"Truth is born after a hundred question marks" is the text in Unit 6, Volume 6 of the six-year primary school curriculum standard experimental textbook published by People's Education Press. It is intensive reading of the text and belongs to argumentative writing. What is the title of the text? Truth is born after a hundred question marks? This is also the focus of this article. This paper discusses with three facts that as long as you are good at observing, constantly asking questions, constantly solving problems and tracing back to the source, you can find the truth in real life.

Academic goal

1, learning words: universal origin, tracing back to the source, mechanical bathing is not unique counterclockwise, roses are puzzling.

2. Understand the three examples written in the article and tell the contents of the three examples in your own words.

3. I have a preliminary understanding of the writing methods of illustrating opinions with examples.

teaching process

First, review old knowledge and introduce new lessons.

1. What is the theme of this unit? (scientific spirit)

2. What did the first two lessons tell us about the scientific spirit? (Lesson 18: Madame Curie's persistent spirit of making contributions to science and mankind; Lesson 19: China astronauts' spirit of unity, cooperation, courage to explore and perseverance. )

Yes, in the previous text, we learned and felt the spirit of Madame Curie and Chinese astronauts.

These scientific spirits are very valuable, very touching and worth learning. With these scientific spirits, thousands of well-known or unknown scientists and technicians in Qian Qian deserve our respect.

Today, we learn the third text of this unit, so that we can continue to understand and feel the valuable scientific spirit. In addition, an important feature of this text is writing, and we will learn this writing.

3. Show the topic "Truth is born after a hundred question marks". Look at the topic together and ask questions: Tell me about your understanding of the topic.

Second, read the text freely, learn the text by yourself, and complete the following tasks:

1, read through the text.

2. Learn new words by yourself.

3. Understand the content of the text.

Third, check the self-study situation.

1, check the understanding of the text.

Ask questions:

Who are the characters in the text? (Professor Xie Piluo of Massachusetts Institute of Technology, British chemist Boyle, Austrian doctor) How many examples are written in this article? (3)

What genre do you think this text belongs to? (Speaking rational articles or argumentative essays)

2. Check reading aloud. Ask four students to read the first and second paragraphs, and the sixth, seventh and eighth paragraphs respectively.

3. Check the words. The teacher shows the words.

Let the students read the words by themselves and think about which words are difficult to understand. Specify the words to read aloud; Focus on understanding some words; Read words together.

Learning keywords: universal origin, tracing back to the source, mechanical bathing is not unique counterclockwise, roses see the field.

Usually: meaning (I have seen it many times, not surprising), synonyms (used to it, not uncommon), antonyms (unique and rare). In a book? Common phenomenon? What are the common phenomena? What other words can you match? (Common things)

Tracing back to the source: meaning (tracing back to the source), synonym (tracing back to the source)

Machinery:? Mechanical? It's a pictophonetic character, and it's a mechanical character.

Counter-clockwise: Give the word in turn.

Coincidence: meaning (rare, but similar. Show up, make a pair), for example.

See the micro: micro? 、? With what? Meaning (vaguely, obviously) You can know the essence and development trend of something by seeing its symptoms.

Domain: use domain to group words.

Fourth, read the text quickly and silently.

1. What does the text say? Draw the relevant sentences with wavy lines.

2. What examples are cited in the article?

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1. What's the name of the text? Read the first paragraph aloud.

2. How many examples are there in the text? What is the purpose of these examples? Use examples to illustrate this truth. )

3. Find out the contents of these three examples in the text. (3, 4 and 5 natural segments)

5. Look at three cases for the first time and understand their contents.

Let's summarize the main contents of these three examples. There is a natural paragraph that can help us complete this task. Which natural paragraph? Read the second paragraph and see what it says. )

Point out that three students read aloud paragraphs 3, 4 and 5 of the text. The other students thought again. What did they say respectively?

Give students some time to discuss themselves, at the same table or in groups.

Please three students stand up and tell the contents of three examples.

On the basis of what the students say, the teacher shows the contents of three examples, and then let the students read.

Read the text silently and clarify the structure of the text.

As we have just said, this text is a rational article, also called an argumentative essay. What parts is it divided into? Write the text structure on the topic and divide it into paragraphs in the book.

View the discussion. Focus on the second and sixth paragraphs. The second and sixth paragraphs also prove the author's point of view, and are the summary of three examples, so they should be divided into the second paragraph.

Teacher's blackboard writing: put forward opinions, prove with examples and summarize the full text.

Seven. Summarize.