freely, pay attention to correct pronunciation and read sentences. And think about it: what does each paragraph in the text introduce to us?
When the students are reading, the teacher writes down "breastfeeding" and "lung" on the blackboard, and corrects the pronunciation and spelling of "lung". Guide the learning of new words "palate", "abdomen", "lung" and "fetus" in this lesson by combining human body parts, and the left part is next to the word "moon"; Be careful not to write "city" on the right side of the word "lung" )
Did you notice these two words when you were reading just now? Who will watch it?
2. Communication:
What does each paragraph of the text introduce to us? Please summarize it in the simplest words.
(Camera blackboard: evolution of size, eating, breathing, sleep and viviparous)
Guide the students to summarize the three parts of "eating, breathing and sleeping" as the living habits of whales.
Through the method of outlining, grasp the main points of the text, grasp the context of the full text, and make clear the order of the author's narration.
3. Ask questions you don't understand:
Difficulties in understanding words: viviparous mammals.
4. Choose what interests you most and read it again and again. The teacher's lens guides you to read through and read out the characteristics.
Third, cooperative learning, looking for characteristics
1. Next, we will hold a "scientific press conference" about whales. All of you here are small scientists, and the research results of whales will be introduced to you at the press conference. In order to do this press conference well, we must read the text first.
2. Group cooperative learning research. Choose a role among reciter, painter, orator, performer and writer according to your own interests, and choose one of them to study performance, painting, reading, speech, comparison and writing.
In the process of group study, students should be reminded that in order to make others understand at once, such as whale's breathing method and sleeping posture, they can be displayed and explained intuitively by drawing schematic diagrams.
3. Each group can supplement the learning materials about whales collected after class and make full preparations. We will give a "science press conference" next class.
Fourth, homework
1. Copy the new words formed by the new words in this lesson.
2. Continue to collect information about whales after class, enrich it into your own research results in time, and write your own research report according to one aspect you choose.
"Whale" Quality Teaching Design Part III Learning Objectives
1. Learn the new words in this lesson 1 1 and read and write the words "catching, tilting, mammals" correctly.
2. Read the text to understand the shape, species, evolution and living habits of whales. Learn from the author's grasp of the characteristics of things to express things, and use metaphors, numbers and other explanatory methods to explain the characteristics of things.
3. Cultivate students' interest in loving science and exploring natural mysteries.
Preparation before class
Some pictures of whales
② Courseware with new words, new words and key sentences.
first kind
↘ Stimulate interest and introduce new courses
Show pictures of whales: Students, do you know this kind of animal? Do you know about this? Please talk with your deskmate and speak freely.
Today, let's learn the text Whale together, and see if you know more about whales through study.
Learn new words and read the text fluently.
Read the text freely and identify the new words in this lesson. Words you don't know can be solved in groups or in dictionaries. Some words are easy to read and need attention.
Show the required words of 10, and pay attention to the keywords that are easy to write wrong. For example, the right side of the word "lung" is not "city", but "",and the stroke order on the right side is.
Read the text again after you know the new words. When you see words you don't understand, draw them and put them forward for everyone to talk about later. The teacher puts forward some key words according to the students' discussion and reading the text, so that students can look them up in the dictionary or contact the context to understand.
(3) Read the text by yourself and see how many paragraphs there are in the text 1. What does each paragraph mainly say? Read the text paragraph by paragraph, check whether it is correct and fluent, and focus on guiding difficult sentences.
↘ overall perception, understanding the content
Read the text silently and think while reading. What do you know about whales?
↘ Read the text intensively and experience writing.
Read the first paragraph freely. Where do you see that whales are big? Draw the relevant sentences and read them out. Report by name, everyone adds, and see the experience.
Show me the sentence: At present, the largest known whale weighs about160,000 kg, and the smallest whale weighs 2000 kg.
From these two figures, we realize that whales are really too big. Are there any figures describing whales in this article?
Let me see the sentence: China found a whale weighing nearly 40,000 kilograms, about 17 meters long, and a tongue was as heavy as a dozen big fat pigs.
Try to read it yourself and think about how to read it, so as to express that whales are really big. Experience the benefits of illustration by enumerating numbers.
Where else can you see whales are big? Read the relevant sentences. Read the first paragraph freely and read your own experience.
(4) Writing method: The author describes the size of whales very concretely by comparison and figures.
Second lesson
↘ Focus on the main points and discuss in class.
(1) Read the second paragraph freely. How did whales evolve? Imagine yourself as a whale and tell your classmates about your evolution.
Student report: In very ancient times, we whales lived on land like cattle and sheep. Later, the environment changed, and I lived in the shallow sea near the land. After a long time, our forelimbs and tails gradually became fins, and our hind limbs completely degenerated and became what they are now, adapting to life in the sea. So, we are not fish, but mammals.
Read the third paragraph quickly and tell me what you know. Where did you learn to report by name? Read it to everyone.
Surprisingly, a whale lives in the ocean, but it is not a fish. What are its characteristics in living habits? Read paragraphs 4 to 7 silently and think about how the text introduces the life habits of whales. The text introduces the life habits of whales from four aspects: eating, breathing, sleeping and growing.
There are two kinds of whales. Are there any differences in their living habits? Read the fourth and fifth paragraphs freely and draw the life habits of baleen whales with "~ ~"; Draw the life habits of toothed whales with "─". Read and fill in the form and communicate in the group.
Eating (what to eat, how to eat, characteristics) and breathing (how to breathe)
* * * Similarities
Eat fish and shrimp.
Breathe with the lungs, float on the sea surface, and eject from the nostrils.
Whale/baleen/fin whales
Small fish and shrimp swallow a lot of food.
The ejected water column is vertical and thin.
toothed whale
Big fish and marine animals bite fiercely.
The ejected water column is inclined and short.
⑤ What are whales like when they sleep? Teach yourself the sixth paragraph. Imagine a whale sleeping and draw it.
Read the seventh paragraph softly and say what else do you know?
↘ Review the content, read aloud and remember.
We have learned something about the living habits of whales. What impressed you the most? Please read this part to the group and see if that classmate can recite what he likes.
↘ Display information, extend and expand.
① Show the contents of the "information kit", read aloud freely and talk about your feelings.
By studying this text, we know something about whales. In fact, we humans don't know enough about whales, and students need to explore them. Arrange students to collect extra-curricular materials and write a short essay on the topic of "whale self-report" around a certain aspect.
"Whale" Quality Teaching Design Chapter 4 Teaching Purpose
1. Understand the evolution process, species and living habits of whales, and cultivate students' interest in science.
2. Learn the writing method described by the author by grasping the characteristics of things.
3. Read the text with emotion.
Emphasis and difficulty in teaching
Understand keywords, grasp the characteristics of things, and learn the way the author describes things.
teaching process
First, import
1, sketch performance:
Fishing game
Content: The Fish Games is about to begin. All kinds of fish have successfully entered the stadium gate, but whales have been turned away.
2. Why don't shrimp soldiers let whales in? Is this the right thing to do
Second, new funding.
1, learn the second quarter:
(1) Read the second section of the text freely and discuss where whales live.
(2) Why are there these changes? Find a sentence from the text to answer.
(Later, the environment changed. )
(3) Summary:
It turns out that whales have become like fish in order to adapt to changes in the environment. In fact, it is not a fish, but a mammal.
(4) Read the text again and find specific sentences to prove that whales are not fish, but mammals:
Whales are like cattle and sheep ... fish.
(2) Whales are viviparous and ... grew up drinking milk.
These are three characteristics of mammals. Think about it. What other mammals are there in life?
2. Learn Part 3:
(1) What kinds of whales are there? What do you classify according to?
⑵ Display images of baleen whales and toothed whales. Students can tell the reason.
3. Learn Part 4:
What other life habits do you want to know about whales?
(1) Introducing Diet:
Please read section 4 of the text freely and think: What do baleen whales eat? What do toothed whales eat?
(2) learn to eat baleen whales;
What do baleen whales eat?
② Does it eat shrimp and small fish like this?
(3) Imagine that whales eat, read and cook by themselves.
4 model reading, original performance.
Do you think you have ever performed the action of whales eating?
(Focus on "open, inhale, filter and swallow". )
Try to read these words well and practice reading by yourself.
6. Read by name.
⑦ Fill in the words indicating the feeding action of fin whales.
(3) Learn to eat like toothed whales:
What do toothed whales eat? How does it eat? Read and do together at the same table.
After reading this passage, which words do you think are particularly well used? Why?
③ Compare the words "swim over and jump up" and realize the accuracy of the words.
(4) How much can such a big whale eat? For example, how much should baleen whales eat?
5] Let's review the feeding of whales. Do you understand? Can you perform?
Some students read and some students act. )
4. Learn Parts 5, 6 and 7:
(1) Next, please teach yourself paragraphs 5, 6 and 7 in groups according to the reading tips:
① Discussion:
What are the characteristics of the whales described in the third paragraph?
(2) These three characteristics are talking, drawing and posing.
(2) communication:
(1) What does section 5 mainly talk about whales?
(2) what did the sixth section say?
Teacher, there are some whales here. This is its head and this is its tail. It's time for bed now. Who will command these whales?
(3) what are the characteristics of the whales introduced in section 7?
What is the growth rate of whales? Where can I tell?
Third, summary.
In this text, the author has mastered the characteristics of whale species and living habits to introduce whales. The words are very accurate and vivid, and at the same time, the methods of enumerating numbers and giving examples are used. In future articles introducing animals, you should also learn to describe animals like the author.
"Whale" Quality Teaching Design Chapter 5 Teaching Objectives
1, review the text and clarify the key contents.
2. Imagine and draw the sleeping whale according to the text.
3. Understand how the author grasps the outstanding features of whale's shape and living habits, and introduce animals by enumerating numbers and comparing them.
4. Stimulate students' interest in loving nature and exploring the mysteries of nature.
Teaching emphases and difficulties
1, key points:
(1) Understand the outstanding features of whale appearance and living habits.
⑵ Understand how the author grasps the characteristics of whales to write.
2. Difficulties:
Learn how the author introduces the characteristics of whales by enumerating numbers and comparing them.
training/teaching aid
Nine slides.
teaching process
First, review, inspire and explore.
1. Guide the students to review. The author describes whales from several aspects.
(blackboard writing: appearance, type, living habits)
What are the main points of the text in these three aspects? What characteristics of whales does the author catch when talking about life habits?
(blackboard writing: eating, breathing, sleeping and growing)
2. Enlighten students to review the requirements put forward in the introduction, and combine the learning content of the first class. Make clear the learning goal of this lesson and learn how the author grasps the outstanding characteristics of whales to write.
3. Inspire students to design their own understanding and expression programs.
Second, the experience and expression of narrative content around the text
1, guide the students to discuss in groups around the third part of the text and understand how the author writes about the life habits of whales.
2. Show learning tips:
(Slide 2)
(1) Read the third part of the text carefully and underline the sentences and words that best reflect the eating, breathing, sleeping and growth characteristics of whales.
(2) Read the sentences and words carefully. What advantages do you think these words have? Let's talk in the group.
(3) Every student actively participates and fully expresses his opinions.
3. Ask each group to report their learning gains:
(1) What words can best reflect the feeding situation of baleen whales? What are the advantages of these words?
(2) Change words and show slide 3:
(1) When they swim in the ocean, they open their mouths, suck many small fish and shrimps into their mouths together with seawater, then close their mouths, filter the seawater out of the middle of the whiskers, and swallow the small fish and shrimps into their stomachs, which can eat more than 2,000 kilograms at a time.
(2) When they swim in the ocean, they open their mouths, drink many small fish and shrimps together with seawater, then close their mouths and spit out seawater from the middle of their whiskers. eat small fish shrimps can eat more than 2,000 kilograms at a time.
Guide the students to compare the effect of changing "sucking" into "drinking" into "filtering" into "spitting" into "eating" in this sentence. Why?
(3) How do toothed whales eat? Which words are used best?
(4) Delete the word discrimination and show slide 4:
① Toothed whales mainly eat big fish and marine animals. When they meet big fish and marine animals, they will pounce on them fiercely, bite them with sharp teeth and eat them quickly.
② Toothed whales mainly eat big fish and marine animals. When they meet big fish and marine animals, they go up, bite them with their teeth and eat them.
Guide the students to compare. If these words are removed, will the expression effect be the same? Why?
5. Which statements show that whales eat more food?
[6] Summary:
Because the word "swallow" means that it has not been chewed. The word "eat" means that it is likely to be chewed, and because baleen whales have no teeth, it is more accurate to use "swallow" than "eat". If these words are removed, it is impossible to express how fast toothed whales eat. These words show the accuracy of the author's words. According to specific figures, whales eat more food.
What are the characteristics of whale breathing? Which sentence illustrates this feature?
Aware of the characteristics of whale sleeping:
Let's see how whales sleep. Please close your eyes and imagine the whale sleeping while listening to the teacher. Please imagine.
② Communicate (each group produces 1 copy) to see if these students draw well. Why do you paint like this? Where did you know that? Who can talk about the characteristics of whale sleeping?
③ Summary:
Students have no imagination and strong painting skills. This shows that the author uses very accurate words and writes the characteristics of whale sleeping.
(9) Which statements describe the growth characteristics of whales? Summarize the characteristics of whale growth with concise sentences and write them at the end of this paragraph:
① The author writes about the life habits of whales from several aspects. Are these four aspects the only living habits of whales?
Play slides 5 and 6, watch carefully and think about what you can write if you are asked to write. (Exercise, scream, sweep the water, jump out of the water) These are also interesting. Why doesn't the author write about them, only four aspects?
Because of these characteristics, other fish have them, and these four aspects are unique to whales. )
Through discussion, how do you think we should write about animals?
④ Summary:
Grasp the place where it is different from other animals, that is, the unique characteristics to write.
(blackboard writing: grasping the outstanding features)
⑤ How did the author write these characteristics of whales clearly and concretely? Show magic movie 7:
A. The fin whale is10m long and weighs 7000kg at birth. It can grow 30 kilograms to 50 kilograms a day and grow into a whale in two or three years.
B, whales are very long and heavy at birth. They can grow a lot in a day and grow into big whales soon.
Guide students to compare, which method is better and why?
⑥ Summary:
The author uses specific figures to make the characteristics of whales clearer and more specific.
(blackboard writing: enumerating figures)
7. Give an example. What other methods does the author use to write the characteristics of whales clearly? (contrast)
4. Guide the students to discuss and understand how the author writes the shape characteristics of whales around the first part of the text:
(1) What does the author mainly write besides the life habits of whales? (Appearance characteristics)
When we write about animals, what characteristics should we grasp to write about animals? (Discussion and Solution)
This is the basic way to write about animals.
(3) Look at the text. What are the characteristics of whale appearance? (big, like a fish)
(4) Play slide 8 and observe the picture. If you were asked to write about whales, what else would you write? Discuss communication (such as fins, mouth, eyes, tail, etc.). )
5] Reflection and discussion:
These aspects can be written, but why doesn't the author write it, just write it as big as a fish? Because whales are the only fish-like animals that feed on animals, this is also the most prominent feature of whale appearance. )
Third, summary.
Through the study of this text, we not only understand the characteristics of whales. I also understand how to write about animals, first of all, we should grasp its appearance and living habits, and when writing about its appearance and living habits, we should grasp the outstanding characteristics of animals. In order to make these characteristics clear and specific, we can also use methods such as enumerating numbers and comparing.
Fourth, homework
Slide 9:
1, the text introduces some basic knowledge of whales. During the preview, we also raised some unanswered questions in the book. Now the teacher recommends the book "The Secret of the Ocean" to everyone. I hope everyone can read it after class to understand and explore the secrets of the ocean.
2. Go home and observe a small animal and write it down according to the method of writing animals learned today.
blackboard-writing design
Appearance: as big as a fish? Grasp the appearance and living habits
Type:
How much do whales eat? Grasp the outstanding characteristics and write
Living habits: breathing lung spray column
Sleep: gather your head and turn around? The figures listed show that
Growth: viviparous growth is fast and life is long.