Lesson review draft for the second volume of the fourth grade: How does the Yellow River change?

Teaching design of "How the Yellow River Changes"

Teaching objectives:

1. Read the text aloud and grasp the main content of the text. Understand the past and present of the Yellow River, know the reasons for the changes in the Yellow River and its internal connections, be inspired by it, and cultivate the awareness of protecting nature.

2. Read the text correctly and fluently. Understand the key sentences.

3. Collect information about the Yellow River and inspire a sense of social responsibility to protect the mother river.

The focus of teaching: understanding the changing process of the Yellow River

The difficulty of teaching: understanding the causes of changes in the Yellow River

1. Revealing the topic

1. (The blackboard writing "River") read together. Where there is water, there is life, and rivers nourish human beings. The splendid five thousand years of civilization of the Chinese nation also originated from a big river. (Write on the blackboard: "Yellow River") Ask the students to read this word aloud with full emotion.

2. The teacher heard a special feeling, a kind of pride from the heart. The Yellow River originates from the northern foot of the Bayan Har Mountains on the Qinghai-Tibet Plateau. After flowing eastward through a loess plateau, it turns into a yellow mud river. Students, please take a look (play link 1) This is the Yellow River. (Show slide 2) Facing the Yellow River, which is surging thousands of miles and rolling eastward, what do you want to know?

3. Today we will study a text about the Yellow River. (Written on the blackboard and read the topic together - "How the Yellow River changes") Which word do you want to emphasize? (Student answer: change, how) Students try to read it again. What do you want to know most after reading the topic?

(student answer, teacher writes on blackboard: before, after, reason)

2. Quickly read the text to summarize the main content

1. Let’s look at the text together (Play the text and read it aloud). After reading, can you talk about what is written in the text by grabbing the key words in the text?

2. Who can tell me what is written in the text? Guide students to summarize the text in one sentence.

Student answer: Originally - cradle

Later - worry

Cause - soil erosion

Control - control the mud Sha

3. Read the text again:

Teacher: Now ask the students to read the reading prompts and the text silently to see what other problems you can't solve? (Students read silently)

Teacher: Who has a problem that cannot be solved? (What was the original Yellow River like?)

(Default: What changes have taken place in the Yellow River?)

Teacher: Your question is very good and valuable. Can you ask questions around the main content of the text? Do you have any questions?

(Default: What is the cause of the changes in the Yellow River?)

Teacher: You are also good at learning, and you can grasp the important and difficult points of the text and ask questions. Is there anything else? ?

(Default: How can we regulate the Yellow River?)

Teacher: You are such a caring and good boy who knows how to protect the environment. I hope you can provide some reasonable suggestions for regulating the Yellow River. .

Teacher: (Show slide 3) Next, we will use the four aspects of the text as the theme and use group cooperative research methods to study and research. You can first determine the research topic from the angle of interest to you.

(1) What did the Yellow River look like originally?

(2) What did the Yellow River become later?

(3) What is the reason for the changes in the Yellow River?

(4) How can we manage the Yellow River well?

4. Whole class communication:

1. In which paragraph does the Yellow River look like before it changed? Writing on the blackboard: front

A: (Students read the third natural paragraph)

Teacher: What do you feel after reading this passage? Tell me what do you see behind the words? (I saw the warm and suitable climate, the beautiful natural scenery, the people living and working here in peace and contentment, and the splendid Chinese civilization...)

B: Student: After learning this part of the knowledge, I I think the text says that the Yellow River is the cradle of the Chinese nation, and "cradle" refers to the birthplace.

C: Health: I feel that the original Yellow River is like a beautiful and gentle mother, nurturing her children with her own milk.

Teacher: It’s so well said. Let us read this paragraph affectionately with the love for our mother. Read together.

Teacher: The text describes what the Yellow River looked like before it changed by comparing it with the Huaihe River Basin. The author used the comparative method of explanation to skillfully write about the natural conditions of the Yellow River before it changed. What do you want to see? Take a look at today's Jianghuai River Basin and the Yellow River in the past? (Think) (Play slide 4-10) While watching, think, what does the Jianghuai River Basin look like today?

(The climate is warm, the forests are dense, the rivers are clear, and the land is fertile)

Teacher: Is it beautiful? (U.S.) (Show slide 11) The original Yellow River was the cradle of our Chinese nation. (Write on the blackboard: Cradle)

2. Teacher: The original Yellow River was so beautiful that our ancestors chose to live and multiply here, so we call it the mother river. So what changes have happened to the Yellow River? Woolen cloth? Ask the students to read paragraphs 1-5 of the text silently and think about the changes that have occurred in the Yellow River?

(Default: "The Yellow River... suffered in the past 2000 years") Blackboard writing: After

A: The first natural paragraph of the text lists the specific figures of the Yellow River flooding (in 2000 , more than 1500 times, 26 times) Listing numbers is a common way of explanation. These are not just some numbers. From these numbers, I seem to see (people on both sides of the Yellow River struggling in the flood, seeing their families destroyed, hearing their children’s screams) Crying)

B: Behind these numbers are clearly the blood and tears of the people in the Yellow River flood areas.

3. Division: In 2000, there were more than 1,500 changes and 26 changes in course. What an astonishing number. Every time the Yellow River bursts and changes course, it will bring huge losses and serious disasters to the people on both sides of the strait. Here, the author uses The method of listing numbers such as "2000 years, 1500 times, and 26 diversions" allows us to concretely and deeply feel the disaster that the Yellow River has brought to people. These terrible numbers deeply hurt our hearts. (Show slide 12) Let’s read this passage again: “The Yellow River has... experienced severe suffering in the past 2,000 years.”

Teacher: It has flooded more than 1,500 times in less than 2,000 years. The year was a disaster. People have not recovered from the disaster in the first year and are facing new disasters. How can people not complain endlessly? The mother river has become a river of trouble, and the cradle has become a source of sorrow. (Write on the blackboard: Disaster for the River)

4. Teacher: From which other sentences can you tell that the Yellow River has become bad?

(Default: "The Yellow River is the river with the largest sediment content in the world...in the lower reaches." (Show slide 13)

Teacher: It's very accurate. In this paragraph, the author lists many numbers: 1.6 billion tons, 1.2 billion tons, 400 million tons, which concretely and vividly illustrates the size of the sediment. What method of explanation does the author use? (List numbers)

< p>Teacher: Yes, Liu Yuxi in the Tang Dynasty also used the poem "Nine bends of the Yellow River, thousands of miles of sand" to explain the large amount of sand in the Yellow River. Please read this sentence together.

5. Teacher: What other changes have taken place in the Yellow River?

(Presupposition: The problem lies in the 400 million tons... Hanging River.)

Teacher: In other words, the Yellow River has become a hanging river. , So, what is a hanging river? (Show slide 14) Explanation: The river bed is higher than the ground, and it looks like it is hanging on the ground from a distance, so it is called a hanging river.

How can these shocking data be true? Don’t let us feel heartbroken. We can’t help but ask loudly: Why is the Yellow River like this?

6. Ask students to read the sixth paragraph of nature in their own way and find out the reasons for the changes of the Yellow River. Reasons.

(Students read out the two reasons in the text.) (Show slides 15 for girls to read together and 16 for boys to read together) (Blackboard: Natural Society). : Some people think that the changes in the Yellow River are caused by nature, while others say that they are caused by human destruction. What do you think of the relationship between these two causes?

A: Sheng: I think it is caused by human destruction. People cultivate “unrestrictedly” and do whatever they want. We cannot change the natural climate, but we can transform the natural environment and make it develop for the better. But man-made disasters are the result. It's unforgivable.

B: This kind of man-made damage is too serious, 400 million tons of sediment, one big truck needs 100 million such trucks, these statistics are shocking.

Teacher: Why do people do this?

C: Because of poverty. (Read the last two sentences of the sixth paragraph by name)

Teacher: What kind of people do you think these people are?

D: Ignorant people, it is these man-made destructions that have aggravated the deterioration of the ecological environment. Coupled with the soil erosion caused by natural disasters, the Yellow River is now full of trauma and unable to feed her children.

Teacher: What tone should I use to read this last sentence? (Sad, angry) Who can read it again? Name the reader (2 or 3 people)

7. Teacher: Many river civilizations that were once glorious and splendid have now declined due to man-made destruction. The city of Babylon that once stood tall has disappeared. We must not Let the Yellow River be like this, what should we do?

8. Have students read the last paragraph of the text together.

Teacher: After the founding of New China, what plans did scientists devise to manage the Yellow River? (Students’ answers and writing on the blackboard: Treatment plan. Show slide 17) These plans can prevent soil erosion and achieve the purpose of radically controlling the Yellow River. There are so many methods, and the text uses the word "several-pronged approach", which all revolve around the key to controlling yellow sand, "controlling sediment." The hopes and dreams of harnessing the Yellow River will eventually come true (show slide 18).

Teacher: How do you feel after learning this lesson?

Sheng: There is joy, sadness, pride, anger, self-blame and reflection, and even more hopes and dreams.

Six: Summary:

The lesson "How the Yellow River Changes" allowed us to see the past and present of the Yellow River, and our emotions also experienced ups and downs, including joy and sadness. , there is pride, anger, self-blame and reflection, and even more hopes and dreams. Let us look at the magnificent Yellow River quietly again, and let us beat together with the mother river. (Play link 3)

7. Blackboard design;

Cradle of trouble

(front) (back)

Reason

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Natural