Teaching design of underwater world

As an excellent people's teacher, you usually need to use teaching design to assist teaching. With the help of instructional design, you can greatly improve students' abilities in all aspects and let them develop well. So what problems should we pay attention to when writing instructional design? The following is the underwater world teaching design (5 general articles) I collected for you for your reference, hoping to help friends in need.

Teaching design of Underwater World 1 teaching objectives;

1, let students know that the seabed is a place with peculiar scenery and rich products, and stimulate students to love nature and their interest in exploring the mysteries of nature.

2. Train the relationship between sentences through the teaching of key chapters in this lesson.

3. Read and recite the text with emotion.

Teaching focus:

1. Students understand that the seabed is a place with strange scenery and rich products, which inspires students to love nature and stimulate their interest in exploring the mysteries of nature.

2. Let students know that the seabed is a place with peculiar scenery and rich products, and stimulate students to love nature and their interest in exploring the mysteries of nature.

Teaching means: courseware

Teaching process:

First, import

1, (written on the blackboard: wonders, products) Last class, we learned the new words in the article Underwater World, and we also learned that the text mainly described the two characteristics of underwater wonders and products. Today, we will continue to cruise this magnificent and magical underwater world by submarine. Please sit down and let's go.

2. (Play underwater world video)

Second, key sentences, understanding characteristics

1. What do you think of the seabed? Colorful colors, lovely and lively small fish and small animals that can't even say their names make up a beautiful and moving picture of the seabed. But the bottom of the sea is more than that. As the author said: The seabed is really a world with strange scenery and rich products. (The whole class answers)

2. How strange is the scenery under the sea and how rich are the products? Now, please read the text freely and think while reading: What words and expressions in the text can reflect the unique scenery and rich products respectively? Please draw with "~ ~". Please teach yourself first, and then communicate in groups.

3. Student report "Form: (reading texts and sentences) can reflect the strange scenery of the seabed (rich in products)"

A) What is the most special landscape in this part? (Twinkling stars) Let's go and have a look (show the courseware).

B) Do you want to see such a beautiful scenery? (Reference 1 Reader: Swimming in this area. "cuddle": the words "all black" and "darkness" should be read deeply; The stars should jump a little. 』

C) who will try? (refers to 1)

D) Let's read it together.

E) Can you sum up the scenery in front of you in one word? Originally, sunlight could not shine on the seabed, so the seabed was dark. Now there is a little light, so we say that this landscape has light in the dark.

Blackboard: black with light.

The voice in silence

A) What do you mean by whispering? Can you tell me how to whisper? (co-location performance)

B) The teacher recorded and amplified the sounds of animals on the sea floor with an underwater recorder. do you want to hear it ? (Play the courseware)

C) is it interesting? The sound just now was amplified by the teacher on purpose. What should the sound of underwater animals be like? (Little) Can you tell us how they "whisper" by reading aloud? (of two people) "nudge": "whisper" and "buzz" softly. 』

D) parity reading

E) What four words can be used to describe this scene just now?

Writing on the blackboard: silence is better than sound

animal products

A) Why do you think this part can reflect the richness of the product? (There are 30,000 kinds of animals, each with its own)

The blackboard says: 30,000 kinds of animals.

B) Please read the sentences describing animals silently. Think about it: What are these sentences written around? (They each have their own activities. )

Their activities are very interesting. Let's go and have a look (show the courseware).

D) Next, please imagine yourself as these little animals. Read this sentence between peers and match it with lovely actions.

E) who will try? (1) Let's come together. (The whole class stands up and reads aloud)

F) How interesting the author writes! In the future, when we write, we should give more examples around a meaning and make it concrete, just like an article.

plant

What's written here? Which word (plant) best describes his wealth? (various)

Blackboard writing: plants, diversity

B) Then let's take a look at this underwater forest. (Play the courseware with instructions)

Please read this part together. "Hug: minimum, maximum, up to 200-300 meters, please read again."

mineral

A) Coal, iron, oil and natural gas are all mineral resources. What are these resources? Blackboard writing: rich.

B) Let's read this part together.

9. Without all kinds of Haitian animals and plants, would the underwater world have such a strange scenery? No wonder the author said (the student said): The seabed is really a world with strange scenery and rich products. )

Third, read aloud and recite.

1. I believe everyone will like such a beautiful and wonderful world. Do you like it? Please read what you like with emotion, either by yourself or to your deskmate, or leave your seat to find a good friend to read. (You can add actions)

Next, I invite you to read the text with me. When you read a paragraph you like, please stand up and read it. Let's finish reading this text with emotion and feel the wonder of the seabed. (Teachers and students read aloud with music)

Students' reading is much better than in the past, so let's raise the requirements a little and see who can recite their favorite paragraphs fastest and most accurately. (Students recite by themselves)

Let's recite it together. I recite the beginning and the end. You can recite your favorite parts. You can read books if you can't recite them. Let's add music and action. I believe our performance will be wonderful. (soundtrack)

Fourth, expand

1. The text tells us that 30,000 kinds of animals have been found on the seabed. In fact, up to today, the number of animal species found on the seabed has exceeded100000, and there are more and more species to be discovered. It can be seen that the underwater world is a huge treasure house, which not only has strange scenery and rich products, but also hides a lot of knowledge waiting for the children who love him.

Have you ever known this mysterious and wonderful ocean? What information have you collected? (Group Report-Class Report)

Verb (abbreviation of verb) abstract

As we all know, the earth is a watery planet. Only 30% of its area is land, and the rest is ocean. All life on earth was born here, which is the source of life. Such a magnificent, lovely and mysterious place, we must try our best to protect it from being destroyed, and also try our best to get to know him and make him truly a friend of our human beings.

Blackboard: black with light.

Strange scenery

The underwater world is quiet and audible.

30 thousand kinds of animals

A variety of rich plants.

Mineral-rich

Teaching design of the teaching goal of Underwater World 2;

1, learn 15 new words in this lesson; Understand the meaning of new words; Be able to understand the meaning of long sentences and difficult sentences according to the tips of questions; Can recite the second paragraph.

2. Initially learn the method of dividing things into several sections according to several aspects, and can grasp the transition section to learn the full text.

3. You can get some knowledge about the seabed, stimulate students' interest in exploring marine secrets, and initially cultivate students' love for nature.

Teaching time:

2 class hours

first kind

Teaching points: read the text for the first time and learn the part of "Wonderland".

Teaching emphasis: according to several aspects of things, read 1 and 2 paragraphs.

Teaching difficulties: being able to imitate sentences in the text; You can express the strangeness of underwater scenery by reading aloud.

Teaching process:

First, read the topic to stimulate emotions

1, what does it mean to add "world" after "seabed"?

2. Watch the video to learn more about the theme.

What do you want to say most after watching the video? Talk to you.

Second, overall perception, giving text segmentation.

1. Read the text freely, read the words correctly and read the sentences clearly. After reading it, find the longest and most difficult word 1-2 and read it several times.

Read the text again, find out the paragraphs that can best summarize the main content of the text, and mark them with "~ ~ ~".

3. Grasp the transition section and segment the text.

Third, experience the "singularity" of underwater scenery.

1, understand the meaning of "singularity".

2. Read paragraphs 1 and 2, understand them with your heart, find out what you find particularly "strange", read them carefully and talk about the strange places.

3, AC blackboard writing: dark and static

(1) Understanding "Rough waves, still"

(2) Understand the meaning of the sentence by thinking about the questions in brackets.

In this dark deep sea, there are many bright spots like twinkling stars, which are deep-water fish swimming with luminous organs. (How are the light spots in the deep sea formed? )

(3) Read aloud to understand "whispering".

Fourth, talk training to further understand the "singularity" of the seabed.

Animals at the bottom of the sea often whisper to each other. As soon as you listen to the audio receiver in the water, you can hear all kinds of sounds: some are _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _.

Animals at the bottom of the sea often whisper to each other. As soon as you listen to the audio receiver in the water, you can hear all kinds of sounds: some are _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _.

★★★★★★ As soon as you listen to the audio receiver in the water, you can hear all kinds of sounds: some sounds like _ _ _ _ _ _ _ _ _ were originally _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _.

Teaching objectives of underwater world instructional design 3:

1. Understand the peculiar underwater scenery and rich product characteristics, and stimulate students' interest in loving nature and exploring its mysteries.

2. Through the teaching of the third and fourth paragraphs, the training of sentence connection is carried out.

3. Learning the new words in this lesson can correctly read the polyphonic words "depth" and "quantity"; Can use "ordinary" and "rich in products" to make sentences.

Teaching steps:

first kind

First, reveal the theme (pointing out that this is a common sense article)

Second, reading the text for the first time

1, put forward the first reading requirements.

(1) Read the text fluently with the help of pinyin and mark the natural paragraph number.

(2) Tick out the new words in the text and read them several times.

(3) Read the text again and think about which parts of the text are about the strange scenery of the seabed and which parts are about the rich products of the seabed.

2. Check the initial reading.

(1) Show the activity card with the new words written on it and correct the pronunciation.

(2) Show the cards with words written on them and read them aloud. The words "luminous organ", "underwater listening device", "reverse thrust" and "rare metal" need to be understood under the guidance of teachers. Knowing the meaning of the above words is very helpful to understand the content of the text.

(3) Read the text by name (pronunciation required).

(4) Try to answer the first question (3) required by the first reading.

Thirdly, analyze and understand the text.

Learn the first paragraph of the text.

(1) Read by name and think: Which sentence in the text answers this question? The bottom of the sea is really a world with strange scenery and rich products. )

(2) Show the sentence "The seabed is really a world with strange scenery and rich products" by projection. On the basis of understanding some words, say a word with "rich products"

2. Learn the second paragraph.

(1) Read by name and think about the characteristics of underwater scenery.

The bottom of the sea is quiet; The bottom of the sea is black, but there is a flash)

(2) From which sentence can we see that the bottom of the sea is calm?

(1) Use a card to show "surging waves", read its name and understand its meaning.

② Guide students to understand "stillness". The bottom of the sea is calm without wind and waves, and the bottom of the sea is still calm with rough waves.

③ Replace "still" with another word. How to say this sentence?

(3) Why is the seabed quiet? (Because the biggest wind and waves can only affect tens of meters below the sea surface)

(4) Why is the bottom of the sea black? What is the light spot in the dark? Like what? (Understanding "Fudge" in combination with real life)

(5) Summary: The sea surface is rough and the seabed is still calm; The bottom of the sea is dark, but there are many bright spots flashing. The scenery under the sea is really strange!

(6) Read the second paragraph by name and feel the strangeness of the underwater scenery.

Second lesson

I. Understanding the third paragraph

1. Read by name and think about what this passage tells us. (One * * * five sentences, telling us that there is a sound at the bottom of the sea)

2. Projection shows the third natural segment.

(1) Read the first three sentences by name and think about it. What do you know from these three sentences?

(2) Understand "whether" and "whisper" in combination with sentences.

Replacing "whether" with another word does not change the meaning of the original sentence. How do you say this sentence?

Read "whisper" by name, tell its meaning, and then ask the students to try to imitate the whisper and realize the special image of "whisper" here

(3) Read the last two sentences by roll call and think about it. What do you know from these two sentences? There is a lot of noise at the bottom of the sea.

(4) What kind of sound is there at the bottom of the sea? (4) "It's a bit like ..." The sound of eating, the sound of marching and the alarm)

(5) Are all these sounds from the bottom of the sea? Where did you know that?

(6) After writing so many kinds of sounds in the text, use ellipsis to explain what the sound on the seabed is like. There are many kinds of sounds under the sea.

(7) What can we learn about the underwater scenery from so many kinds of sounds? (The scenery is very strange)

3. Explanation: In this natural passage, the first three sentences tell us that there is a sound on the seabed, but we don't know what kind of sound it is. This is a summary; I didn't know what the sound of the bottom of the sea was like until I read the last two sentences. This is concrete writing, first generalizing and then concreting. That's how sentences are related.

4. Contact the second paragraph and the third paragraph to make students think:

(1) What is the relationship between these two paragraphs? On the quiet bottom of the sea, how would you feel if you heard all kinds of sounds? It seems strange to make students feel that "silence is better than sound".

(2) Why is there such a strange sight at the bottom of the sea? The strange sight of the seabed is inseparable from rich products.

(3) Read the second and third paragraphs by name, and ask to read the singularity of underwater scenery.

Second, understand the fourth, fifth and sixth paragraphs

1, read by name, think: from what aspects does the author write about the richness of seabed products? (animals, plants, minerals)

(1) Learn the fourth paragraph.

(1) Read this paragraph softly and think about a few sentences in this paragraph. What is it about? It is said that there are many animals on the seabed, and their activities are different. )

Read the first sentence by name and think about what it tells us.

There are many animals under the sea.

Where do you see many animals under the sea? ("30,000 species" is a very large number, which is already known, and some people don't know)

③ Read the second sentence quickly. What does it tell us? (They have different activities)

Read three or six sentences by name and think about what it is. How do different animals move?

⑤ Key understanding:

What does "inflation" mean? Do you know any other animals that crawl by stretching their muscles?

What do you mean "only"?

What does "ordinary" mean? Say a word with "ordinary". Faster than a regular train. What does that mean?

How to understand "reverse thrust"? Think about what you see going forward through reverse thrust.

What does "Ba" mean?

⑥ Play the video to introduce the activities of animals to the students. (Image perceives the way animals move)

⑦ Summarize three to six sentences and specifically introduce five kinds of animal activities: some are extremely slow and some are extremely fast; Some advance, some retreat; Some move by themselves, and some don't. It is in this sharp contrast between fast and slow, front and back, moving and motionless that their activities are different, which shows that each has its own activities.

(8) Introduce the fourth paragraph. Let the students further understand what each sentence is about.

According to the method of learning the third paragraph, guide the students to understand how the sentences in the fourth paragraph are interrelated.

Attending from this paragraph, we can see how the products on the seabed are.

(2) Teach yourself five or six paragraphs and discuss: What plants and minerals are there on the seabed?

① What plants are there on the seabed? (Projection shows the map of marine benthos) What about marine benthos? (a wide variety)

② What minerals are there on the seabed? What does "rare" mean? What about the minerals at the bottom of the sea? (Rich in reserves)

(3) From these two natural profiles, we can also know how the products on the seabed are.

(3) The fourth, fifth and sixth natural paragraphs all wrote about the rich products on the seabed. What other features can we see from these products? The scenery is strange. Where can you see it? Let the students really understand that the rich products on the seabed show the strangeness of the scenery.

Third, read the second to sixth paragraphs together.

Thinking: What kind of world is the bottom of the sea?

It is pointed out that although the contents in each paragraph have their own emphasis, they are interrelated and inseparable. In the strangeness of scenery, there are rich products, and rich products also show the strangeness of scenery.

Fourth, read the full text with emotion by name.

Let the students think. What is written at the beginning, middle and end of the text to show that the seabed is a world with peculiar scenery and rich products?

Teaching design of Underwater World 4 I. Teaching objectives:

Knowledge and skills: Show all kinds of underwater creatures with various mathematical figures. Process and method: Mobilize students to use various means and methods to turn mathematical graphics into various marine creatures, cultivate students' imagination, modeling ability and aesthetic power, and draw a beautiful underwater world.

Emotional attitude and values: By painting the underwater world, students can learn more extracurricular knowledge and cultivate their feelings of loving nature.

Second, the teaching process:

(A) the introduction of new courses

Introduction to Passion (Playing Underwater World Courseware)

(2) Teaching new courses

1, learn to draw underwater creatures-fish.

(1), display graphics, and become a fish.

The teacher showed a triangle on the blackboard. Make a fish by drawing a fish head on a triangle, adding fins, fish tails and fish scales. (Figure omitted)

[Design intention: using mathematical graphics, after processing, change fish, simplify the complex and increase students' interest in painting]

⑵ Change the fish into other mathematical figures (square, circle, oval). (Figure omitted)

[Design intention: Let students master the skills of drawing fish and organically combine mathematics with art]

2. Change other benthic organisms with mathematical figures.

Semicircle → tortoise (omitted)

Pentagon → Starfish (omitted)

Vermicelli → scallops, etc. (Figure omitted)

[Design Intention: Cultivate students' innovative consciousness and practical ability through their own hands]

3. Imagine other underwater creatures to enrich the picture.

Students add some marine life, such as blisters, algae and seawater baths, to form a map of the underwater world.

[Design intention: to cultivate students' practical ability and aesthetic ability]

(3) Students draw pictures.

1, positioning composition.

2. Draw specific images and colors.

3. Homework demonstration.

(4) class summary

China has a vast sea area and rich seabed resources, which need to be developed when people grow up.

Instructional design of underwater world 5 i. Review and introduction

1, children, today we continue to learn about the underwater world (click on the courseware and watch the topic together).

2. Have any children been to the bottom of the sea? (No) Use your head and imagine the mysterious bottom of the sea and tell it to everyone, OK? (Students speak freely and judge by themselves)

Transition: children's imagination is bold and rich, so do you want to go to the bottom of the sea? (Thinking) Ok, let's put on our diving suits, take our oxygen tanks and set off!

Second, learn the second paragraph.

1, at this time, at sea? (Click on the courseware)

Ask the students to say what words can be used to describe the sea surface. (review)

2. So there is no sound at the bottom of the sea? (not really)

This kind of self-questioning sentence is a rhetorical question.

3. So what's the sound under the sea? Want to hear it? (thinking) (writing on the blackboard: sound)

Bring a special underwater listening device. Let's listen together. (Click on the courseware and listen to it together.)

4. Whose voice is this?

5. What sound do you hear?

Who can say, you can use some images (talking and clicking courseware)

6. With so many voices, will there be other voices? What's that noise? (Name)

So the ellipsis is used here.

7. These sounds are all "whispers" of animals at the bottom of the sea, so they are very light and almost inaudible.

Learn to "whisper"

Who can understand the sound by reading aloud? (Read comments by name)

8. After reading it, did you find that a rhetorical method we learned was used here? (symbolically)

9. When did all these sounds come from the animals at the bottom of the sea? (Read by name)

10, summary: The sounds made by animals at the bottom of the sea are really strange and ubiquitous, giving our ears a beautiful enjoyment. Let the students read the second paragraph beautifully and add some beautiful melodies to the teacher's ears! (read together)

Transition: What will happen to animals at the bottom of the sea besides making sounds? This is their greatest feature, each with its own characteristics (blackboard writing: activity characteristics). Please read the third paragraph freely, find out the way you like animals to move, and then tell everyone.

Third, learn the third paragraph.

1. Show the courseware while saying the name.

Let's appreciate the activity characteristics of underwater animals again. (read together)

2. After studying this natural article, did the students find the structural features of this article?

(Total score)

Fourth, learn the fourth paragraph.

1. So, besides animals, what else is on the seabed? (blackboard writing: plants)

Please learn the fourth paragraph by yourself with the total score method. You can discuss it in groups.

Student exchange

Step 3 name

Teacher's blackboard writing: various colors

Different shapes.

Fifth, learn the fifth paragraph.

1. Some plants on the seabed float in the water, some grow in the mud at the bottom of the water, some grow on the peaks at the bottom of the water, and some grow in narrow canyons. What are hidden in those places besides plants? (blackboard writing: minerals)

2. What minerals are there? These minerals play a great role in people's production.

Sixth, broaden and extend.

1. After learning here, do you know anything about the seabed? So what kind of world do you think the bottom of the sea is? (Name)

Can you sum it up in one sentence?

Do you want to see such a charming seabed? (Show courseware)

The bottom of the sea is really a fascinating world. Do you want to keep it in mind, children? You can write it down with your own wonderful pen, or you can write it down in your own language by some methods you have just learned. Students can practice after class.

Yesterday, the teacher asked everyone to find some information about the seabed. Let's share the fruits of our labor.

(Name)

6. In fact, mankind has not fully understood the seabed, just waiting for you to dig, explore, study and discover, and the teacher is waiting for your good news.