Unit 4 Lesson Plan
Blood-stained Experiment Report
First Lesson
Teaching Objectives:
1. Understand the content of the text and learn from the old scientist’s great spirit of selfless dedication to the scientific cause.
2. Read the text correctly, fluently and emotionally.
Teaching important and difficult points:
1. Through understanding the detailed description of the article, you can appreciate the great spirit of selfless dedication of the old scientists.
2. Understand the verbs of thorough, pan, spit, and curl up, and be able to use them accurately.
Teaching preparation:
Video footage of venomous snakes in South America.
Teaching process:
1. Introduce the conversation and reveal the topic.
1. Play the video about South American venomous snakes. Students, what words did you think of when you saw these pictures?
2. Open the book and see how the text describes this kind of snake.
3. Read this sentence together. (Projection shown)
This snake is very big, gray, curled up in the cage, like a coiled rope, with five or six coils, and its small head is raised high and slender. His tongue stuck out from time to time, and his triangular eyes revealed a terrifying and fierce light.
4. What a terrible poisonous snake. Many people died from being bitten by it. In order to study ways to resist this venomous snake and benefit mankind, many scientists use it to conduct experiments and want to uncover the secrets of its toxicity. Dr. Carl Schmidt is one of them. But unfortunately, while experimenting with this venomous snake, he was accidentally bitten by the snake. What kind of situation was that? Please read the text aloud and freely, and while reading, imagine the scene at that time
2. Read the text freely and understand the content
1. Let students freely use Pinyin Practice reading the text, pronouncing the correct pronunciation of the characters, reading the sentences, and communicating about the new words and multi-phonetic characters you know.
2. Students at the same table read each other’s texts and correct problems in pronunciation, tone, pauses, etc.
3. Read the text by name and think: What is written in the text?
3. Grasp the key paragraphs and understand the text
1. Students read silently Text, clear requirements. Practice silent reading so that you can read silently, without pointing, without moving your lips, with speed, and with the ability to think. Mark the key words and phrases in the article. Thinking: Which paragraphs of the text specifically describe the scene of the doctor taking notes?
2. Analysis of key sentences.
Mr. Schmidt felt severe pain in the wound, his limbs were numb, and his body could not move. He knew that he had been poisoned by snake venom.
When a venomous snake bites, it destroys the muscles and releases venom at the same time. Snake venom is mostly neurovenom and is highly toxic. The venom first anesthetizes the nerves, making the body unable to move, then causes the body organs to lose function, and finally the brain becomes congested and dies. As a zoologist who studies snakes, Dr. Carl Schmidt certainly understands this common sense. When he felt severe pain in the wound and numbness in his limbs, he knew he had been poisoned by a snake.
3. He thought: It’s over, should I die like this? No! What should I do?
This description of Schmidt’s psychology after being bitten by a snake is true. It perfectly depicts the mentality of the old scientist before his sacrifice. He knew he was poisoned. After he couldn't make a call, he knew no one could save him. There was only one outcome, which was death. However, the character of perseverance and dedication forged by years of scientific research practice makes him fearless in the face of danger. He believed that he was bitten by a snake as part of a special experiment using his own body as a guinea pig to study the physiological response to a snake bite. So he decisively and firmly said no in his heart, and what he wanted to do was to record the physiological phenomena and feelings after the snake bite and leave research data for future generations. These psychology are the strong internal driving force of the old scientist to persist in recording until sacrifice, and are a reflection of his noble personality.
4. Five hours after being bitten by a snake, Dr. Carl Schmidt dropped the pen in his hand and stopped breathing.
After 5 hours, it shows how long it takes. You can imagine how much pain the old scientists must have endured over a long period of time, and you can also guess how difficult it must have been for the old scientists to record their experiments. It is not difficult for readers to know from the above that he recorded changes in body temperature, changes in organ function, changes in blood, changes in physical strength, etc. This is the record in pain, in the fading of consciousness. What a strong scientific researcher Carl Schmidt was, and what a lofty and convincing character he had! The sentence was not written directly to death, but the pen in the writer's hand fell to the ground, indicating that the old scientist continued to research until death and persisted in recording. The last moment of his life also reflects that the author cannot bear to use the word death to describe the respectable scientist.
4. Name students with higher reading skills to read paragraphs 4 and 5.
Tell me what was your strongest feeling when you saw everything that happened in the laboratory? Focus on the word "as usual": First, is this experiment really like usual? Second, what are One aspect is indeed the same as usual, and the third reason is why the doctor can perform as usual in this experiment.
5. Enhance passion and extend expression.
This information will make a contribution to the study of venomous snakes, which was obtained at the cost of life, so the author of the text expressed such admiration and read the last sentence together.
6. Extend the text and expand appropriately
1. Write down what you most want to say to the doctor.
The second lesson
Teaching objectives:
1. Read the text fluently and emotionally.
2. Deeply appreciate the great spirit of selfless dedication of the old scientists.
3. Recognize 9 new characters and be able to write 12 new characters.
Important and difficult points in teaching:
1. Deeply understand the great spirit of selfless dedication of old scientists.
2. Recognize 9 new characters and be able to write 12 new characters.
Teaching process:
1. Read the text emotionally.
Tell me what is your strongest emotion after seeing everything that happened in the laboratory?
2. Read the text quietly.
Discussion in the group (1) Is this experiment really like usual?
(2) Which places are really like usual?
(3) Why did Dr. Can you perform as usual in this test?
3. The whole class communicates and interacts.
IV. Interaction at the same table.
Tell me which of Dr. Schmidt’s actions moved you the most.
5. After completing the lesson, choose words to fill in the blanks.
Six. Recognize and read new words.
1. Words that are easily written incorrectly: Bo
2. Words with a left-right structure should be small on the left and large on the right when written, and the structural arrangement must be reasonable.
Seven Assignments:
Find some stories to read about scientists who have contributed to science and even sacrificed their lives.
Creation of the world
Teaching objectives
1. Know 10 new words and be able to write 14 new words. Correctly read and write words such as universe, darkness, ascent, descent, breath, limbs, skin, vastness, blood, endless flow, lushness, nourishment, creation, etc.
2. Read the text emotionally and be able to retell the text in your own words.
3. Read the text, understand Pangu’s dedication, cultivate imagination, and accumulate beautiful words and sentences in the text.
Teaching focuses and difficulties
1. The focus of teaching is to guide students to understand the content of the story of Pangu’s creation of the world, stimulate interest in reading mythological stories, and cultivate imagination.
2. After learning, you can tell the story in your own words.
Teaching process
1. Story introduction
1. Introduction to Chinese mythology.
2. Exchange some of the pre-class materials, take the fairy tales in my memory as the title, choose a fairy tale that impressed me most and tell it to the students.
3. Today, the text we are going to study is the famous myth and legend of our country. It tells the story of a great god named Pangu who opened up the world and transformed everything in the world with his divine power and body.
4. Writing on the blackboard topic: Creation of the world
Explain the topic and read the topic together to question the topic
5. How did Pangu create the world? Students read to themselves with questions text.
2. First reading of the text
1. Free reading of the text, requirements:
(1) Read the pronunciation of new characters and recognize the glyphs clearly.
(2) Mark the section numbers and read the text smoothly.
(3) Draw new words and think about their meaning in sentences.
2. Check the word learning status.
(1) Read the words
(2) Read the text in small sections, and provide random guidance on word pronunciation and sentence segmentation.
(3) Exchange understood words.
(4) Collaborate with deskmates to check the reading of the text.
(5) Perceive the meaning of the text: What is this text mainly about?
3. Read the text intensively
1. Before Pangu opened the world, What does heaven and earth look like? Read section 1 by name.
(Grab the words "chaos" and "big egg" to let students imagine the scene where heaven and earth are one and the universe is dark)
2. How did Pangu create the world? Read carefully silently In sections 2 to 5, feel the impression left on you by Pangu, the ancestor of mankind, and talk about why he left such an impression.
(1) Communication.
(From the hard work, the big egg cracked a crack, etc., you can feel the tallness of Pangu's body and the infinite strength; from the words holding the chisel in the left hand and the ax in the right hand, slashing and chiseling, and the huge stone collapsed. Understand Pangu's yearning for light and determination to create a new world, and at the same time experience the difficulty of opening up the world. From also growing taller to 18,000 years, you can experience Pangu's firm will and tall image)
(2) Can you read out your feelings so that people can understand the greatness of Pangu through your reading?
(3) Guide the reading aloud and show the sentences.
Light and clear things rise slowly and become the sky; heavy and turbid things slowly sink and become the earth.
What are the characteristics of these two sentences? What are the benefits of writing this way?
(There are antonyms in the sentences, which are light, clear, heavy and turbid, rising slowly and sinking slowly, heaven and earth Wait, so that everyone can see the changes between heaven and earth at a glance, and vividly describe the differences between heaven and earth)
3. Transition sentence, tens of millions of years have passed, and the sky no longer rises. , the earth no longer thickened, and Pangu was exhausted. He knew that the heaven and the earth would never close again, so he fell down with a smile. Just before his death, Pangu gave birth to all living things in the world.
4. The teacher likes this paragraph very much, especially when he read the words "dying exhausted with a smile on his face", he was particularly moved. Do you feel this way? Why are you moved?
(Pangu looked so optimistic, fearless, and magnanimous in the face of death. He also turned his body into all things in the world, what a great soul!)
5. Let us read together with this feeling. full text.
IV. Summary
Second lesson
1. Review and review
1. Students read the text and review what they have learned.
2. Practice retelling
①Practice speaking with the same seat. ②Retell it to the whole class by name, and then comment.
3. Expand the text and create poems
1. Pangu’s creation of the world is just a beautiful legend, not a true story. So why do humans make up such myths? From this, you can What are your thoughts?
Writing on the blackboard: Rich imagination
2. Imitation of poetry
I want to put my hands on the lush flowers and trees
This way you can touch Pangu’s hair.
I think,
That will do.
4. Excerpt good words and sentences from the text.
5. Collect mythological stories and share the excitement of mythology with your friends.
Purchase God’s Boy
Teaching objectives:
1. By reading the text, find out how the little boy’s uncle was saved, so as to understand how human beings The sincere and selfless love of people in the world is God’s principle that can save everyone.
2. Read the text correctly, fluently and emotionally.
3. Know 8 new words.
Important and difficult points in teaching:
1. Read the text emotionally and feel that love is a noble emotion of human beings.
2. Understand the meaning of the old man’s letter, and then understand the reason why the old man helped the little boy.
Teaching process:
(Problem solving)
This is a foreign children's story written by Xu Yan. The story tells about an orphan named Bundy who was raised by his uncle Patrup. Patlupu fell from the scaffolding while working and fell unconscious. The doctor told Bundy: Only God can save his uncle. So Bundy used dollars to buy God everywhere. An old man was so moved that he sold Bundy a God's Kiss drink and paid for a medical team to cure Bundy's uncle. The story tells people a truth: people should be loving and willing to seek happiness for others. Love is God.
1. Collect relevant information in order to understand God.
God literally means, in China, it is called the Emperor of Heaven, or the Jade Emperor, commonly known as Lord Heaven. Christianity calls the god it believes in God. Catholics call God. Legend has it that God has great supernatural powers and a benevolent heart, and can save all living beings and save the people.
2. Introduce communication materials from the topic.
What is God and can it be bought and sold? A little boy wants to buy God. Why? *** walked into today’s Happy Reading Room.
3. Read and understand by yourself and experience emotions.
(1) When reading the text for the first time, let the students read it in their own way, and then share their impressions after reading.
(2) The difficulty of this lesson is the meaning of the old man’s words in the last paragraph, from which we can see the reason why he helped the little boy become his uncle. When students read this part, it may not be easy for them to understand that the old man is Touched by the little boy's love, the teacher can guide the students to solve this problem through mutual reading, defense, listening to each other, and self-realization, and combine it with the second natural paragraph for further understanding.
4. Connect with life and sublimate emotions.
(1) Student discussion: What kind of people need our patience? What qualities should we learn from the old man, the little boy and his uncle respectively?
(2) Read the performance text.
5. Check literacy.
6. Recommended homework.
Collect similar stories and read them.
The man who stole fire from the sky
Teaching objectives:
1. By reading the text, feel the strength of Prometheus to endure pain for the benefit of mankind. Will, learn from his qualities of intelligence, kindness, integrity and courage.
2. Read the text correctly, fluently and emotionally.
3. Know 10 new words.
Teaching is important and difficult:
1. Learn to tell this story and understand how humans got fire.
2. Experience and learn from Prometheus’ integrity, kindness and bravery.
Teaching preparation
Text illustrations, vocabulary cards
Teaching methods:
The content of the story is intriguing and suitable for students’ exploration and appreciation perspectives. During teaching, interest reading is mainly carried out.
Teaching process:
1. Set up tutoring classes.
Do you know how humans got fire? The story of Prometheus in ancient Greek mythology tells us the answer, quickly enter today’s happy reading room
2. Read Pass the text.
(1) Read the text in conjunction with reading prompts to enhance students' reading expectations and stimulate students' reading interest. Students are required to read the text in a story-telling tone, and students at the same table read and translate to each other.
(2) On the basis of reading through, the group first talks about what spirit should be learned from Prometheus after reading. It can be seen from the passages in the text, and communicate with the whole class.
3. Learn to tell stories.
On the basis of reading the text thoroughly and deepening the memory of the text content, guide students to learn to tell stories. It is necessary to prevent students from memorizing the text instead of telling the story. Tell the students that the story is not told according to the original words of the text, but that they can reasonably imagine the words and deeds of the characters at that time, add their own experiences and feelings, and pay attention to and listen to the story. People communicate emotionally. Allow students to independently choose their learning partners to form a story-telling group. First, the group will practice speaking and mutual evaluation, and then the group will recommend representatives to speak on the podium in the form of a competition. Finally, the class's story king will be selected.
4. Expansion and extension
Let students develop rich and reasonable imagination to continue telling stories: After Prometheus is free, will Zeus give up? Please open your imagination. Wings, tell a story of your own creation
5 Check the new words.
6 Recommended homework.
Ask students to look up other sources of fire in the library or online, and then discuss them with the whole class.
Able to speak and write
Thank you
Teaching objectives:
1. Through training and performance, know how to express gratitude and its appropriate use language of thanks.
2. Use scenarios to make students interested in participating in learning and training, and develop a sense of being polite to others.
Important and difficult points in teaching:
1. Be able to choose appropriate two-way communication methods.
2. Be able to use the language of gratitude sincerely and without exaggeration.
Teaching process:
1. Stimulate emotions and read aloud to introduce.
(1) Read aloud by students.
Students read aloud: I thank my mother for giving me life, always bringing comfort to me when I am in difficulty, and warmth when I am cold; I thank my teacher for giving me life. She burns herself like a candle, allowing my eyes to see the future and making me smart; I thank my friends for allowing me to be encouraged on the road of life and making me not lonely.
(2) Discussion and communication.
① Under what circumstances do we usually need to thank others?
② How do we usually thank others?
Teacher: In life and study, we Everyone will express their sincere gratitude for receiving care and help from others. How do you express your gratitude to others? Think about it first, and then communicate in a group.
(3) The whole class reports on the group discussion, and teachers and students comment.
By discussing the first and second paragraphs that require speaking, let students talk about them respectively. Through evaluation, students can understand the third paragraph of the speech requirements and summarize it on the blackboard.
Write on the blackboard:
①The attitude of gratitude should be sincere.
②To express your gratitude clearly, be polite, and use words of thanks.
③The party receiving thanks must express gratitude.
2. Create scenarios and layered training.
(1) Create a scenario.
Students, another worker uncle is coming to our classroom this afternoon to replace the aging light tubes for us. How should we express our gratitude to the worker uncle at that time? Please think about it, students. Something should be said.
(2) Student preparation.
The teacher asked the students to pay attention to several requirements on the blackboard.
(3) Practice in groups.
Students can freely combine and practice giving thanks in different roles. The teacher should remind students to exchange roles during practice and give each other opinions. Teachers patrol and provide timely guidance.
(4) Report on the performance.
Students perform on stage, and teachers and students comment together. The evaluation is mainly based on students' evaluation, and the evaluation is based on whether it meets the requirements of gratitude. It is necessary to affirm the strengths and point out the shortcomings.
(5) Close to life and extend beyond the classroom.
Imagine several situations in life that require us to express gratitude and perform them to cultivate students' ability to randomly choose appropriate ways to express gratitude. Teachers provide timely guidance and evaluation based on actual conditions.
(6) Teacher summary.
A letter to the old man who helps others
Teaching objectives:
1. Guide students to write a reply to the old man who helps others from the perspective of Patrup . The content of the letter is to express gratitude to the people who have helped you.
2 Pay attention to clearly expressing Patrup’s inner feelings and the gratitude that should be expressed.
3. Pay attention to the format of the letter.
Teaching is important and difficult
1. Learn to think from Pattrup’s perspective and write down his true feelings and gratitude to the old man.
2. The writing format must be correct.
Teaching preparation
"The original text of "The Boy Who Purchased God" and the song "Love Devotion"
Teaching process
1. Create a scenario, Bring out the topic.
(1) Play the song "Devotion of Love". What do you think of after listening to this song? Tell me.
(2) Do you know those people and things that are selfless?
(3) Do you still remember this old man? Show "The Boy Who Purchased God" and read the article to the music. .
(4) Read the requirements of this assignment and clarify the writing content.
2. Discuss the content of the writing.
(1) If you were Pattrup, what would you think of after receiving the letter from the old man? What would you say to the old man? Think about it for yourself.
(2) Tell the students in the same group.
3. The whole class communicates and comments on each other.
Talk about the resources to the whole class, and students will evaluate each other. Pay attention to whether the thanks are sincere and heartfelt, and whether the language of thanks is appropriate.
4. Write carefully and provide individual guidance.
(1) Clarify the letter format. (2) Writing, teacher inspection, and individual guidance.
Second Lesson
1. Read the exercises aloud, comment and revise.
1 After students complete the draft of the exercise, each student will read it aloud and then review and revise it as a group.
2 Each group recommends excellent works, read them one by one, and evaluate each one on whether it expresses true feelings, whether the content of gratitude is expressed clearly, and whether the sentences used are appropriate.
3 Compare with the good works and revise and improve your own exercises.
2. Post-text guidance.
1. Comment based on students’ compositions. Focus on praise. Even if it is a sentence or a good word used well, it must be praised to stimulate students' interest in homework.
2. Show two essays:
One masterpiece, show the masterpieces to appreciate and learn how to write.
An article with a critical question, targeted to solve the critical issues that arise in the composition.
3. Revise the composition.
4. Transcribe the composition.
Chinese Seven Colors of Light Four
Teaching objectives:
1. Can guide students to master changing rhetorical questions into declarative sentences. 2. Able to sort out disordered sentences in a certain order and train the ability to organize sentence narratives.
3. Accumulate famous quotes. 4. Read several Chinese and foreign myths that benefit mankind, and penetrate the ideas of benefiting mankind.
5. Cultivate students’ good qualities of helping others by organizing donation activities for students who have difficulties in class life.
Teaching key points and difficulties:
1. How to guide students to replace rhetorical questions with declarative sentences.
2. How to arrange sentences that are out of order. 3. When donating, do not hurt the self-esteem of the recipient.
Teaching preparation:
Before class, it is assigned to collect ancient Chinese mythology stories and ancient Greek mythology.
Teaching time: two classes
First class
Teaching objectives:
1. Can guide students to master the conversion of rhetorical questions into Declarative Sentence Method. 2. Able to sort out disordered sentences in a certain order and train the ability to organize sentence narratives.
3. Accumulate famous quotes.
Teaching key points and difficulties:
1. How to guide students to replace rhetorical questions with declarative sentences. 2. How to arrange sentences that are out of order. 3. Cultivate students' interest and habit of collecting and accumulating famous sayings and aphorisms, and be inspired and taught by them.
Teaching process:
1. The first question of practice
Follow the example and write another sentence in another way.
1. Give the question in the example sentence and guide the students to read it. Note that this sentence is a question and read the tone of the question;
2. After reading, ask the students to Tell me what this question means. Point out the characteristics of rhetorical questions that do not require answers;
3. What the students just said is the sentence in the example sentence, changing the question to another way and strengthening the tone;
4. Read the first sentence freely, try to put it in another way, and then report and evaluate;
5. After the second and third sentences are completed independently in the group, the class communicates;
6. Guide students to read these sentences repeatedly.
2. The second question of practice
Arrange the sentences in the appropriate order.
1. Let students read these sentences freely and think about what each sentence means while reading. Find the inner connection between these sentences;
2. After knowing the meaning of each sentence, guide students to summarize the content of these sentences;
3. Group discussion, In what order can they be arranged?
4. Report and exchange;
5. Name names and read them in order;
6. Read them in full These few words.
3. Accumulation over time
1. Let students read these two sentences freely;
2. On the basis of students’ full reading, guide students to talk about each sentence What does each sentence mean?
3. The teacher briefly introduces Zhuge Liang and Einstein to help students understand the meaning of the sentences;
4. Read these two sentences repeatedly; < /p>
5. Expand and extend: Share the famous sayings and aphorisms you have collected about benefiting others and society.
Second Lesson
Teaching objectives:
1. Read several Chinese and foreign myths that benefit mankind, and penetrate the ideas of benefiting mankind;
2. Cultivate students’ good qualities of helping others by organizing donation activities for students who have difficulties in class life.
Teaching key points and difficulties:
When donating, do not hurt the self-esteem of the recipient.
Teaching preparation:
Assigned before class to collect ancient Chinese myths and Greek myths.
Teaching process:
1. Knowledge window
1. First let students read the names of these myths and distinguish which ones are Chinese and which ones are ancient. Greek;
2. Let students who know these myths tell the stories they know. After telling the story, ask students to summarize the main content of the story and think about how the characters in these myths benefit mankind;
3. Ask students to tell you which myth is your favorite. Why?
4. Summary: These myths, whether from ancient China or ancient Greece, all reflect the same truth, that is, the protagonists benefit mankind, so that they can be passed down through the ages and praised by future generations. They;
5. Ask students to tell their favorite myths to their family members or good friends.
2. Let’s all come together
(1) Launch an initiative to students before class: In order to help students who have difficulties in life or people who encounter difficulties in society, we have Hold a donation event within the scope
(2) Hold a discussion meeting, formulate a plan, and formulate written materials
1. The significance of holding this donation event: To help students who have difficulties in life Or people who encounter difficulties in society, so that they can overcome the difficulties;
2. Determine the donation target and find out the life situation of the donation target;
3. Donation Distribution of money and materials;
4. The specific time, location, and division of labor of this event (personnel who receive money and materials, registration personnel, custodians, and donor contact personnel, etc.)
< p>(3) Things to note when carrying out donation activities1. The activities must be orderly;
2. The attitude must be enthusiastic and equal;
3 . Speak in a measured manner and do not hurt the self-esteem of the donor;
4. Summarize the gains from this activity.