Original text, lesson plans and teaching reflections of the Chinese language "Making Fire with Ice" for the third grade of primary school

The original text of Article 1 "Making Fire with Ice" for the third grade of primary school. Once upon a time, an expedition team arrived in Antarctica. It was summer in Antarctica. It was said to be summer, but it was actually around minus 20 degrees Celsius. There is no distinction between night and day in Antarctic summer. The soft sun has been lingering in the sky, silently bestowing its almost imperceptible warmth to the expedition team members.

The weather in Antarctica is unpredictable, and the expedition team members tenaciously resisted the cold and storms brought by the ruthless nature to conduct scientific exploration. When they arrived on an isolated island, an unexpected thing happened: they wanted to make a fire to boil water for cooking, but the lighter could not be found. They searched everywhere they could, but there was no sign of the lighter.

Without fire, we cannot work; without fire, we cannot live; without fire, life is threatened.

Everyone was at a loss and fell into despair.

"Are we really helpless and waiting for the ruthless death to arrive?" A young team member thought for a long time, looking at the pale and powerless sun and the vast ice field.

He took a piece of ice, scraped it gently with a knife, and rubbed it with his warm hands. Slowly, he made a smooth and transparent hemispherical "ice lens".

He held the "ice lens" toward the sun, letting the sunlight pass through the "ice lens" to form a focus and shine on a dry and fluffy tinder. One minute, two minutes... A faint wisp of green smoke came out of the tinder. After a while, a red dot appeared on the tinder, and then it burned!

Explanation of the lesson plan for the Chinese language "Making Fire with Ice" for the second and third grade primary schools:

This text is about an expedition team going to Antarctica for investigation. On an isolated island, Their lighters were nowhere to be found. The expedition team made an "ice lens" out of ice and lit a fire. The story shows the expedition members’ tenacious will and quality and their intelligence and wisdom in using the knowledge they have learned to solve practical problems.

1. Teaching purposes:

1. Read the text, understand how the expedition team used ice to make fire, and understand the rationale.

2. Read the text emotionally and appreciate the intelligence and wisdom of the expedition team members.

3. Combined with your own reality, talk about examples of using wisdom and knowledge to solve problems and overcome difficulties.

4. Be able to recognize 15 new characters in this lesson, one polyphonic character, and be able to write eight new characters.

2. Key points and difficulties in teaching:

Combine your own reality and learn how to use wisdom and knowledge to solve problems and overcome difficulties.

3. Teaching preparation:

Pictures of convex lenses and Antarctica.

IV. Class time division: 2 class hours.

First lesson

Tutorial process:

1. Introduction of new lesson:

Show students collected pictures about Antarctica , let students have an initial perception of the Antarctic climate and stimulate students' interest in learning the text.

Students, in such a cold place, what do our scientific expedition team members need most? So, what would you do if there was no fire? Today, we will learn a story about making fire from ice. Writing topics on the blackboard.

Students read the topic together. After reading the topic, what knowledge do you want to know?

Students questioned.

2. First reading of the text:

1. These questions are introduced to us in the text. Let us read the text together and use all possible methods to recognize the new words while reading. Read the sentences thoroughly.

2. Read randomly.

3. Take a look, what have you learned through reading the article just now? Here, guide students to read the text well.

4. Do you still have any unsolved problems? Collaborate with students in groups and discuss in groups. During the discussion, let students understand the coldness of Antarctica and the great role of fire there. In such a situation Next, what would happen if there was no fire. Encourage students to be motivated to study the text in depth during the process of learning and talking.

3. Choose your favorite sentences or deep-felt paragraphs and read them to your classmates.

Second Lesson

Lesson objectives:

Through a variety of formative readings, understand the knowledge in the text through reading, discussion, and reflection.

Tutorial process:

1. Continue to study the text:

Today we will continue to study the text "Making Fire with Ice"

Would you like to read the text, students?

Students read the article.

2. Read the text carefully and discuss and exchange:

1. When everyone is desperate, what do the young team members do?

Read the sentences you found to your classmates.

Combined with "Find words that represent time and try to replace them with other words" in "Chinese World".

He held the "ice lens" toward the sun, letting the sunlight pass through the "ice lens" to form a focus and shine on a dry and fluffy tinder.

One minute, two minutes... A faint wisp of green smoke came out of the tinder. After a while, a red dot appeared on the tinder, and then it burned.

What should you pay attention to when reading this sentence?

Student communication and summary: When reading aloud, pay attention to the periods and exclamation points in the text.

Read this sentence by yourself, randomly read, or compete with others. What do you know?

Experience the intelligence and tenacious will of the expedition team members.

2. Which paragraph in this article do you like best? Read the last paragraph together. Experience the role of "they cheered and jumped as if they were celebrating a major festival". Think: Why did the expedition team do this?

3. Homework:

1. Read the text emotionally.

Reflection on the Teaching of the Chinese Language "Using Ice to Make Fire" for the third grade of primary school. The text "Using Ice to Make Fire" is a reading text for the fifth unit of the second volume of the third grade. It is about an expedition team going to Antarctica for investigation. On an isolated island, their lighter was lost. The expedition team members used ice to make an "ice lens" and lit a fire. The story shows the tenacious will and quality of the expedition team members and their intelligence and wisdom in using the knowledge they have learned to solve practical problems. When teaching, guide students to understand the text content, focusing on how the expedition team members used ice to make fire, and understand the rationale. Looking at the teaching effect of the entire class, the following reflections were made on this class.

1. Start with the topic to activate students’ thinking and improve their interest in learning.

The classroom belongs to students, allowing students to learn autonomously, explore, and cooperate, and cultivate students’ spirit of active participation and cooperation. The stories told in the article are far from the students' reality. Therefore, it is very important to create situations to arouse students' interest in the text content. When introducing a new lesson, I first ask students to talk about the role of fire, and then let students see the Antarctic. Picture data, tell me how it makes you feel? At this time, I took the opportunity to introduce the climate characteristics of Antarctica (there are strong winds in Antarctica all year round, and the wind speed can reach about 100 meters per second, which is nearly three times higher than the 12-level wind of 33 meters per second. The strong wind can easily move more than 200 kilograms. A large oil drum can be thrown thousands of meters away. It is even easier to overturn a parked airplane.) After hearing these specific examples, the students further understood the harsh environment of Antarctica. The teacher then guided: In such a situation. In the environment, what people need most reveals the topic. Today we will learn a story related to fire: using ice to make fire. At this time, students are very interested in learning the text. After writing the topic on the blackboard, let the students question it. The questions raised are very meaningful:

(1) How can "ice" make fire?

(2) How to make fire from ice?

(3) Ice melts when it encounters fire. How can we make fire? If you study the text with these questions in mind, you can imagine the results. This activates students' thinking and improves students' interest in reading.

2. Read thoroughly, use reading instead of speaking, and deepen understanding and experience.

The "Curriculum Standards" advocate that "reading teaching should guide students to delve into the text and deepen their understanding and experience through active thinking and emotional activities, so as to gain insights and thinking." Therefore, when studying the text, I guide students to read aloud in a variety of ways to arouse students' interest in learning, promote students' understanding of the text content, and create a relaxed, harmonious, and upward learning atmosphere. For example: In order to allow students to better understand the great role of fire, focus on instructing students to read the third and last natural paragraphs. Start with the whole, read aloud freely, and find which natural paragraph in the text tells us that fire has a very powerful role. , talk about your understanding after reading, and then adopt methods such as critical reading and performance reading to experience and comprehend. Finally, on the basis of understanding the content, guide students to read the last paragraph, using methods such as emotional reading and model reading to guide students to understand the role of the sentence "They cheered and jumped as if they were celebrating a major festival", so as to learn more A good experience of the expedition team members’ intelligence and wisdom in using the knowledge they have learned to solve practical problems.

Mr. Ye Shengtao said: "Learning Chinese requires students to read and comprehend by themselves." In Chinese teaching, reading can stimulate students' interest in learning; reading can allow teachers to reduce unnecessary explanations; reading can also stimulate students' interest in learning. Students think independently to help students learn Chinese better. Chinese teaching includes not only the transfer of knowledge, but also the guidance of methods, the cultivation of abilities, as well as the guidance of life and the understanding of emotions. All aspects should be flexibly blended and not rigid in order to achieve the perfect unity of knowledge, emotion, morality and behavior. .