Underwater world lesson plan

I. Teaching Objectives:

1, can read aloud the text correctly and fluently.

2, to guide students to recognize the underwater world, to get the knowledge of the ocean

Second, the teaching of the key points

Understanding the seabed is the focus of the teaching of the characteristics of the bizarre scenery and rich in produce

The difficulty is to experience the author of the seabed animals, the variety of activities and interesting to write a specific method.

Third, the teaching process and design

(a) review introduction

students, through the last lesson, you know what the "underwater world" is like? Can you use words to summarize it?

Listen (with the computer to play the sound effects of the sea waves), when the sea is raging, the bottom of the sea is still ...... (quoted) So, is the bottom of the sea no sound at all? (Neither) Where do you know that? Read the second natural paragraph of the text and think about what you seem to hear as you read it. (Discuss) What do you hear that the animals at the bottom of the sea often do? (Understand "whispering".) Is this how we can hear these sounds? How can we hear them?

(1) Let's bring our special underwater listening device to hear what sounds are under the sea. How is the book described? (Show this sentence) Read it together. What is the use of the ellipsis at the end of the sentence? What other sounds are there? Sentence training: If you use a special underwater listening device, you can hear all kinds of sounds; some are like ; some are like , some are like , and some are like ......

(2) Let's take the special underwater listening device and listen again, what other sounds can we hear? We know that undersea animals make different sounds, that is, the same kind of animal in different situations will also make different sounds. (Read)

(3) Summary: This natural paragraph first said that the seabed is quiet, and then talk about the quiet sound, and then talk about what sounds, and finally said the same kind of animal in different occasions will make different sounds. The underwater world is so strange, so strange. Then let's take the special listening device in the underwater world to feel the strange sounds.

2, read the text 3-5 natural paragraphs

(1), (Transition) how strange the underwater world ah, now please students go to read the text 3-5 natural paragraphs, see what you have found? I believe you will have a new discovery.

(2), you can choose your favorite paragraphs to read a few times, think about it, you understand what? Say what you read to the table to hear.

(3), students, what do you most want to understand first?

(4), we all want to understand the animals, well, we will go to the underwater animal world. Please read subsection 3 carefully and see what animals you find of interest?

a you see interesting animals first say to the table to listen to, they are interesting in where? Think about what you can say to make everyone love them too.

b Collective communication: say you love animals Use multimedia to show pictures of animals, students read aloud emotionally while looking at the picture.

c Are these the only animals that are active at the bottom of the sea? What other animals do you find moving around?

dSummary: There are so many interesting animals on the seabed, and their activities are characterized by different things, so it is said that--quote the first sentence. (Undersea animals have their own activities special

(5), just now we understand the lovely undersea animals, what else do you want to know? (Plants Then we will go to the underwater plant world to see

a show the 4th natural paragraph, please read the 4th natural paragraph, think: what impression it left on you?

b exchange: under the sea plant world left you what impression?

The plants are of many different colors, ------ , ------ , ------ and ------

The plants have different forms

c Do you like these underwater plants? Who can make the other students like these underwater plants too through your reading?

Read it to your classmates first, and let them share it with you first Let's go to feel the strange underwater plants together! Read the fourth natural paragraph

(6), to understand the seabed mineral resources.

In addition to interesting animals and exotic plants, there are other things in the underwater world?

Show "The seabed has ...... rare metals." Please read the paragraph freely, read this paragraph you want to say?

Do you know what is "hidden"? (hidden: accumulation and unexplored) the seabed also contains a lot of rich, valuable products waiting for students to find to mine. Let's feel the richness of the underwater world, read together

Through the study, we know that the underwater world is a (strange scenery, rich world!) That's why we say that the bottom of the sea is really a world of marvelous scenery and abundant products!

Then please use your reading to express your feelings. Let us read aloud again to feel the strange scenery and rich underwater world. The world of the underwater world is very beautiful and rich.

(C) extend

The seabed is mysterious, the seabed is attractive, through this class we learned about the strange underwater world. I believe that the students must be very interested in the underwater world, then today the teacher assigned homework is "I am a small commentator", let's come to do a back to the underwater world of the commentator. Please go home and introduce the underwater world with strange scenery and abundant products to your relatives or friends in a certain order, can you? Let's see who is the best little interpreter?

A. Introduction

1, students, the last lesson we dove into the text of the underwater world, a preliminary understanding of the scenery of the sea floor. Today we continue to learn.

2, read the topic

Second, check the pre-study

Produce vocabulary words

Third, the overall perception

With a sentence in the text to say that the seabed is a what kind of world?

The board: the scenery is strange and rich

Four, read the understanding

Read aloud the text of the 2-5 natural paragraphs, think about: the text from which aspects of the seabed of the strange scenery and rich in material?

The exchange of books: animals, plants and minerals

(a) seize the "sound"

1, silent reading of the 2, 3 subsections, these two sections were introduced to the seabed animals what? (The board: sound activities)

2, the text is how to describe the sound of undersea animals? Silently read the second natural paragraph of the text, use "-" to draw out the relevant sentences.

3. Exchange sentences

(1) Read the sentences and talk about what you feel. (The sounds are many and interesting. Board: various)

(2) How graphically the author writes about the sounds! Please read the sentence carefully, what do you find?

Simile: Some sounds at the bottom of the sea are like --, some sounds are like --, using a figurative metaphor.

Prologue: these phrases have the same structure and equal number of words, using the technique of prose.

(3) Are these the only animal sounds at the bottom of the sea? (Understanding the ellipsis)

Produce the sentence: "If you use the special underwater listening device, you can hear a variety of sounds: some are like , some are like , some are like ......

4, so many sounds, if you don't wear the special underwater listening device can you hear? Why? (Answer after the board: whispering)

(1) understand the "whispering"

(2) imagine yourself as a small animal at the bottom of the sea, and the side of the companion whispering a little. Further understanding of "whispering"

(3) Use "whispering" to say a sentence.

5, undersea animal sound was so light ah, like people whispering, the teacher reads: If you use the special water listening device, you can hear a variety of sounds: some like bees like buzzing, some like birds like chirping, some like puppies like woofing, some like a person snoring ...

This is the first time that we have heard the sound of the undersea animals. ...

6, learn to read like the teacher.

(B) seize the "activities" to read

Transition: the sound of undersea animals is so strange, the activities are unique.

1, show the reading requirements

a, a quick glance at the third subsection, think about this subsection of the use of what paragraph structure? Draw the center sentence with " ".

b, this subsection introduces which kinds of animals? Use " " to draw their names, and what are the activity characteristics of each of them?

2, communication

(1) "The sea cucumber crawls by muscle stretching and can only advance 4 meters per hour."

"Every hour", "four meters", the author uses (board: list numbers) method of description, let us feel the sea cucumber crawling speed is really slow ah!

(2) "The barracuda can swim dozens of kilometers per hour and attack other animals faster than an ordinary train."

"Every hour", "dozens of kilometers", the author not only used the method of listing numbers, but also through and we have usually seen the ordinary train (board: for comparison), let us feel the speed of the pike! (Named to read)

(3) "Squid and octopus can suddenly spray water in front of them, and use the counter-thrust of the water to back up quickly."

Squid and octopus use the counterthrust of water to move backward. Read in unison.

(4) "Some shellfish don't move on their own, but can ba underneath a wheelbarrow for a free long trip."

These shellfish can really enjoy themselves! Name and read

How enjoyable it is for shellfish to bar under a ship and make a free trip! Let's read it together!

(5) "There are also some deep-water fish that have luminous organs of their own and swim like twinkling stars."

What is this sentence? (Simile) Compare what to what? Board: simile

In this sentence, the author uses the technique of simile to describe the deep-water fish. Read the simile.

4, (read the third paragraph)

5, this subsection, the first general writing of the seabed animals have their own characteristics of the activities, and then cited five examples, (the board: examples) were narrated, such a way of constructing the paragraph is called - the total division. This sentence is called - the center sentence. (Penetration writing)

(C) seize the "rich" read

Just now we through the sounds and activities of underwater animals to appreciate the underwater world of the scenery is strange, now let us from the bottom of the sea plants and minerals to appreciate the richness of the seabed.

1, plants

(1) show the fourth subsection: boys and girls read the sentences

(2) under the sea of plants really different forms ah! The author also used the technique of giving examples, listed a seaweed, small we can not see with the naked eye, can only (with the help of ------), large (up to ------) like this seaweed there are (more than eight thousand kinds of)

(3) the seabed plants in different forms, presenting us with a colorful picture. Read together.

2. Minerals

In addition to plants, the author also briefly introduced us to the minerals of the seabed, let's read it together.

V. Summarize the whole text

1, this text from the bottom of the sea animals, plants, minerals to show us a strange scenery, rich world.

Produced: the bottom of the sea is really a strange scenery, rich world. The first is to read it together.

This is also our heartfelt praise. Read it again.

2, this lesson we see, hear, feel just a drop in the ocean, if you still want to know more about and explore the mysteries of the underwater world, the last teacher to recommend two books, "20,000 Leagues under the sea", "Poseidon's Legend". I believe you will have a deeper understanding of the ocean, get more harvest!

Due to man-made factors, caused some underwater fish victims, and our middle class children are more like these fish. Let the children from a young age close to nature, love animals, environmental awareness. Activity Preparation: Cartoon board, waste paper plates, color cardboard, double-sided tape, colored clay, foam board, scissors, tape recorder, the recording of the small fish, the ocean garbage set and other useful learning experience:

1, close to nature, love of animals, empathy, and a preliminary sense of environmental protection.

2, know the names of several common fish in the sea and their habits.

3, to participate in the activities of turning waste into treasure, will use them boldly for artistic expression and creation, like to decorate.

Activity process:

I. Underwater tourism: watch the video ---- the beautiful scenery of the underwater world Question: What do you see in the underwater world ah?

Summary: The underwater world can be really magical, a lot of creatures are living in the sea.

Second, watch the film: fish in the sea (the film introduces the children to some common sea fish and their knowledge).

Question: What is the largest family living in the underwater world? Do you know which fish live in the seabed? Now let's go together to open our eyes! (Watch the movie) after watching the question: living in the sea fish can be really many ah, you remember what, say it?

Third, listen to the recording: a poor little fish in the narrative of loved ones, friends and their own misfortunes, due to serious pollution of their homes, they have been homeless, it is asking for help from children.

Fourth, to show children the "garbage" of the sea (with the Aptus board and waste, shells, cans, etc. arranged by the display board).

The home of the little fish has become like this, who caused this?

How should we protect the ocean in the future? How should we help the little fish now?

V. Clean up the ocean garbage, please children with both hands to clean up the garbage, but also the fish a beautiful home.

Six, art and craft activities ---- turn waste into treasure. Young children use a variety of art materials hands-on production, *** with decorative display boards, decorate the beautiful underwater world.

Underwater world lesson plan Part 5

I. Teaching material analysis

"Underwater world" is the Xiang version of the second grade art book sixth lesson. We live on the blue planet, 70% of the surface is the ocean, the ocean nurtures the origin of life, the ocean is the mother of mankind. Fish is one of the objects that children love to show. The deep blue sea water is full of fish with beautiful patterns and a variety of shapes, as well as a variety of marine organisms, and the seabed is an underwater world full of vitality and mystery. The seabed, in the development of science and technology today will be further recognized and exploited.

This lesson as the content of the subject matter, respectively, symmetrical cutting and carving, hands-on production and painting of the three forms of expression to implement the teaching activities, to help students know, feel the shape of the fish characteristics, color changes, so as to understand the symmetrical and asymmetrical shape of the differences between the different ways and means of expression, and in the creation of the performance of the basis to promote children's image of thinking and the ability to imagine the creation of the imagination.

The analysis of the situation

Only by understanding the students can we have a good lesson. Usually I talk to the students to understand their 'learning characteristics and learning needs, for the lower grades of students with strong curiosity, the information drawn into the wall charts, slide show to the students, broaden the students' horizons, triggering the students' passion for creativity, so that the students in the shortest possible time to produce the creative impulse. For elementary school students, attention is easily dispersed and other characteristics, the class I use a variety of teaching methods, to create a pleasant learning environment, listening, watching, talking, moving, so that the students in the "look, think, draw, do, play," in the search for feelings, painting feelings, to open up their imaginative ability and creativity, the development of the students' personality.

Three, the design concept

Through a variety of ways and means for students to fully understand the characteristics of symmetry, the various shapes of fish and color changes, the underwater world of the colorful appearance, enhance perceptual understanding, mobilize their curiosity and learning autonomy, so that the students experience the fun of art class.

Four, teaching objectives

1, knowledge and skills: to recognize, understand the basic shape and characteristics of the fish, and can cut, do, draw a variety of fish.

2, process and method: to understand the difference between symmetrical and asymmetrical shapes, master the basic production methods.

3, emotional attitude and values: to cultivate students' love of nature and awareness of ecological protection.

V. Teaching Key and Difficulties

Key points: this lesson through the hands-on production, games, painting and other three different forms of teaching activities, so that the students from different angles to express the many forms of fish and the imaginary world under the sea.

Difficulty: Let the students through the cutting, making, painting learning activities, to guide and inspire students to boldly imagine, with their own works to express their personal feelings and thoughts on the underwater world of a better future of the rich imagination.

Six, pre-course preparation:

Multimedia courseware, students ready tools and materials, teachers ready a fish tank, a number of goldfish.

Teaching process

The first lesson (activities I and II)

I. Create a situation to stimulate interest.

1, play the courseware "Into the Underwater World". Into the beautiful and magical underwater world, attract attention,

stimulate students' interest in learning.

[Design intention: the creation of the situation so that students feel fresh, interesting, directly induced them to participate in the emotional and behavioral awareness, so that students quickly into a relaxed and happy learning atmosphere.]

Second, observe the fish, understand the basic shape and characteristics of the fish

1, the teacher will put the fish tank with fish on the "visual display", let the students observe the fish on the big screen, guide the students to recognize and understand the basic shape and characteristics of the fish.

Questions:

(1) What does the fish you observed look like?

(2) What parts does a fish consist of? (Head, body, tail, and fins.)

(3) What are the characteristics of the shape and color of a fish?

2. Show separate pictures of various kinds of fish to enjoy. Look at the pictures carefully and comparatively and say which are symmetrical? Which

are not symmetrical?

[Design intention: from the cognitive level of students, the reality of life, so that the purpose of the activity is clear, hierarchical, progressive, the difficulty of the activity, etc. with the acquisition of the student experience and change].

Third, chanting children's songs, learning to draw goldfish, the formation of skills.

1, the teacher sings a children's song, while demonstrating the steps of painting, so that students can appreciate the painting of goldfish in the children's song

process. (Children's song: Drawing goldfish is important, the first one to set the body. Side peaks of three strokes to draw a big tail, a pair of eye bubbles long brain. Hooked on the curved mouth, light ink painting arc drum belly. Finally, add two small legs, painted goldfish to do the game).

2, the students read the children's song of the technique many times, under the guidance of the teacher while singing the children's song while learning to draw fish.

3. Teacher summary.

[Design intention: children's songs short rhyming, rhythmic, easy to remember and easy to sing, there are games and fun, suitable for the lower grades students collective reading, singing. In the children's song at the same time penetration of the teaching content, and the overall teaching process of the organic combination].

Fourth, learn symmetry, cut the method, deepen the understanding.

1, cut paper fish. Teacher demonstrates the steps (folding, drawing, cutting) Question: Why fold and then cut?

2, students answer freely.

3, the teacher concluded: first folded and then cut can be cut out of the symmetrical fish shape.

4, the students try to practice: the use of symmetrical and asymmetrical methods of cutting and carving a fish pattern. Teacher coaching.

[Design intent: through the demonstration, guide students in the operation of the experience, in the discovery of enlightenment, static into action, learning to work as one].

V. Play "fish" water games, cultivate collective, environmental awareness.

1, play the courseware, the production of hand-pendulum fish steps: folding, drawing fish, cut fish shape, gluing decorations. (Note: cut

out of the fish shape than the hand to be a little larger; glued when the fish tail can not be glued.)

2. Students work in small groups.

3, through the students to make the hand fish works, play beautiful music, let the students to "shake their heads, hands, paddling, stooping" as the basic action, and then associated with the fish swim, create a "fish" play in the water of the new posture. Teachers and students have fun together, creating an underwater family atmosphere, enhance the love of students.

[Design intent: contextual reproduction, deepening the students' understanding of the importance of environmental protection, but also provide an opportunity for students to express their free creativity, so that the students' emotions are sublimated].

The second lesson (Activity 3)

I. Review the introduction

1, play what was learned in the previous lesson, enjoy the pictures of various fish.

[Design intention: with the help of multimedia, from the visual, auditory and other senses to stimulate students, stimulate learning interest and thinking].

Second, stimulate the imagination - you say I say

1,

2,

3, appreciate the pictures and then ask: boldly imagine the bottom of the sea is a what kind of world? Students discuss with each other and raise their hands. Teacher summary: students' imagination is very bold, very specific, like a real world floating

in front of our eyes. The seabed is an undeveloped world, let us together into this

mysterious and beautiful underwater world it!

[Design intent: classroom activities are mainly teacher-student and student-student exchange and cooperation activities, sharing each other's thinking, experience and knowledge, exchanging emotions and experiences, so as to achieve *** knowledge, *** enjoyment, *** advancement, and to realize the growth of teaching and learning].

III. Technique transfer - into the underwater world

1.

2.

3. Play the courseware: the mysterious and beautiful underwater world. Students appreciate and talk about their feelings. Teacher summary. (The underwater world is mysterious and beautiful, we should boldly add our

own imagination when painting, the underwater world in your mind and you want to see expressed.

[Design intent: to create a situation where students can "build rather than copy" activities, give students the responsibility to innovate, and stimulate students' desire to innovate].

Fourth, appreciate the evaluation - student works (inside the textbook)

1,

2, multimedia playback of student works. Teachers analyze student works: three works of small authors have paid attention to the primary and secondary relationships in the composition,

especially the first work. The first work, the small author in the center of the picture painted a large

the shape of the fish, in this shape is a beautiful city paradise; the second small author to

himself painted a mermaid lady is flying over the ocean palace; the third piece of work, the small author of the painting

is subdued to eat small fish sharks. It can be seen that drawing a good fish is the key to this imaginary painting.

[Design intent: the presentation is played, the teacher's speech analysis, for the whole class to provide a platform for information exchange, sharing experience].

V. Free Creation--Students' Imagination

1, students' creative performance. Show the requirements: play their own imagination, paint an imaginary painting that shows the landscape of the seabed.

2, the teacher circuit counseling.

[Design intention: let go of the students independent thinking, independent creation, development, to achieve the effect of "teaching is not teaching"].

Sixth, evaluation and expansion - exhibition of outstanding student works

1, exhibition of outstanding student works, so that students evaluate each other, learn from each other. (Evaluation of the "Star of the Sea")

2, the teacher concluded: students, the underwater world is mysterious and beautiful, but the human understanding of them is little known, so we have to have the construction and development of a large ocean of ambition.

[Design intent: the use of mutual communication, appreciate the work of others, talk about their own experience, in the exchange of activities to improve their understanding and ability].