Teaching objectives:
1. Understand the peculiar scenery and rich products of the seabed, and stimulate students' interest in loving nature and exploring the mysteries of nature.
2. Through the teaching of the 3rd and 4th natural paragraphs, the training of sentence-to-sentence connection is carried out.
3. Learn the new words in this lesson, be able to pronounce the multi-phonetic words "gin" and "quantity" accurately, and be able to make sentences using "ordinary" and "rich products".
Teaching steps:
First lesson
1. Reveal the topic (point out that this is a common sense text)
2. First reading of the text
1. Make a first reading request.
(1) With the help of Pinyin, read the text smoothly and mark the sequence numbers of the natural paragraphs.
(2) Check out the new words in the text and read them several times.
(3) Read the text again and think about which places in the text talk about the strange scenery on the seabed and which places talk about the rich products on the seabed.
2. Check the first reading.
(1) Show the activity cards with new words written on them and correct the pronunciation.
(2) Show cards with words written on them and ask students to read them. Among them, words such as "light-emitting organ", "hydrophone", "reverse thrust" and "rare metal" need to be guided by the teacher. Understand. (Understanding the meaning of the above words will be of great help in understanding the content of the text)
(3) Read the text by name (requires correct pronunciation of the characters).
(4) Try to answer question (3) of the first reading requirement.
3. Analyze and understand the text
Study the first natural paragraph of the text.
(l) Read by name and think: Which sentence in the article answers this question (the seabed is really a world with strange scenery and rich products)
(2) Use a projection to show " The bottom of the sea is really a world with strange scenery and rich products.” Based on understanding and adding some words, use “rich in products” to say a sentence.
2. Learn the second natural paragraph.
(1) Read by name and think about what are the characteristics of the scenery on the bottom of the sea?
(The bottom of the sea is quiet; the bottom of the sea is dark, but there are flickering light spots)
(2) From which sentence can we tell that the bottom of the sea is quiet?
① Use the card to show "The Waves", read it by name, and understand its meaning.
② Guide students to understand "still". (There are no storms on the sea and the bottom is quiet, and there are surging waves on the sea and the bottom is still quiet)
③ Change "still" to another word, how else can you say this sentence?
(3) Why is the seabed quiet? (Because the largest wind and waves can only affect tens of meters below the sea surface)
(4) Why is the seabed dark? What are the dots of light in the darkness? like what? (Understand "flicker" based on the actual life)
(5) Summary: The waves on the sea are surging, but the bottom of the sea is still quiet; the bottom of the sea is dark, but there are many light spots flickering, and the scenery on the bottom of the sea is really strange!
(6) Name and read the second natural paragraph emotionally to experience the strangeness of the underwater scenery.
Lesson 2
1. Understanding the third natural paragraph
1. Read it by name and think about what the first few sentences of this paragraph tell us? (One to five sentences tells us that there are sounds under the sea)
2. The projection shows the third natural segment.
(1) Read the first three sentences by name and think about it. What do you know from these three sentences?
(2) Combine the sentences to understand "whether" and "whisper".
① How can you say this sentence by replacing "whether" with another word without changing the meaning of the original sentence?
② Read "whisper" by name, tell its meaning, and then let students try to imitate "whisper" and realize that "whisper" here is particularly vivid.
(3) Read the last two sentences by name and think about it, what do you know from these two sentences? (There are many, many sounds at the bottom of the sea)
(4) What kind of sounds are there at the bottom of the sea? (Four "some are like..." sounds of eating, sounds of marching, sounding an alarm)
(5) Are these all the sounds on the seabed? Where did you find out?
(6) After writing so many sounds in the text, ellipses are also used to explain the sounds on the bottom of the sea. (There are various sounds at the bottom of the sea)
(7) From so many kinds of sounds, what can we tell about the scenery on the bottom of the sea? (The scenery is strange)
3. Point out: In this natural paragraph, the first three sentences tell us that there is a sound under the sea, but we don’t know what kind of sound it is. This is a summary; only after reading the last two sentences can we know what the sound is like at the bottom of the sea. This is Write specifically, summarize first and then be specific. This is how sentences are connected.
4． Connect the second and third natural paragraphs and let students think:
(1) What is the relationship between the contents of these two paragraphs? How would you feel if you heard various sounds on the quiet sea floor? (It makes students feel "there is sound in silence" and seems strange)
(2) Why is there such a strange scene on the seabed? (The strange scenes on the seabed are inseparable from the rich products)
(3) Read the second and third natural passages by name, asking you to read out the strangeness of the seabed scenery.
2. Understand the fourth, fifth and sixth paragraphs
1. Read by name and think: From what aspects does the author write about the richness of seabed products? (Animals, plants, minerals)
(1) Learn the fourth natural paragraph.
① Read this paragraph softly and think about what the first few sentences of this paragraph are about? (Sentences 1 to 6 are about the many animals on the seabed, and they move in different ways.)
② (Projection shows the content of the fourth paragraph) Read the first sentence by name and think about it. What does it tell us?
(There are many animals on the bottom of the sea)
Where can you tell that there are many animals on the bottom of the sea? ("Thirty thousand species" is a very large number. This is something we already know, but there are still things we don't know)
③Read the second sentence quickly, what does it tell us? (They have different activities)
④Read three to six sentences by name and think about what they are talking about? (How different animals move)
⑤Key points to understand:
What does "telescopic" mean? Do you know any other animals that rely on muscle contraction to crawl?
What does "only" mean?
What does "ordinary" mean? Use "ordinary" in a sentence. What does it mean to be faster than an ordinary train?
How do you understand "reverse thrust"? Think about what you have seen that relies on reverse thrust to move forward?
What does "Ba" mean?
⑥Play videos to introduce students to the activities of animals. (Visually perceive the movement methods of animals)
⑦ Summary of three to six sentences, specifically introduce the movement methods of five animals: some of them are extremely slow, some are extremely fast; some are moving forward, Some move backward; some move on their own, and some don't move on their own. In this sharp contrast between fast and slow, advance and retreat, movement and immobility, it highlights the different methods of their activities and illustrates that each has its own method of activities.
⑧Read the fourth natural paragraph. (Let students further understand what each sentence is about)
⑨ According to the method of learning the third natural paragraph, guide students to understand how the sentences in the fourth natural paragraph are connected.
⑩What can you tell from this paragraph about the products on the seabed?
(2) Self-study five or six natural passages and discuss: What plants and minerals are there on the seabed?
①What plants are there on the seabed? (Projection shows a picture of undersea plants) How about explaining undersea plants? (Wide variety)
②What minerals are there on the seabed? What does "rare" mean? How about describing the minerals found on the ocean floor? (Rich reserves)
③How about you can experience the products of the seabed from these two natural sections?
(3) Paragraphs 4, 5, and 6 all describe the rich products on the seabed. What other characteristics of the seabed can be seen from these products? Where can you see the strange scenery? (Let students truly understand the rich products on the seabed and the strangeness of the scenery)
3. Connect two to six natural paragraphs to read
Think: What kind of world is under the sea?
Point out: Although the content in each paragraph has its own emphasis, it is interconnected and inseparable. The strange scenery contains rich products, and the rich products also show the strange scenery.
4. Read the full text by name and with emotion
Let students think about it. In order to explain that the seabed is a world with strange scenery and rich products, the text is written at the beginning, middle and end. What?
The third lesson
1. Read the full text (find out the key paragraphs in the text)
2. Practice reading aloud (mainly training poor students) < /p>
3. Guide to recite the third natural paragraph of the text
4. Analyze glyphs and learn to write
1. Key words for guidance:
The right half of "que" is "卩", do not write it as "阝". The first half of the idiom is "巳", not "了"
2. Write the radicals of the following words.
But () No () Common () Category () Rabbit () Some ()
3. First talk about the differences between each group of words below, and then form words.
Cell () Private () Kind () Different ()
Hold () Accumulate () Feces () Guide ()
5. Practice writing a paragraph words, pay attention to the connection between sentences.
Attached: Blackboard design
Lesson plan comments:
Play the highlights of "Underwater World" to introduce the new lesson with enthusiasm. Organize students to self-study, discuss, and communicate, understand the full text, and figure out what each paragraph is mainly about, so as to realize that the seabed is a world with strange scenery and rich products. Guide students to understand the meaning of each sentence in paragraphs three and four, grasp key words, and understand the connection between sentences. Emotional reading, stimulating emotions. Participate in language practice activities after class.
Exploration activities
1. Write down the content of the ellipses in the third natural paragraph of the supplementary text.
2. Learn how to write the total score of the fourth natural paragraph of the text, and write about the activities of fish that interest you or that you know about.
3. Read the article "The World Under the Sea" again and see if you can ask a few different questions about the article.
4． Collect information, combine it freely, and organize a marine knowledge exhibition.