"If You Lost Your Way in the Wild" Open Class Lesson Plan

"If You Lost Your Way in the Wild" Open Class Lesson Plan

"If You Lost Your Way in the Wild" introduces us to the situation of "being confused in the wild". First, the nature of nature All phenomena, such as the sun, the North Star, big trees and snow in ditches can help us to identify our direction.

Learning objectives

1. Be able to recognize the four new characters: needle, loyalty, zhan and thick. Can write 9 words: Zhong, Dao, Zhan, Ji, Chuang, Xi, Zhen, Bang, Pan.

2. Master some methods of identifying directions.

3. Be able to read and recite texts correctly, fluently and emotionally.

4. Stimulate students’ desire to go into nature, observe nature, and explore nature.

Teaching focus

Master several methods of identifying directions and read and recite texts emotionally.

Teaching Difficulties

Discussion: Does the snow melt faster in the south or the north?

Teaching preparation

CAI courseware, learn about other methods of identifying directions.

Two lessons in teaching time

Teaching process

First lesson

1. Express doubts and interest, and introduce new lessons

1. (The courseware shows pictures of children’s outings.) What a joy it is for children to travel in the wild! But unexpectedly, these children got lost during the trip.

(Courseware provided: Figure 1. Background: Noon, the sun is in the south, and the tree shadows are in the north. Figure 2. Background: Afternoon, overcast, big branches and leaves are dense on one side and sparse on the other. Figure 3. Background: The snow has melted on one side, and the snow has not yet melted on the other. Background: At night, the North Star hangs high. )

2. In this vast wilderness, there are no people around, and there is no direction. They are so anxious about their tools! What should they do?

In fact, there is a compass of nature around them that can point them in the direction, but these careless little guys haven’t discovered it yet! Today, we will Get up and study the poem "If You Lost Your Way in the Wild" and see who can find a way to help the children in the picture point the way from the text.

2. Read the text for the first time and recognize the new words

1. Ask the children to read the poem freely, underline the unknown words, read the pronunciation of the characters correctly, and read the text smoothly.

2. Find out what kind of natural compass in the poem can help these children point the direction.

3. Students report on their self-study status.

(1) Recognize and read new words.

Just now, everyone read very carefully. Now, let’s read these words.

(Courseware provided: Zhong Zhong Zhan Chou.)

Free reading. Tablemates read to each other. Tell me how to remember by name? Needle, Zhong, Zhan, Chou?.

(2) Read the text in sections.

Invite the children to read their favorite verses to everyone.

(3) Tell us what kind of compass of nature you found in the poems that can help these children point the direction.

(Sun, North Star, big trees covered with snow)

3. Read the text intensively and read aloud for insights

Which group of children do you want to point the way? (Based on students’ answers Camera guidance)

[Section 2]

1. (Courseware: Figure 1) Students introduce the method of identifying directions. (Courseware demonstration: The sun is in the south at noon, and the shadows of trees are in the north.)

2. From which section of the text did you learn this knowledge? Can you read this section? Name and comment . Challenge reading, read together.

3. What is the sun compared to in the text? Understand: a faithful guide. Why is the sun said to be a faithful guide?

4. Recite this section.

[Section 3]

1. (Courseware: Figure 2) Students will be introduced to the method of identifying directions.

2. (Courseware demonstration: Polaris points to the north.) Introduce Polaris and the Big Dipper. Students exchange relevant knowledge.

3. Can you read this section well? Free reading, male and female competition. recite.

[Section 4]

1. (Courseware: Figure 3) Students will be introduced to the method of identifying directions. Please observe this big tree carefully. What do you find? Understanding: thick. (Courseware demonstration: The side with dense branches and leaves is in the south, and the side with sparse branches and leaves is in the north.)

　2. Group discussion: Why does the same big tree have thick branches and leaves on one side and sparse branches and leaves on the other.

3. Which section of the text is about the big tree? Please compete in the group to read the fourth section to see who can read it best.

4. The group recommends reading. If you want to read, stand up and read. recite.

[Section 5]

1. (Courseware: Figure 4) Students will be introduced to the method of identifying directions. (Courseware demonstration: The side where the snow melts quickly is the south, and the side where the snow melts slowly is the north.)

　2. From which section do you know this? Please read it in the way you like. Read section five. Reading by name refers to reading in groups and reading together.

3. After reading this section, do you have any questions? Yes, which side does the snow melt faster, the south or the north? Discuss it in the group.

4. Name your opinions and explain the reasons.

5. Recite this section.

[Section 1]

Transition: In fact, it is not terrible to get lost in the wild, because nature has many natural compasses to help you identify the direction.

1. Read the first section freely.

2. Read by name and compete in groups.

3. Recite.

4. Consolidate and write new characters

1. Show four new characters in the courseware and read them again.

2. A four-person study group will work together to analyze the structure and stroke positions of the four characters "Zhong, Zhan, Chou, and Zhen". After analysis, they will write and then compare with each other.

Second Lesson

1. Review and Consolidation

1. Recognize and read the words.

Courseware provided: Panic and compass identify loyal guides and rush into sparse and dense ditches in the snow

2. Recite sections 1-5.

2. Study the last section

Transition: In fact, it is not terrible to get lost in the wild, because nature has many natural compasses to help you identify the direction. Required--

1. Read the last section freely. Read by name and compete in groups.

2. What did you understand from this section?

(If you observe carefully and use your brain, you can find many compasses of nature.)

3. Extracurricular development and continuing to write children’s songs.

1. Here are two more children who are lost, but they can’t find a way to point out the direction in the poem. Smart children, can you, through careful observation and use of your brains, discover the natural compass here to guide these two children?

(Courseware provided: Figure 1. Background: a large There are sparse or dense growth rings on the tree stump. Figure 2. Background: A group of geese flying south. )

2. Students introduce the method of identifying the direction.

Figure 1: The direction of tree rings with dense growth is north, and the direction of sparse growth rings is south. Because the sun shines more in the south, the trees grow faster and have fewer annual rings.

Figure 2: The direction of the wild geese is south. Because in autumn, wild geese all fly to the south.

3. Can you continue to write the contents of these two pictures into this poem? Or do you know of other natural compasses? They can also be compiled into poems.

4. Students show the poems they have written. Teachers and students *** reviewed together.

4. Summarize the full text and recommend good books

Children, nature is an endless book. As long as you pay attention and use your brain, you will discover many mysteries of nature. The teacher recommends two sets of good books to everyone (courseware: "One Hundred Thousand Whys" and "Children's Encyclopedia"), hoping that everyone can get more knowledge about nature from there.

5. Writing new characters

Teacher: We have learned to write four new characters in the last class. There are still five new characters in this class. Are you confident in writing them well? < /p>

1. The courseware provides: five new words: guide, accumulation, rare, bump, and panic.

2. Read and talk about how to remember these words.

3. Students observe these five words and talk about what to pay attention to when writing these words.

4. Students draw red and write.

5. Teacher and student evaluation.

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