One of the best teaching plan models of the fourth grade Chinese "cradle of ancestors"
Teaching objectives:
1, learn new words by yourself and understand the meaning of words such as "cradle of ancestors, remoteness, vastness, eternity, pollution, starting point of civilization, natural museum".
2. Preview the text as required, and learn to solve the problems in reading by using methods such as contacting the context and finding information; Read the poem with emotion, understand the content of the text and appreciate the taste of the poem.
3. Correct collocation of words; Can learn to write sentences according to appearance; Try to choose a scene or a distinctive landscape to introduce the "Natural Museum".
4. Experience the beauty of nature and enhance the consciousness of consciously protecting the ecological environment.
Teaching focus:
In emotional reading, feel the artistic conception and taste of poetry.
Teaching difficulties:
Pay attention to the parallelism of this poem and experience the implicit and meaningful charm.
Teaching media:
Photos of virgin forests
Students' preparation before class:
Preview and teach yourself the text.
1, read the text correctly, learn new words by yourself, and understand words in the language environment.
2. Thinking: What does "the cradle of ancestors" mean? What is the main content of this text?
3. Ask questions and mark them.
Teaching process:
Reveal the topic first and preview the feedback.
1, write on the blackboard and read together. What does the poem mean by "the cradle of ancestors"?
2. The media showed the picture of "primeval forest" and understood the meaning of "vastness".
3. Read the poem by name, pay attention to the pause of the poem and pronounce it randomly.
Running in the shade pollutes the sacredness.
4. What did you learn from reading this poem? Is there a problem?
Second, read poems to solve doubts.
(1) Learning Section 1
1. Read aloud with questions: What is the "cradle of ancestors"?
2. Read aloud and communicate by name. (words on the blackboard: farthest that the eyes can see)
(2) Learn Section 2 and Section 3 to understand "beauty" and "distant memory"
1. Read it by yourself and imagine how our ancestors lived in the virgin forest. (after reading)
2. Reading comprehension "How beautiful is that memory and how far away is it?" In a word.
3. Discuss and communicate.
4. Read aloud with emotion.
(3) Learn the fourth quarter.
1, self-reading, thinking: Why is the virgin forest the "starting point of human civilization" and the "sacred natural museum"?
2. Discuss and communicate. (blackboard writing: the starting point of civilization, Natural History Museum)
3. Teachers and students read the last section in cooperation to deepen the experience.
Third, summarize the full text, emotional sublimation.
1, contact the full text, think and discuss: how can we make the virgin forest last forever and never be polluted?
2. Exchange methods and measures to protect the environment and maintain ecological balance. (blackboard writing: no pollution for a long time)
3. Read the whole poem emotionally from the music score.
4. Summary
Fourth, expand imagination and learn to express.
1, guide to finish the third question after class.
2. Guide dictation "Introduction to Natural Museum"
Fifth, assign homework.
1, read the whole text with emotion and recite it.
2. Finish Exercise 2 after class.
Six, blackboard design:
Beautiful and distant memories
Forever and ever-forever and ever
5. The cradle of ancestors and the starting point of civilization.
(within one's reach)
Unpolluted
museum of natural history
The second teaching plan of "the cradle of ancestors" in the fourth grade Chinese
[Teaching objectives]
1, can understand the new words in this lesson independently when reading. Can understand words in context. Can preview the text as required, and think while reading.
2. Be able to read the text correctly, fluently and emotionally. Understand the main content of the text and the meaning of "the cradle of ancestors"
3. Stimulate students' love for nature and enhance their awareness of environmental protection.
[Teaching Emphasis and Difficulties]
1, preview the text as required and master certain preview methods.
2. Be able to read the text with emotion and understand the meaning of "the cradle of ancestors".
[Teaching preparation]
1. Learn about "primeval forest" by looking for pictures and materials.
2. Record Poetry with Music: the Cradle of Ancestors.
[Teaching process]
First, attract new lessons.
1. Play: Music poem "Cradle of Ancestors".
2. Reveal the theme: the cradle of ancestors.
Description: Starting from stimulating students' interest in learning, we can recite poems by listening to music and feel the artistic beauty of poetry in beautiful music, so that students can have the emotion of loving poetry and stimulate their desire to read.
Second, preview the feedback
1. Read the poem by name and chapter, and check the reading.
2. Word exchange learning: What new words and phrases did you encounter when previewing the text? How did you learn these words?
3, put forward the problems encountered in the preview.
Note: previewing the text is a good study habit that fourth-grade students should develop. Teachers should pay special attention to it and pay attention to guidance and training. Clear requirements before class, timely inspection and guidance in class, to help students develop the habit of consciously and carefully previewing, and master effective preview methods.
Third, study the text.
1. Read the poem freely and softly, and understand while reading: What does "the cradle of ancestors" mean?
(1) Show related sentences: The vast virgin forest is the cradle of ancestors.
(2) Play the video, and the picture shows "the primeval forest is boundless".
(3) Communication after watching the video: the feeling of virgin forest.
(4) Guide reading sentences: The vast virgin forest is the cradle of ancestors.
(5) Read the poems again, find out the relevant poems, and talk about why the original forest is called "the cradle of ancestors". According to the appearance, say it.
That vast virgin forest is the cradle of (ancestors).
That () is the cradle of ().
That () is the cradle of ().
Imagine what our ancestors did in their cradle.
Read each other at the same table and talk about how beautiful and distant memories there are in the "cradle of ancestors".
(1) Tell me: What are the ancestors doing here?
(2) Imagine how you would feel if, like your ancestors, you picked wild fruits, pulled magpie eggs, teased little squirrels, picked wild roses, caught red dragonflies and caught green slugs in the vast virgin forest.
(3) Practice reading the second and third sections.
(4) Read the second and third sections together with cheerful music.
4. Learn the last part of the text.
(1) Tell me: What did you see? (Understanding: Eternity and Sacredness)
(2) Introduction.
(3) Guide to read aloud with emotion.
(4) Tell me: How can we make the "cradle of ancestors" last forever and never pollute?
5. Choose a favorite section and read on emotionally.
(1) Practice reading in a free combination.
(2) show personality and read names.
6. Read the whole poem with emotion.
The third teaching plan of "the cradle of ancestors" in the fourth grade Chinese
First, the teaching objectives:
(a), knowledge and skills:
1, I'm confirming that I can read six new words and write eight new words. Cultivate students' ability to understand words in context.
2. Understand the content of the text.
3. Continue to cultivate students' ability to read the text correctly, fluently and emotionally.
(2), process and method:
1. Give full play to students' subjectivity in learning, have group discussions, and understand and feel the text.
2. Use the existing literacy methods to read.
(3) Emotion, attitude and values: cultivate students' good feelings of loving nature and life.
Second, the teaching process:
First, data display, new lesson introduction:
Before class, arrange students to find pictures and written materials of virgin forests. Students show their collected data, so that students can fully understand and feel the beauty and mystery of the virgin forest.
Do you like virgin forests? Our ancestors lived in this beautiful place. Today, let's walk into the virgin forest and feel the environment where our ancestors lived. Writing on the blackboard: the cradle of ancestors read the topic together. Understanding "Ancestor" and "Cradle"
Second, read the text for the first time and read it with the text.
Students read the text in the way they like. Complete the following tasks during reading.
1. Read the text by yourself and know the new words in this lesson in your own way of thinking.
2. Read this poem well.
3. Work in groups. The group leader reads the words and the members look for the cards.
4. Read the word card (play the game of finding friends)
5. The teacher checks the reading and writing ability (reading new words by train)
6. Read the text by name.
Third, understand the text.
1. Read the text and tell me which paragraph or sentence you like best.
2. Group communication.
3, the whole class exchanges, and the camera guides reading.
For example, students say they like the first sentence: "Grandpa said the virgin forest."
It is the cradle of our ancestors. That's interesting. What a cradle this should be! "Students may say, I think it's very interesting, too. The cradle should be very small. The place where babies sleep, the cradle of our ancestors is actually a big forest. Just to guide interesting reading.
4. Read the text with music.
Fourth, expand the extension, draw and think, and expand the imagination.
1. After learning the text, you can also expand your imagination and draw this beautiful cradle. Think about what our ancestors might do here. Let's draw and write.
2. Communicate with the whole class and comment appropriately.
5. Guide students to recite by imagining pictures. Think about the forest while reciting, imagine the activities of ancestors, do actions, and assist in reciting.
Sixth, guide writing.
1. Read the new word cards, make up words and say sentences.
2. Discuss in groups how to memorize fonts and how to write them well.
3. Guide the writing of keywords.
4. Students write independently in red.
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