Needless to say, everyone knows that the 2xx Olympic Games in 2000 was held in Sydney, Australia. But you know what? Sydney, a beautiful coastal city, what is its symbol? Kangaroo? Wrong. Platypus? Wrong. Let me tell you: this is the Sydney Opera House.
Sydney Opera House is Australia's national performing arts center, also known as the Sea Opera House. Why does an opera house become the symbol of this city? Mainly because it has a unique and beautiful shape: the whole building is white and crystal clear, like white lotus petals in full bloom, like scallops with open leaves, and more like a group of white sails sailing out to sea. This unique opera house is surrounded by the sea on three sides, setting off the Sydney Bridge in the distance, which is simply wonderful.
Sydney Opera House is not only beautiful in appearance, but also scientific in internal structure and exquisite in equipment. It has four halls: the concert hall has 2690 seats and the acoustics are very good. There are also 1550-seat opera hall, 550-seat theater hall and movie hall. The lights on the stage are all controlled by computers, and the closed-circuit television system is used to monitor the stage. There are many other halls, such as reception hall, exhibition hall, rehearsal hall, library, coffee shop and so on. There are over 900 rooms!
Teaching plan of Sydney Opera House, a Chinese language in Grade Two and Grade Three.
Teaching goal: 1, know 5 new words. Understand the meaning of "wonderful workmanship" in combination with the text.
2. Read the text correctly and be familiar with and accumulate sentences describing the appearance of Sydney Opera House.
Understand the content of the text and know that Sydney Opera House is the symbol of the city. It not only has unique and beautiful appearance, scientific internal structure and exquisite equipment, but also broadens students' horizons.
4. Imitate the description of the shape of the Sydney Opera House in the text and practice the language.
Teaching process:
Look at the picture first, expose the topic and stimulate interest.
Teacher: In recent days, we have traveled all over the world with our beloved Chinese books. In this class, we went to beautiful Australia together. Australia has many unique animals. Look, this is kangaroo and this is platypus. The 2xx Olympic Games in 2000 was also held in Sydney, Australia.
1, read the sentence aloud.
Display: The 2xx Olympic Games in 2000 was held in Sydney, Australia.
Teacher: Sydney, a beautiful seaside city, is marked by the Sydney Opera House.
2. Show pictures and blackboard writing Title: 27. Sydney Opera House
3. Look at the topic together.
Description: Stimulate students' interest in learning through animals they are interested in, and let students enter the atmosphere of learning and inquiry at once, laying a good foundation for the implementation of the whole class.
Second, I have a preliminary perception when I read the text for the first time.
1. How does the author describe this opera house? Read the text softly and pay attention to the correct pronunciation.
2. Read words: (I can read)
Display: The Opera House has a unique logo, white, crystal clear, magnificent and ingenious structure, and monitors the ribbon-cutting cafe. ...
3. Tell me about your understanding of words.
Note: Through preliminary reading, we can have an overall perception of the text, check the effect of students' preview at the same time, and promote the development of students' good study habits.
Third, study the key points of the text and combine reading and writing.
(1) Learn the third and fourth sections of the text, focusing on the writing of shapes.
1. Read the third and fourth parts of the text silently. Ask the students to find a sentence that summarizes two characteristics of Sydney Opera House and draw it in a straight line.
Exhibition: The Sydney Opera House is not only beautiful in appearance, but also scientific in internal structure and exquisite in equipment.
Teacher: This sentence not only summarizes the content of the third section, but also leads to the content of the fourth section. It plays a connecting role and is a transitional sentence.
2. Ask the students to choose an aspect they like and underline the relevant sentences.
3. communication.
(1) conveys the shape description.
◎ Exhibition: "Mainly because of its unique and beautiful shape: the whole building is white and crystal clear, like a blooming white lotus and a few open scallops. If you look closely, it is more like a group of white sails sailing out to sea."
Look at the photos from different angles to see if they look like white lotus, scallop and white sail.
② Instruct reading aloud.
3 Try again.
Teacher: The author also used the word "wonderful workmanship" to describe the Sydney Opera House.
Exhibition: This unique opera house, surrounded by the sea on three sides, sets off the original majestic Sydney Bridge, which is simply wonderful.
(1) teachers and students read * * *.
(2) What does "wonderful workmanship" mean?
Teacher: Why is the Sydney Opera House "unique"?
4 teacher's summary.
Description: Teachers collect all kinds of pictures before class to help students understand the shape of the opera house and appreciate the accuracy and accuracy of the language in the text. Use various forms of reading aloud to help students accumulate words. At the same time, for the word "wonderful workmanship", in view of the situation that students are difficult to understand, teachers are used to prompt and combine pictures and texts to break through the difficulties.
Teacher: I like the beautiful and unique appearance of Sydney Opera House. Let's go in and have a look!
(2) The Sydney Opera House has scientific internal structure and exquisite equipment.
Display: (the fourth section of the text)
(1) Read freely.
(2) Presentation form, introducing the interior of the Opera House in your own language combined with the text. (with table design)
③ Read the fourth section together.
Note: This part of the content basically adopts the method of combining students' self-study and introduction, which is different from the previous part of the teaching. It also reflects the strategy of "long text and short teaching" in the new textbook.
Teacher: These two sections introduce us from two aspects: appearance and internal structure. In fact, there are many landmark buildings in China, such as Jinmao Tower and Oriental Pearl TV Tower, which are familiar to everyone. Today, the teacher invited everyone to visit a bridge.
(2) Imitate the text and conduct speech training.
1. Show pictures of Lupu Bridge.
2. Instruct students to practice speaking with "like … and like … more like …".
3. Homework: Write this article on exercise paper.
Reflections on the teaching of Chinese "Sydney Opera House" in the third grade of the third primary school
"Sydney Opera House" is to let students know that the Sydney Opera House is the symbol of Sydney, Australia. It is not only unique and beautiful in appearance, but also scientific in internal structure. At the same time, students are required to collect pictures of their favorite buildings and introduce them to their classmates in words. According to the structure, language and teaching emphasis of the text, I use multimedia courseware to assist teaching. Before class, I gave my students homework in the language studio, and asked them to collect information about Australia, as well as pictures or words of buildings in various countries that I like or want to know most. I collected audio-visual materials about "Sydney Opera House" and Sydney scenery by using network resources, and then made a demonstration according to my own teaching ideas.
In teaching, we should pay attention to guiding students to read the language actively. These three figurative sentences describe the beautiful and unique appearance of Sydney Opera House. I first use the media to make students realize the similarities between ontology and vehicle, and then let them read it repeatedly through different forms. In this way, students naturally enter the text, they read with emotion and sound, and accumulate language imperceptibly, paving the way for the use of language.
In this class, I use multimedia to assist teaching and change the spoon-feeding teaching mode instead of oral English. Students' hands, eyes, brain and mouth move together, and their potential is fully tapped, which increases the capacity of classroom teaching. The audio-visual materials about Sydney on the Internet have beautiful pictures, which make people feel immersive and give students an intuitive impression of Sydney at once. At the same time, the topic is also introduced by the pictures presented, which is very natural and has a breath of life, which stimulates students' interest in learning. When understanding figurative sentences and the word "wonderful workmanship", multimedia demonstrations can be used to help students understand the appropriateness of the three figurative sentences from different angles.
Disadvantages:
Through classroom teaching practice, I found that there is still a certain gap between the goal and implementation. To guide students to learn actively, we should not only design problems for students to solve, but also guide students to find problems themselves, master Chinese knowledge in the process of solving problems, and cultivate students' reading analysis ability in practice. Especially when guiding students to observe Lupu Bridge and imitate three metaphors, perhaps my requirements are too high, and students can't respond to three metaphors at once, so the class seems deadlocked. On reflection, I should give timely praise to those students who have rich imagination, novel ideas, accurate words and rich vocabulary, so as to arouse students' enthusiasm for accumulating and using languages, stimulate students' internal motivation for accumulating languages, and make students internalize the language materials they have learned into their own language materials, even if they point out one. Therefore, we should pay attention to strengthening the freedom of teaching in the future, and the design problems should be elastic and tense. In the process of experience and exploration, let students learn to learn, learn to learn, and learn to think.