Brief introduction of teaching design of the textbook "Junior Chinese Bee 1"
The article "Bees" is a reading text in the first volume of the third grade of primary school, which was taught by people. The author is a famous French biologist Fabers. He wrote down an experiment he had done in the first person, that is, to confirm whether bees have the ability to distinguish directions. It embodies the author's rigorous scientific attitude and realistic style.
Teaching objectives
I. I can recognize 10 new words and write 14 new words. Read and write the words "experiment, confirmation, almost, probably, resistance, speculation, loss, strange and extraordinary along the way" correctly.
Second, learn to read the text silently, understand the main content, and learn from Fabres's spirit of observation and exploration, as well as his rigorous scientific attitude and realistic scientific style.
Third, accumulate language.
Emphasis and difficulty in teaching
Find out how the author did it and how to draw a conclusion, so as to verify whether bees have the ability to tell the direction.
The class is divided into two sections.
The second classroom of instructional design
Academic goal
Understand the content of the text and experience the experimental process of the author exploring the ability of bees to distinguish directions, so as to stimulate students' interest in exploring natural mysteries.
Preparation before class
First, the new word card.
Second, teachers and students collect information about bees together.
Third, the multimedia display platform.
teaching process
First, check the import.
Show new word cards on the multimedia display platform and ask students to read them aloud.
Test verification and resistance measurement include wrong path and overload.
Second, encourage students to participate in blackboard writing and stimulate interest.
Which students in our class have made progress in their writing recently? Tell the stage of writing the topic.
Third, exchange information and import.
Share the information you found in books or online.
Fourthly, intensive reading and cooperative exploration.
First, the first natural paragraph:
A. read it. Read the first paragraph to everyone.
B.think about it. Do you know what experiment I want to do?
C, say it. How would you do this experiment if it were you?
Second, the second paragraph:
A. read it. Let's take a closer look at how the author experimented. Please read.
The second natural paragraph.
B.draw a picture. Draw words or sentences that can express the author's experimental practice.
C, it is written. Let some students write sentences on the blackboard.
D, discuss it.
◆ Have you found out all the words indicating the author's experimental practice?
Are these practices necessary to ensure the success of the experiment?
E. guess. Do you think these bees can find a home if we haven't read the following passage? What is the reason?
F, tell me. Ask the students to retell the content of this natural paragraph by name first, and then tell each other at the same table.
Paragraphs 3, 3, 4 and 5:
Encourage students to read the third, fourth and fifth paragraphs many times.
A. read paragraphs 3, 4 and 5 freely.
B. read by name. Which paragraph do you like to read? Can you read it to everyone?
C. teacher's motivation: if you think you read as well as or better than him, you can stand up and read it again.
② Perceive the main content. Talk about the times and time when bees come home.
3 Discuss identification. If only two bees come home, can you say that bees have the ability to debate the direction?
Read again, think again and understand deeply.
A, what's the difference between bees coming back twice?
B, combined with the relevant content of the text, imagine: if you are a bee coming back for the first time or the second time, what will happen on the way, what would you think and do? Let the students fully imagine first, and then ask many people to say it. )
C. other students comment on whether their imagination is meaningful.
D. Teacher's in-depth guidance: Do you feel that bees have a strong ability to distinguish directions in different situations when they come back from bees? Tell me why.
5. Appreciate the reading fragments and express your feelings
1, directed by the teacher. The little bee is really something! How do you think the little girl felt when she told her father that two bees were back? Think again, what is the tone of the author's introduction that "seventeen of the twenty bees didn't get lost and returned home accurately"?
2. Students' independent reading experience.
3. Call the students to perform or read two related paragraphs separately to express their feelings and feelings.
Sixth, think again and then stimulate interest.
1, inducing doubts: After reading the third, fourth and fifth paragraphs, students have the ability to tell the direction of bees. Are there any questions?
2. Students ask questions. The main purpose is to induce students to ask questions and expand their interest into extracurricular life practice. )
3. The teacher leads the reading. Let's see what the author Fables has to say, shall we?
4. The teacher quoted it again.
A. Do the students have any ideas to share with Fabres?
B, after learning here, students may have more questions. Let's go to books and life together and solve these problems with our practice and wisdom, shall we?
Seven. Innovation and innovation
Collect information about the mystery of insects together and design a handwritten newspaper.
Teaching Design of the Learning Objectives of "Bee" 2 in Primary Chinese
① Know the words "test, test and certificate" born in 10. He can write "take the test, take the test" and so on 14. Can correctly read and write the words "no matter, experiment, paper bag" for 20 years.
Read the text correctly and fluently to understand the content of the text.
Learning is both important and difficult.
Key points: Learn new words, understand the content of the text, and know what experiment Fabres did.
Difficulties: I can understand and use new words, and I can simply describe the general content of the text in my own words.
Preparation before class
① New word cards and pictures of bees.
② Teachers and students gather information about bees together.
Teaching process:
First, import
Teacher: Students, the teacher brought a child today. He has a needle on him that can fly far. He likes collecting pollen and honey best. Its portrait looks like this (showing a picture of a bee). Who do you think it is? A: "Bees."
Teacher: It's a bee. We learned a book about bees before, a guide to bees. What is it about? (Student answers)
Let's study bees with French entomologist Fabres today, shall we? What do the students know about bees? Who can say "I know bees are like this …" (students speak freely)
Fables did a very interesting experiment to prove the ability of bees to tell directions. Do you want to know what kind of experiment this is? Let's go into the text "Bees" and have a look at the results of the experiment.
Second, the initial perception of the text: What is this interesting experiment? With this question, let's listen to the recording and see how he did it. Students draw new words while listening. (Playing the recording)
Third, learn new words.
Teacher: After listening to the tape, do the students know what this very interesting experiment is really like? Before answering this question, let's look at the new words together.
(1) A. Show the new word cards and ask the students to read each card once, and then read them together. In the first round, I will show the more difficult "test", "estimate", "reduction", "package", "measurement", "method" and "certainty".
B. Please pay attention to the sound and writing.
C.how do you remember them?
D. word formation (understand the phrases in the text first, then expand. )
(2) Re-display the new word cards: Shang, Try, Zheng, Dang, Wai, Wrong and Chao.
Please listen to the students, teach them to read, and remember their methods and words when driving a train.
(3) Find out synonyms of commonly used words and make sentences to understand.
(4) Guess words: the teacher tells the meaning and the students guess words and make sentences; The teacher says phrases and the students explain them. (select key phrases)
The teaching design of "bee" in primary school Chinese 3. Teaching objectives:
1, learn to sing the song "Little Bee" to inspire students to sing with joy and emotion.
2. By listening, singing and performing the song "Little Bee", we can feel the image of "flying" expressed by music, express our love for little bees, and infiltrate the education of loving nature and protecting beneficial insects.
3, learn to use percussion instruments to touch the clock, castanets, and accompany songs.
Second, the focus of teaching: express the song "Little Bee" with sweet voice and lively emotions.
Third, teaching difficulties: the rhythm of the eighth note in the second phrase of the song.
Fourth, the preparation of teaching AIDS:
Piano recorder, headdress, percussion, etc.
Teaching process:
First of all, enjoy the "bee"
1, listening to the music Bee for the first time.
Teacher's lead: Spring has come to us unconsciously. Miss Chun awakened all the little creatures in nature along the way. The grass stretched out its little green hand, and the floret opened its beautiful smiling face. Spring is really beautiful! At this time, a group of hardworking elves also came. Listen, here they come. Please tell me who they are with your actions.
Play the music in the courseware. Listen to the music and show the answers with actions.
Teacher: From the students' actions, the teacher can see that it is a flying elf. What did you say together?
Health: bees.
Teacher: How did you hear it? What instrument is it played with?
Health: I listen to music quickly. It is played on the violin.
Teacher: It seems that all students have sensitive ears. This is indeed a tune that imitates the flying image of bees with a violin, which was created by the German violinist and composer Fran? ois Schubert.
Teacher: The song shows a group of bees, hovering in the air and flying all over the sky.
Step 2 Listen to the music "Bees"
Teacher: Let's listen to the music carefully again and see how the author shows the scene of bees flying all over the sky. Students can also do the action of bees flying with the music.
Teacher: Bees are very hardworking animals, busy from morning till night. Next, let's learn how bees collect honey!
Second, learn to sing:
1, import:
Teacher: Little bees are beneficial insects. They work hard. The bees they collect are sweet and fragrant, and they are good friends of human beings. What do you know about bees? Can you see who said that? (Playing pictures)
2. Learn to sing:
Teacher: Today we are going to learn a song called Little Bee.
Teacher: Let's listen completely. After listening to the music, tell the teacher what this song is about.
Health: Little bees are very hardworking. They are collecting nectar.
Teacher: Little bees are busy flying among flowers all day, collecting nectar. Let's imitate their wonderful dance together!
Teacher: Bee is a very hardworking animal. From morning till night, we will learn a song called Little Bee. First, let's look at a rhythm. Who can shoot?
Teacher: Let's clap in groups.
Teacher: Beat to the music.
Teacher: Take a beat with a percussion instrument.
Teacher: Let's sing together!
Teacher: Lively and cheerful.
Health: Little bees are very hardworking. They are collecting nectar.
Teacher: Let's sing it again!
Teacher: Then sing.
Teacher: Complete singing.
Teacher: Sing alone.
Teacher: percussion instruments accompany the singing.
Third, expand:
Teacher: How cute this little bee is. As everyone said, it is hardworking, kind and beautiful, and it is our good friend. What other beneficial insects are similar to bees? Let's listen and sing!
Fourth, summary:
There are many magical mysteries in nature waiting for us to discover and create. Let's be a hardworking little bee, study hard and make more contributions!
Teaching design of the teaching goal of "bee" 4 in primary school Chinese
1, read the text with emotion and express the thoughts and feelings contained in the text.
2. Understanding the content of the text and experiencing the experimental process of exploring the ability of bees to tell the direction reflect the author's rigorous scientific attitude and realistic style.
3. Learn more about bees by consulting materials.
Teaching focus
Understand the main content of the article and the author's rigorous scientific attitude.
Teaching preparation
Make a courseware about bees.
Class arrangement:
The first lesson: read the text for the first time, learn new words, guide writing and learn the first paragraph of the text.
The second lesson: Understand the text, study paragraphs 2-6, and experience Fabres's rigorous and realistic scientific attitude.
Teaching process:
First, review and check.
1, review new words.
2. Check the sentences,
Last class, the students read the text well, and the teacher found out a few difficult sentences to see if you could read them correctly. Show three sentences with polyphonic characters. Please read it carefully, read it carefully. (Consolidate the understanding of polyphonic characters)
Second, read aloud.
1, learn the second paragraph.
Introduction: In the last class, we knew that Fabres wanted to do an experiment on whether bees have the ability to tell directions. What are the specific experimental steps? Please read the second paragraph silently.
(1) Read the second paragraph silently and underline the corresponding sentences.
(2) Specific steps of AC test
(3) Can one of the test steps be deleted? Why?
(4) Understand "probably" and realize the accuracy of the author's words.
2. Learn the third and fourth paragraphs.
Teacher: What is the result of the experiment? Can these bees go home? Please read the third and fourth paragraphs.
(1) Does the author think the bees can come back? Where did you read it? Why would I speculate like this?
(2) How many bees came back in the first batch? How long did it take them to make such a long trip?
(3) What's your mood when you see these two returning bees? What would you say to them?
At this time, my little daughter saw "I" come back. How is her mood? (Excited, excited, surprised) Read the sentences with your own feelings.
(4) The named students read aloud many times with such a happy, excited and even a little unexpected mood.
2. Learn the fifth paragraph:
Introduction: Students must want to know the whereabouts of other bees. Please read the fifth paragraph.
(1) Students read the fifth paragraph of the text in their favorite way.
(2) The second batch of bees flew back. Which paragraph did you read? When do you think they will come back? About how long it took.
(3) Empathy: Now that you are one of the seventeen bees, what might happen to you on the way? (it can be difficult or it can be a chance encounter. )
Dear little bees, you have worked hard. How happy I am to see you come back safely! What do you think of the author's praise for these little bees? What words do you think should be paid attention to when reading?
(5) Students experience reading again.
3. Learn the sixth paragraph:
(1) After learning this, students must admire the ability of bees to tell directions. Do you want to know how they did it? Let's take a look at what the author of this article, French biologist Fables, said.
(2) Students read the sixth paragraph many times. The courseware shows sentences and then says it's not … but …
(3) Do you agree with this conclusion of Fabres? Please talk about your own views in combination with his method of doing experiments. (released and proved by experiments that bees do have the ability to tell the direction. Bees don't rely on super memory, but ... this intuition is that the author is a biologist, and it was unclear at the time. From here, we can see the attitude towards scientific publication and seeking truth from facts. What should we learn from publishing?
The teaching goal of "bee" teaching design 5 in primary school Chinese;
1. Understand the text.
2. Read the text silently and talk about how the injured bees repaired their wings and took off again.
3. Understand the content of the text and appreciate the author's persistent praise for bees.
Emphasis and difficulty in teaching:
Read the text and learn how bees repair their wings and take off again.
Teaching aid preparation:
Courseware.
Teaching process:
First, create situations and introduce new lessons.
1. Show the courseware. What is this?
When it comes to bees, what do you think of?
To tell the truth, I don't like bees very much, because I was stung by bees once when I was a child, but later I heard the old man say that bees don't sting easily, and I must have mistakenly thought that you wanted to hurt them. Once they are stung, they run out of life and don't live long. I listened and forgave. But when I see it, there is always a knot in my heart. I didn't know I knew too little about it until I read this article.
I believe everyone will have a new understanding of the text after reading it.
Second, first reading
1. Read the text in your favorite way, requiring accurate pronunciation and understanding of the text.
2. What did this text say in your own words?
Third, study the text.
1. What changes have taken place in my thoughts and feelings during the development of the whole story?
2. Learn 2-5 paragraphs
(1) Where do you see the author's boredom?
Key point: Understand words persistently.
Instruct me to read my impatience and disgust.
What kind of author and what kind of bees do you see?
(2) Summary: In order to vent my dissatisfaction, I first chased it, then patted it, then stepped on it, and finally tried my best to crush it, wishing to kill it. But this bee didn't flinch at all. It emerged from the soil twice.
3. Learn paragraph 6- 1 1.
(1) I don't want to hurt it anymore. My heart is full of doubts. I began to observe it quietly. What do I see? What did bees do to move me?
Read the paragraph 6- 1 1 silently, and cooperate with your classmates to supplement the blackboard.
Answer by roll call.
(2) How did it repair its wings?
Mark the verbs in the completion process and complete the blanks.
(3) How was the repaired wing injured? Where does it look serious?
Although the injury is so serious, it's still (read and fill in)
(5) The teacher reads 9- 1 1 paragraph.
(6) What do you want to say to bees after reading the story of bees flapping their wings and taking off?
(7) This lovely minority spirit touched both us and the author. Where can we see it?
(8) How to understand this sentence?
Introduce the original name "wings and prayers"
Third, summary.
What did you get after learning this lesson?
Blackboard design:
Drill out twice
Not afraid of difficulties
Bees mend their wings again and again.
willpower
Three test flights