1. Know five new words, write seven new words, and learn the polyphonic word "de".
2. Read the text correctly, fluently and emotionally, read the charm, read the rhythm, feel the musical beauty of poetry, and clarify the author's writing ideas.
3. Understand the knowledge about meteorites, learn to read and explore independently around problems, and stimulate students' interest in exploring the mysteries of nature.
[ Teaching process ]
First, stick to the topic and learn to question
Teacher: Students, do you know anything about meteorites?
Health 1: Meteorites are also called meteorites.
Health 2: Meteorite is a kind of stone from the universe, which contains chemical elements.
S3: ...
Teacher: Today, let's learn a text-whispers-Meteorite. Here, the teacher should emphasize the word "meteorite". Pronunciation is "yǔn". Please write this word with me. Please read the topic gently.
student: read the topic together
teacher: through reading just now, did you find that the title of this text is different from the title of the text we usually learn?
Health 1: The title uses anthropomorphic techniques to compare meteorites to guests from outside the sky.
Health 2: There is a dash in the title.
teacher: you are so careful! Dashes can be used for many purposes, which can indicate the prolongation of sound, explanation, interruption of speech and so on. Who can tell you what the dash does here?
Health: Explain that whispers refers to meteorites.
teacher: very good. Students, what questions do you have to ask when you see the title of this poem?
health 1: why is the meteorite called whispers?
Health 2: What are meteorites like?
Health 3: How did the meteorite come from?
health 4: what does this poem tell us about meteorites?
......
[Comment]
Closely related to the topic, students were guided to understand meteorites and learn the usage of the word "meteorite" and dashes, which naturally combined extracurricular knowledge with in-class knowledge and achieved good results. In addition, guiding students to ask questions about the subject not only creates conditions for learning literature, but also cultivates students' problem consciousness.
second, sort out the questions and learn independently
Teacher: Questions are the beginning of thinking. I found that students are good at asking questions. Your questions can be roughly divided into three categories: What are meteorites like? How did the meteorite come from? What is the knowledge of meteorites? These questions are the main questions in the poem. Please go into the poem and read carefully while looking for the answers to the questions. In the process of reading, mark the words you don't know with a pen.
students: free to read poetry, teachers patrol, camera guidance.
teacher: have you finished reading the poem? Ask the group leader to lead the team members to teach each other unfamiliar and difficult words.
students: communicate in groups.
Teacher: The students have studied very hard. Through the pre-class preparation and the mutual learning among the group members just now, are there any unknown words?
health: no.
teacher: what words are difficult to write, and what should we pay attention to when writing?
health 1: I think the word "silent" is not easy to write. There is a "black" on the left and a "dog" on the right. It is easy to forget something about the word "dog".
teacher: students join hands and write this word with the little teacher. (Shengshukong)
Sheng2: "Yi" is a pictophonetic character, with the vertical center on the left and the B of A, B, C and D on the right.
S3: I think the word "nickel" is difficult to write.
teacher: the teacher is not good at this word either. let's ask the little teacher to teach us.
health 4: nickel, pronounced niè, next to the left and right structure gold. On the right is your own "self", and below is the "wood" of wood.
teacher: did the students find polyphonic words during the preview?
sheng qi a: yes, "de" is a polyphonic word.
teacher: what are its pronunciations? We speak a pronunciation group and a word.
health 1: dí, indeed.
health 2: d Ι, taxi.
health 3: d √, purpose.
health 4: de, ok.
teacher: students learn new words very carefully! These words are very useful. Putting them into the text one by one becomes a beautiful poem. Learn the words, the poem must be read well, let's read this poem together.
students: read poems together.
teacher: just now, everyone read smoothly and loudly. If you put your own feelings into it, you will read better. Do you still want to read?
Student: I think
Teacher: OK, please read this poem by yourselves and see the question you just asked, "What is a meteorite like?" "How did the meteorite come from?" "What does the meteorite tell us?" Can you get an answer from the poem? Please draw again where you can see what meteorites look like, where you can tell us how meteorites come from and where you can tell us about meteorites. After reading and finishing, communicate in groups first.
students: group communication, teacher patrol guidance.
Teacher: Please ask the No.3 student in the "Dream Group" to answer. What question did your group find?
Health 1: Our group has found the answer to "What are meteorites like?". Meteorite is a stone and a star.
teacher: what bar is it in the poem?
student 1: the first two sections (the teacher writes on the blackboard with a camera to help the students comb).
teacher: very good, your group is good at learning! Which other groups have found the answer to the question?
Health 2: Our group found out how meteorites came from. Originally, it sailed along its own orbit in the universe, and when it came into contact with the atmosphere, it emitted strong light and fell to the earth. It is the third to fifth stanza of the poem (teacher's camera writing on the blackboard).
Health 3: Our group learned about meteorites. It is rich in iron and nickel. It is hard and made of substances. In the sixth to ninth stanzas of the poem (teacher's camera writing on the blackboard).
teacher: the students all speak well. It seems that as long as you study poetry carefully, you will certainly gain something! Let's see what the last section tells us.
Health: Meteorites are messengers sent by the universe.
health: let us know its past whereabouts.
teacher: yes, the last section is to tell us that meteorites introduce us to its past like messengers.
[Comment]
Students are the masters of learning. When students ask questions, they should help them sort them out in time, then guide them to read poems independently around the main problems, learn to create new words and familiarize themselves with poems, and finally solve the main problems through group cooperation, giving full play to students' subjectivity. Compared with many classroom teaching that put forward questions but ignore them, the teacher's combing problem is very important, because it not only helps students grasp the core of the text, but also subtly teaches students to learn to question; It also really guides students to read, explore and solve problems independently around the main problems, so that students have a sense of pride and ownership, and naturally learn actively.
Third, guide the reading, and get a feeling during reading
Teacher: Let's read this poem again, and learn the content of each poem. Boys and girls will read it in sections to see who can read it better.
(Separate reading for boys and girls)
Teacher: It's really good this time, and it's more charming than last time. It would be better for boys to add some of their own emotions!
Teacher: Next, let's compete with each other in the group to see who reads with more rhythm and charm.
(Students read with each other in groups, with the teacher's camera guiding them)
Teacher: Just now, everyone was really absorbed in reading. Which group would like to volunteer to stand up and show it to you?
("Ice Group" reads together)
Teacher: What advantages do you find when reading "Ice Group"?
health: I think their group has a loud voice and reads fluently.
health: and it's very emotional, especially the sentence "it's silent, so quiet", which is read lightly and really gives people a very quiet feeling.
teacher: oh, you listened carefully and appreciated it very much. thank you! Which team is confident to compare with the "ice group"?
("patriotic group" reads together, and students evaluate each other)
Teacher: Students, the more you read, the better. Reading poetry is to quietly and attentively enter the artistic conception of poetry, and then you can read the rhythm and charm of poetry.
[Comment]
Reading aloud is both a method and a purpose of Chinese learning. As for poetry, teachers use the strategy of reading aloud and evaluating in group competitions to teach students reading aloud as a way to guide them to learn. I hope they can get into the artistic conception of poetry through reading aloud, experience the aesthetic feeling of poetry, arouse students' enthusiasm, stimulate students' interest and cultivate students' independent reading ability.
Fourth, recite dictation, test and improve
Teacher: Just now, the group has its own merits. Through reading aloud, we have a better understanding of the question we just answered, which is the main content of the poem and the author's writing ideas. This is also the way we recite this poem. Please practice reciting by yourself.
Student: Students practice reciting
Teacher: Who wants to recite the first three verses for everyone?
health 1: recite the first three sections
teacher: recite well, carefully and smoothly. We tried to recite the whole poem together.
student: recite collectively
teacher: today, if there are any students who haven't recited it, please practice reciting it in your spare time. Next class, we will discuss how the author describes meteorites in detail.
Now, please take out your exercise books. Let's check the new words we learned today. Are you ready?
health: ready!
Teacher: Silent, sent, once, truly, the universe, memories ...
Student: Quietly dictation
Teacher: After writing, the group leader will review and correct the mistakes. Please raise your hand if you are all right. Ok! Give "Lei Feng Group" and "Shuxiang Group" 5 points each, and hope that all study groups will continue to work hard. Class is over!
[Comment]
"Chinese course is a comprehensive and practical course for learning the use of language and characters." The definition of Chinese new curriculum standard points out the direction for Chinese teaching. Chinese teaching is to embody the characteristics of Chinese curriculum, and the difference between Chinese teaching and other disciplines is to teach students Chinese things. After reading the poems aloud, this lesson instructs students to teach them the methods of reciting poems in time, let them recite them and detect the new words they learned today in time. It seems simple, but it really embodies the characteristics of Chinese curriculum, because to let students learn the use of language, they must first accumulate language and write it, especially in the first class, and guide them to read, think, listen and write more.