This is a poem describing meteorite knowledge, which is fluent in language and easy to understand. Through various forms of reading in teaching, students can understand the wonders of meteorites and stimulate their interest in exploring natural mysteries.
Second, the teaching objectives
1. Through learning, students can understand the content of the text, know the information about the whisper-meteorite, cultivate students' ability to collect information, and stimulate students' interest in exploring the mysteries of nature.
2. Learn new words, understand key words, accumulate words and use them flexibly.
3. Read the text correctly, fluently and emotionally. And feel the beauty of poetry in reading.
Third, the focus of teaching
1, read the text, understand the information about whispers-meteorites, and stimulate students' interest in exploring the mysteries of nature.
2. Read the text correctly, fluently and emotionally. Feel the beauty of poetry in reading.
Fourth, the teaching content and process
(A) talk about "stone" to stimulate interest and introduce new lessons.
1, on the introduction of "stone"
Students, this is a word "stone". Who can put a little magic on the shape of a glyph and add a part to its top, bottom, left and right to make it a new character? (Students speak freely) A small word "stone" is so interesting, and stones in nature are more interesting.
[Introducing new lessons with games to make students full of interest at the beginning of class]
2. The teacher shows the "whispers" meteorite map.
Look, class, this is a stone. Look carefully. What did you find? (Students talk about their own findings: this is a huge stone with four striking characters "visitors from the universe" written on it ...) Indeed, this is not an ordinary stone, it comes from the vast universe, it is a whisper (blackboard writing: whisper). Its name is Meteorite (blackboard writing: Meteorite).
[The teacher shows the meteorite map of "cosmic visitor", huge stones and striking four characters of "cosmic visitor", which brings great impact to students' vision, arouses students' curiosity and enhances their desire to explore. ]
(2) display information and learn about meteorites
1. What do you know about meteorites? Students show the collected materials.
2. Teacher's presentation materials: The teacher also collected some materials (display: meteor shower). 1On March 8th, 976, a strange rain fell in Jilin Province, China. It is not raindrops that fall from the sky, but big stones. The scene is spectacular. This is a meteor shower. There are more than 100 stones falling from this meteor shower, and the largest one weighs 1770 kg. Meteorites come in different shapes and sizes, some like rice grains, some like turtle shells, and there are many kinds.
Through the display of materials, students' ability to collect information is cultivated, so that students can have a preliminary understanding of meteorites and pave the way for learning poetry. Because rural students are limited by conditions, the information collected is always limited, so it is very necessary for teachers to supplement some information. ]
(C) the overall perception of self-reading poetry
1. There is a poem about meteorites in our textbook. do you want to see it ?
2. Students mark unfamiliar words when reading and solve them independently by literacy. Teachers guide students to identify key words.
3. Students read poems repeatedly. Requirements: tell everyone what you have gained after reading it.
Students report their reading gains, and the teacher comments on the report.
[By reading poems by themselves, students have an overall perception of poetry]
Read it again and understand the content.
1, cooperative reading at the same table, requiring one person to read a section and comment on each other after reading.
2, deskmate cooperative reading display, collective evaluation.
3. Teachers demonstrate reading.
4. Students evaluate the teacher's reading.
5. Students read by themselves: Pay attention to the pronunciation of the last word after each sentence.
6. Named reading and collective evaluation.
7. Communicate what you read collectively.
(Note after teaching: I know that meteorites are stones and stars, and meteorites are produced by friction with the atmosphere. I find that the words in each stanza of this poem are easy to read, and the more you read it, the more you can read the charm ...)
Pay attention to reading, read in various forms, read at the same table, read by teachers, read by themselves, and read by name, so that students can understand the content, feel the beauty of poetry and feel the wonder of meteorites. ]
8. Students ask: Is there anything you don't understand? Answer after group discussion.
[Once students' desire to explore is stimulated, their potential is unlimited]
(5) Extend and sublimate feelings.
1, imagine: If you were a meteorite and you came to this world from the distant horizon, what would you like to say to everyone?
Let students summarize in a fairy tale way, which not only stimulates students' interest in learning, mobilizes students' enthusiasm for learning, but also cultivates students' ability to integrate information. ]
2. Tell me your wish (show me the meteorite map). What do you want to whisper-meteorite?
Realize the dialogue between students and the text, and let the emotions be sublimated. ]
3. Play the theme song of "Blue Cat Naughty 3,000 Questions".
The teacher concluded: Yes, as long as we love talking, asking questions and thinking, everything in the world will be clear. Let's continue to explore the infinite mystery of nature with a big question mark in our hearts!