Teaching objective: 1. Read the text correctly, fluently and emotionally.
2. In this lesson, we learn 65,438+00 new words. Of the 65,438+00 words in the two green lines, we only know that we can't write. Understand the words formed by new words, and make sentences with "Whispering" and "Wonderland".
3. By reading aloud the language of taste, we can understand the peculiar scenery and rich products on the seabed, and stimulate students' interest in loving nature and exploring the underwater world.
Teaching preparation
1. The teacher prepares a teaching wall chart about the underwater world. Conditional schools can browse the relevant tourism, popular science websites or thematic photography websites online and download pictures reflecting underwater landscapes (animals, plants, landforms, minerals, etc.). ) related to the text, so as to show it in class at an appropriate time. You can also use computer-aided teaching software or choose videos or CDs for teaching.
2. Students read the text according to their words before class and mark the difficult questions. I learned about the ocean by reading, surfing the Internet and visiting the aquarium.
teaching process
first kind
During the holiday, some students visited the sea with their parents and enjoyed the beautiful sea and beaches. However, do you know what the depths of the sea are like? Now, let the teacher take you by submarine and go to the underwater world to see the strange scenery there.
Look at the topic together.
Second, reading the text for the first time
1, students are free to read the text and are required to read the correct pronunciation and sentences.
2. Learn new words.
(1) Self-study: Read new words and phrases-especially those on the blackboard (small blackboard or projection). Some should pay attention to pronunciation, while others should think about how to remember these words faster and better.
(2) Feedback:
Correctly pronounce the "Su" and "su" of flat tongue sounds; Through "production" (ch ǐ n) and "genus" (shǔ)
No: don't read "fǔ", but read "fǒu"
3. First reading guidance.
(1) Students are free to read the text again, and pay attention to reading sentences fluently.
(2) Read the text by name, and the teacher guides the students to read the difficult sentences fluently. Students can read those difficult sentences.
(3) Listen to the full text and feel the strange scenery and rich products of the underwater world.
Listen to the music and read the text aloud. Listen and think about what kind of world the seabed is.
(4) After reading and recording the text, what kind of world is the seabed? (magical, interesting, strange scenery, rich products ...)
(5) Read the text by yourself. What sentences did you read about the magical, interesting, strange and rich products of the underwater world? Draw while reading a book.
[Comment: In this session, four consecutive readings were arranged, each with different requirements, but with internal relations. This structural arrangement is aimed at those students who fully consider the learning subject and follow the internalized learning law of mother tongue reading, so that they are complacent. ]
Third, writing guidance.
1. Show the new words and read them aloud.
2. Which words are easy to write wrong? Methods of memorizing words in communication. (Compare the glyphs of "brigade", "clan" and "spin")
3. Guide the students to observe and compare, and realize that there are six left and right structures in the new word 10, and pay attention to the left narrow and the right wide when writing. The teacher focuses on "contraction" to remind students not only to follow the principle of "narrow left and wide right", but also to pay attention to the proportion of the right half. The word "accommodation" should be written compactly, with a narrow top and a wide bottom.
4. Students practice pen drawing, and teachers patrol and guide comments.
Fourth, practice
1. Continue to write all the new words in the Xicopybook.
2. Compare word combinations.
Scrap () machine () brigade () bottom () worker ()
Wang () Muscle () Family () Low () Attack ()
Wang () Hungry () Spinning () Arriving at () Work ()
Second lesson
First, review and check.
1, dictation words. (Exercise 3 after class)
2. Students check each other and correct themselves.
Third, read the text intensively.
1. What kind of world is the bottom of the sea? From which sentences did you read that the underwater world is magical, interesting, strange and rich in products ... Communicate the sentences with your classmates and read them carefully.
2. Classroom communication: What kind of world do you think the seabed is? Where did you read it?
[Comment: In the intensive reading of the text, starting from the students' learning, "What kind of world do you think the seabed is? Where did you read it?" This question guides students to read, read and reread, starting with enlightenment. ]
Option 1: Strange and interesting.
(1) seabed sound
"When the waves are surging on the sea, the bottom of the sea is still calm."
("Canglang" means that the waves are very big and collide with each other; "Quiet" means very peaceful and calm. From the difference between the seabed and the sea scenery, we can see that the scenery in the depths of the sea is really special, unusual and strange. )
"Animals at the bottom of the sea often whisper to each other ... and give an alarm when they are in danger."
"Whispering" refers to all kinds of sounds made by animals on the quiet seabed, like many people talking in private. This is the singularity of the seabed and the performance of the product. Moreover, different animals make different sounds. An animal makes different sounds at different times, which is sometimes interesting. )
Learn the slight sound on the bottom of the sea: "Some are like bees-"Students imitate "buzz" gently ... Then grasp the word "whispering" and guide the reading of the second paragraph.
(2) activities of benthic animals
Where are these strange animal activities? (there are slow and fast, there are advances and retreats, and there is movement. )
Underwater animals have their own activities. Read the third paragraph of the text by yourself What kind of animals are you most interested in? After reading it, you can communicate in groups of four.
Communication: reading, speaking and commenting.
Fragment recording
Teacher: What kind of animal activities are you most interested in? Read it.
Health 1: I am most interested in Parker's activity mode. I understand that "tens of kilometers" and "faster than" mean that the assigned gram moves very fast. (Original reading)
Health 2: I want to watch the sea cucumber crawl. While reading, I imagined the chubby and soft body of sea cucumber moving bit by bit, which was very cute.
Health 3: I think the way shellfish move is also very interesting. They traveled effortlessly under the boat.
Teacher: Can you read it?
Health: (Read the sentence about shellfish activities)
Teacher: How does he study?
Health: I think he reads the word "freedom" very well, which makes people seem to see these shellfish walking leisurely with the ship.
Health: I suggest that he should also highlight the word "ba" when reading. "Ba" is tightly attached to the boat, which shows that shellfish are very smart and move forward with the help of the boat.
Teacher: You are really his teacher. Please read this sentence again.
Health 4: Squid and octopus move in different ways. Other animals swim forward, but they spray water forward and use the reverse thrust of water to retreat. They retreat quickly. It's special. I really want to read it.
[Comment: Give students an open space,
It is valuable and surprising for students to fully read, understand and imagine in reading, and to see the unique activities of various benthic animals through language and words. ]
(3) Difference of marine benthos.
The diversity of colors and shapes of marine benthos presents us with another colorful picture of the underwater world.
Option 2: Rich products
(1) Abundance of zoobenthos and plants.
(2) The seabed is rich in mineral resources and rare metals.
Supplementary reading:
A large number of oil and rare metal deposits such as nickel, strontium and cobalt on the seabed can change our concept of scientific discovery and life evolution of the earth; In addition, strange new drugs can be extracted from deep-sea bacteria, minerals and fish to treat human diseases. To the surprise of scientists, a large number of benthic microorganisms, as long as 2. Three-foot-long earthworms, plate-sized clams and mussels, and a strange fish with red skin and blue eyes.
3. Read and appreciate.
(1) Read the text in the paragraph.
(2) After listening to their reading aloud, what did you see, hear and think of in the underwater world?
(3) Read your favorite sentences or paragraphs well.
Fourth, summarize the full text.
1, the text introduces us to the "world of wonders"-the underwater world from several aspects, such as the sound of the seabed, the movement and migration of underwater animals, the seabed landforms and plants, and the seabed mineral deposits.
2. Here is a little poem. Who will read it and show it?
There are mountains on the land, and there are mountains under the sea. The mountains at the bottom of the sea are also connected as land.
Trees and clusters of leafy corals also grow on the undersea mountains; Grass also grows on the undersea mountains, and seaweed shakes with the current.
There are birds in the trees under the sea, but colorful birds can't fly high. Birds under the sea don't lay eggs, but they also nest in trees.
There are sea lions, seahorses and seals at the bottom of the sea, but they never fight and everyone gets along well.
There are mountains under the sea and cities under the sea. The city under the sea is like a painting, like a poem.
Now, do you want to say something to the sea?
Verb (abbreviation of verb) class summary and extracurricular expansion
1, communication between teachers and students:
(1) underwater scenery photo gallery.
(2) Written information about seabed knowledge.
(3) Recommendation of undersea related websites.
Collect your favorite materials into your folder.
There are many secrets and treasures under the sea waiting for you future explorers, inventors and biologists to explore and discover. Let's work together!
3. Homework after class: Design the exhibition "Underwater World" in groups. Arrange a commentator in each exhibition hall, or take turns to tell whose explanation is the best.
extreme
Teaching requirements: 1, can read the text correctly, fluently and emotionally.
2. Understand the content of the text, understand that the underwater world is a place with strange scenery and rich products, and stimulate students' interest in exploring the mysteries of nature.
Teaching process:
First, check the import.
Attention, members of the marine expedition team, the short break is over, and then we will continue our more intense and interesting underwater exploration.
I remember that just after we got back to the ship from the bottom of the sea, everyone talked about it, saying that we put on a special underwater listening device and found many animals whispering at the bottom of the sea. Who will report what kind of sound you hear?
Xiu: When I put on the special water listening device, I immediately heard all kinds of sounds, some like (), some like (), some like (), some like (), some like ().
There are150,000 known animals. They eat (), travel () and are in danger (). Stop. When marching? People walk with their feet. They can also choose to ride a bike, take a boat or fly. How do underwater animals travel? Let's go and have a look.
Second, learn the third paragraph.
1, video recording.
Q: What do you see?
2. How is it introduced in the book? Open the book and read the self-study requirements by name.
3. communication:
(1) Who will say the central sentence of the third paragraph?
(2) What benthos are introduced in this paragraph? What kind of animals are you interested in? Would you like to introduce its activity characteristics?
(3) The teacher said: There are many kinds of activities of benthos. For example, flying fish, its pectoral fin is particularly large, accounting for about 2/3 of its body length, equivalent to its wings. When it is chased by tuna, loach and other fish, it will break through the water, open its pectoral fins in the air several meters above the water surface, and slide forward more than 300 meters with the help of airflow. Hidden fish, for example, sleep in the belly of sea cucumber during the day and come out to look for shrimp at night. Another example is the mola fish, which usually lies lazily on the sea surface and drifts in the sun. In addition, there are color-changing monarch fish, needle-shaped puffer fish and so on. Why did the article only write these kinds?
(4) Imagine so many marine animals together, some crawling (very slow), some faster than (ordinary trains), some swimming forward, and others? (quickly retreat), and (simply stay still and travel freely under the boat), is this scene interesting? Let's read this paragraph again and read out the fun.
Third, learn the fourth paragraph.
1. We appreciate the diversity, strangeness and interest of benthic animals. What about marine benthos?
Read the fourth paragraph and underline the central sentence.
2. After reading the central sentence, do you know what this paragraph says? What's the difference between marine benthos? Can you answer with the words in the book?
3. Different roles read aloud.
4, the same seaweed, the difference is too big? Hearing is empty, seeing is believing. Come and have a look.
5. Video recording.
Fourth, learn the fifth paragraph.
1, I just saw such a scenery, and I don't even feel like I'm at the bottom of the sea. Here are () and (). As for forests and grasslands, there are both here. The underwater world is amazing!
2. Fellow explorers, do you know what minerals are contained in the peaks, canyons, forests and grasslands under the sea? how do you know Watch the fifth paragraph together and experience the magic of the underwater world.
This is the latest scientific report, and I want to read it to you.
Do you have anything to say after listening to this report?
Verb (abbreviation of verb) summary and expansion
1. Today's seabed exploration is over. Please pack up your instruments and return to the ship in an orderly manner. Why don't you move? Want to see it again?
2. The picture flows.
What kind of world do you think the bottom of the sea is? Read it together.
Do you know how the teacher knows so much about the underwater world? Are you interested in collecting some information yourself? Then let's carry out an exchange activity of "the underwater world I know".
6. In fact, human beings have not fully understood the ocean, and students have yet to study and explore it. Of course, there is a premise that you have to learn scientific and cultural knowledge well.