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Teaching design of Populus euphratica

Instructional design is an idea and scheme to arrange the teaching elements in an orderly way and determine the appropriate teaching scheme according to the requirements of curriculum standards and the characteristics of teaching objects. Generally, it includes teaching objectives, teaching difficulties, teaching methods, teaching steps and time allocation. The following is the teaching design of West Wind Populus euphratica compiled by me. Welcome to learn from it, I hope it will help you.

Populus euphratica 1 instructional design i. Analysis of teaching materials

The West Wind Populus euphratica is an intensive reading text. The author described the noble character of Populus euphratica with warm and philosophical language, expressed his deep love for Populus euphratica, deep sympathy for Populus euphratica's fate and praise for Populus euphratica's character, and expressed his concern for environmental protection.

design concept

Give full play to the role of multimedia courseware, let students feel the strange scenery and magical natural landscape of Lijiang, Yunnan, and cultivate students' ability to concentrate, imagine and understand in reading.

Second, the teaching objectives

1. Guide the students to read the text with emotion and recite one of the natural paragraphs 2, 3 and 4.

2. Guide students to read the text, understand the characteristics of Populus euphratica introduced in the text, and appreciate the author's love and praise for Populus euphratica.

3. Understand the meaning of the sentence and appreciate the author's sympathy and concern for the fate of Populus euphratica.

4. Learn new words and phrases in the text.

Iii. Key Points and Difficulties

1, guide students to read the text, understand the characteristics of Populus euphratica introduced in the text, and appreciate the author's love and praise for Populus euphratica.

2. Understand the meaning of the sentence and appreciate the author's sympathy and concern for the fate of Populus euphratica.

Fourth, preparation before class

1. Arrange students to collect information about Populus euphratica, Tarim, Lop Nur, Loulan and the Western Regions on the Internet in their spare time.

2. Think about the problems after class &; The requirement of "compass" guides students to preview the text.

Preparation of teaching AIDS for verbs (abbreviation of verb);

Courseware or wall chart

Six, teaching time:

2 class hours

Seven. teaching process

first kind

First, write on the blackboard and introduce new lessons.

Let the students watch the pictures (videos) of Populus euphratica and talk about the characteristics of Populus euphratica with the collected information.

Read the text and solve the new words.

1, read the text freely, draw new words in the text, ask your classmates if you don't understand it, and read it several times if it is difficult.

2. Name students' unique words and give appropriate guidance according to their mastery.

Third, read the text for the first time and perceive the content of the text as a whole.

Students read the text silently, and then talk about their impressions of Populus euphratica.

Four, intensive reading of the text, in-depth understanding of the text content.

(1) Learn what tree Populus euphratica is (learning paragraph 1, 2, 3, 4).

1. Read the text quickly and find the relevant paragraphs that directly describe what kind of tree Populus euphratica is.

2. Students read their favorite paragraphs and talk about what they have learned from them.

(1) From the first natural section, I realized that Populus euphratica is the most beautiful and oldest tree, which grows in Tarim. Guide students to understand relevant data (1.300 million years ago, 99%, 3,800 square kilometers).

(2) From the second paragraph, I realized that Populus euphratica is the most persevering tree.

Guide students to understand the relevant data (20 meters deep, 40 degrees Celsius above zero, 40 degrees Celsius below zero) and words: I am not afraid to penetrate and find deep roots.

(3) From the third paragraph, I realize that Populus euphratica is the most selfless tree.

Guide students to understand the related vocabulary: the barrier of all beings. Sentence: They ... give ... give ... give ... and leave ...

(4) From the fourth paragraph, I realized that Populus euphratica is the most tragic tree.

Guide students to understand related sentences:

(1) Populus euphratica was born immortal for a thousand years, but not for a thousand years when he died.

(2) They were ... after death. ...

3. Guide students to understand writing.

(2) past lives who knows Populus euphratica. (Learn paragraphs 5 and 6).

1. Name paragraphs 5 and 6.

2. What was the past of Populus euphratica?

3. How is Populus euphratica now? Guide students to understand that Populus euphratica sometimes cries. ...

Fifth, assign homework.

Second lesson

First, review the introduction.

1. What kind of tree is Populus euphratica?

2. How is Populus euphratica now?

Second, continue to read the text intensively and deepen the understanding of the text.

(1) Understand my hopes and confidence (learn paragraphs 7 and 8).

1, what do I pray for? Guide the students to understand the sentence: I stand ... even for three days.

2. What do I believe? Guide the students to understand the sentence: Populus euphratica's spirit is still alive ... and will be inspired.

Third, summarize the full text and experience writing.

Fourth, expand (topic after class)

Teaching design of "West Wind Populus euphratica" Part II Teaching objectives;

1, guide students to read the text, understand the characteristics of Populus euphratica introduced in the text, and appreciate the author's love and praise for Populus euphratica.

2. Understand the meaning of the sentence and appreciate the author's sympathy for the fate of Populus euphratica.

Teaching focus:

Understand the characteristics of Populus euphratica and the author's love for Populus euphratica.

Teaching difficulties:

Understand the author's sympathy for Populus euphratica's fate and concern for environmental protection.

Teaching methods:

Teaching, communication

Learning style:

Reading aloud, group cooperation, autonomous learning, self-evaluation.

Teaching process:

(1) teacher

① Introduce the situation.

Open the textbook and guide the students to look at the pictures. Observe the difference in appearance of Populus euphratica from the two pictures and lead to the topic.

② Explore new knowledge.

1, guide students to read the text freely and find out new words and phrases. Read the text again and mark the natural paragraphs.

2, problem introduction:

(1) How long has Hu Yangshu existed on the earth, and where does it mainly grow?

(2) From what aspects did the author praise Populus euphratica? (tenacious, innocent, tragic)

Why does the author admire Populus euphratica so much? Read the second, third and fourth paragraphs of the text with emotion.

(3) Why is Populus euphratica crying?

(4) What kind of prayers does the author have? (To God, to Populus euphratica, to all those who have had a full day) Why do you pray?

Collective discussion: What does the author compare Populus euphratica to in this text and why? (compared to a soldier, fighting against the desert)

Find out the words that the author introduced to Hu Yangshu and why he used them. Lonely, beautiful, loyal, black and blue, etc. )

Why does the author feel heartache for Populus euphratica and what kind of faith does he have for Populus euphratica? (I firmly believe ...) Read the eighth and ninth paragraphs with emotion.

3. Thinking expansion

The author loves Populus euphratica not only because it is an ancient tree species, but also because it represents a valuable character. Moreover, while we are moved, we will certainly pay attention to the fate of Populus euphratica. If you were an upstream person, what would you do?

Step 4 summarize the whole class

What did you get from this lesson?

In this lesson, we learned that Populus euphratica is not only an ancient tree species, but also a valuable figure in the eyes of the author. At the same time, I feel the author's deep sympathy for Populus euphratica and praise for Populus euphratica's character, and express the author's concern for environmental protection.

5. Guide to recite: the second, third and fourth paragraphs of the text.

(2) students.

1. Look at the pictures and face the feelings.

2. Read the text; Look at the blackboard and read the words.

3. Students answer the questions and read aloud the second, third and fourth paragraphs of the text.

4. Draw wavy lines, find adjectives to describe Populus euphratica and read the words.

5. Free discussion and exchange, summarize and answer questions.

6. Say the second, third and fourth paragraphs of the text.

Teaching Design of Populus euphratica in West Wind Chapter III Teaching Objectives

(a) Knowledge and skills objectives:

Deeply understand the content of the text, understand the characteristics of Populus euphratica, and cultivate students' reading ability, feeling ability, imagination ability and autonomous learning ability.

(2) Process and method objectives:

Make full use of rich picture resources, open network resources and various forms of annotations to guide students to learn the text and form a unique reading experience, so as to deeply understand the content of the text, sum up the writing methods of the text and understand the author's feelings.

(3) Emotion, attitude and values:

Understand the author's love, sympathy and praise for Populus euphratica and his concern for environmental protection. Arouse students' awareness of environmental protection.

Key points, difficulties and measures in teaching

Teaching emphasis: grasp the key words, taste the personality of Populus euphratica, and feel the author's love and praise for Populus euphratica in reading.

Measures: with the help of multimedia, combined with the content of the text, focus on reading, imagine in reading, and understand in reading.

Teaching difficulties: understanding the author's sympathy for Populus euphratica's fate and concern for environmental protection, and then awakening students' awareness of environmental protection. Measures: With the help of network resources and materials, we can understand the meaning of "prayer" in the text and resonate with the author's emotions.

Learner analysis

First, the language level:

First of all, grade five students have mastered the learning methods of grasping key words and understanding the content of the article; Secondly, students have developed the study habit of "annotation reading", and can circle and approve paintings.

Own unique feelings;

In addition, students have the ability to combine reading and writing, and can put their feelings in the learning process into writing.

Second, the information technology level:

Students have been exposed to the Internet, formed a certain degree of information literacy, developed a sense of using information, and can obtain information in various ways and apply it to their own lives and studies.

Teaching link

Teaching objectives and contents

teaching method

The use and analysis of information technology

In the first link, we should first know the beauty of Populus euphratica and lay out noble details.

Intuitively feel that Populus euphratica is the "most beautiful" tree, which lays the emotional tone of this lesson-praise Populus euphratica and complete the teaching that Populus euphratica is the "most beautiful tree".

Courseware combined with lead-in language, under the double linkage of vision and hearing, stimulates students' interest in learning and lays an emotional foundation for students to learn this lesson.

Using the image function of PPT, students are presented with pictures of Hu Yangshu, so that students can see all kinds of gestures of Hu Yangshu in intuitive pictures and be amazed.

Using the sound function of PPT, coupled with a desolate "Tragedy of Twilight", let students feel solemn and stirring, and at the same time respect Populus euphratica. So as to achieve the purpose of extracting sperm.

The second link

Walk into the text, understand the "most" of Populus euphratica, and touch the noble soul.

Grasp the key words, circle and approve the paintings, and understand that Populus euphratica is the most tenacious tree, the most selfless tree and the most tragic tree in reading. I feel that the author has endowed Populus euphratica with humanity, and I feel that the author loves and praises Populus euphratica.

1, walk into the text, read the language, and feel independently in reading.

2. Combine guidance with learning, combine keywords and experience writing methods.

3. The reappearance of situation, the materialization of self in reading and the sublimation of inner feelings.

With pictures and sounds, students can feel the posture of Populus euphratica again, release their inner feelings, feel the value of Populus euphratica spirit, praise Populus euphratica from the heart, and achieve the goal of being closely connected with the author's heart.

The third link is emotional change, which makes us realize Populus euphratica's "sadness" and arouse environmental awareness.

Exploring the reasons for the change of Populus euphratica's living environment, we realize that human beings ignore the awareness of protection while using resources and destroy the living environment of Populus euphratica.

1, with the help of network resources, feel the change of Populus euphratica's living environment in comparison. Stimulate students' emotional changes.

2. Read the text carefully to understand the author's emotional changes during reading.

With the help of the restored pictures of western civilization and the video pictures of Loulan site, the students' mood will inevitably change under the strong visual contrast, paving the way for reflecting on the reasons for the changes in Populus euphratica's living environment.

The fourth link

Read instead of say, understand the meaning of "prayer" and firmly protect confidence.

Understand the meaning of three "prayers" and awaken students' awareness of protecting the environment. Break through the teaching difficulties.

Reading instead of speaking, combining reading and writing, feeling things and chanting, expressing your heart and strengthening your confidence in environmental protection.

Create scenes with sounds, stimulate students' emotions, guide students to write what they want to say in their hearts, and communicate in class. If you can't communicate with all the staff due to limited time, you can also upload your feelings to the class homepage to continue the communication and extend this assignment to extracurricular activities.