Joke Collection Website - Mood Talk - Read Unit 2 and Lesson 5.

Read Unit 2 and Lesson 5.

Unit 2 Description

The four texts selected in this unit,) Flying dragon needs to go to heaven), "Nanotechnology is around us" and "Millennium dream is today" and nature. Technology is beautiful. According to the appearance of amber, the author of Amber developed a reasonable imagination and mainly speculated on its formation process. The text "Dinosaurs Flying in the Blue Sky" introduces us to the hypothesis that birds originated from dinosaurs. This paper shows evidence of preserved feathered dinosaur fossils. This paper introduces the evolution process from dinosaurs to birds. "Nanotechnology is around us" introduces the significance and application of nanotechnology. The Millennium Dream is Today describes the Chinese nation's pursuit of flying dreams.

These texts can cultivate students' scientific interest and stimulate their imagination and creativity. The language element of this unit is "Don't ask questions at this time, try to solve them", which is mainly based on the further development of reading strategy in Unit 2 "Try to think from different angles and ask questions yourself when reading". In the future, it will enhance students' awareness of asking questions actively and form a good habit of thinking actively and solving problems actively when reading. On the basis of asking questions, this unit also puts forward further requirements of "trying to solve". Around the language elements, the third lesson of this unit has a requirement of "asking questions and solving problems": after the lesson of "Pearl", a demonstration example of "don't ask questions" is given, and the language elements of "ask questions" in the first book of four years are used to further guide students to ask questions: "Dinosaurs fly to the blue sky" requires writing "questions they don't understand" after class. Continue to guide students to record and deal with problems: after class, nanotechnology will ask us to "communicate with classmates" and give solutions to problems. The column "Communication Platform in China Gardens" also summarizes three ways to solve the problem.

The exercise of this unit is "Develop wonderful ideas and write what you want to invent", and guide students to describe their ideas in words. It not only accords with children's thinking psychological characteristics. It can also stimulate their interest in invention and creation. Learning the text of this unit is inseparable from bold imagination. Teaching can activate students' imagination and open their minds. For this exercise, we should pay attention to the following questions when teaching this unit.

First, the teaching of this unit should focus on Chinese elements, strengthen students' awareness of asking questions, encourage students to ask questions from multiple angles, put forward some questions of discussion value, and record and sort out the questions. These four texts have different requirements on "asking questions and solving problems". Amber asks to ask questions that she doesn't understand and try to solve them: (afraid of flying into the blue sky) asks to write down questions that she doesn't understand and try to solve them: nanotechnology is around us) asks students to ask questions and communicate with their classmates: The Millennium dream is to ask students to consult materials and solve problems today. Pay attention to different requirements when teaching. Of course, not all the questions raised by students are

In teaching, we should cultivate students' consciousness of solving problems and encourage them to think positively. In addition, questioning and autonomous learning are not only emphasized in this unit. But can run through the whole process of students' text learning, anywhere suitable.

Second, learn the text of this unit, on the one hand. To make students understand the scientific and technological contents introduced in this article, they can use after-class exercises, such as talking about the formation process of amber, being a commentator, and briefly introducing the evolution process of pterosaurs flying into the blue sky. Combine the text and materials to talk about the understanding of related sentences. In the process of completing these exercises, help students to further deepen their understanding of the text. On the other hand, we should guide students to pay attention to the language expression characteristics of the text. Some words and sentences are vivid, such as. A passage describing the activities of flies and spiders in the amber lesson Some words and sentences are accurate and rigorous. For example, the sentence "Scientists hope to fully show this historical process" in "Dinosaurs Flying to the Blue Sky" and so on.

Teaching points and class arrangement

1. Know 43 new words, read 2 polyphonic words, write 45 words and write 45 words. The textbook of the text is right beside us.

2. Ask questions again and try to solve problems in different ways.

Sort out and say the main contents of the text.

The Millennium dream is today.

4. Love materials science and pay attention to science and technology.

spoken language

Say something new

1. Can you tell me about the park and really convey the message?

exchange

Be able to tell the story of Qing Guo completely and coherently, and express your own views.

1. Use your imagination and write what you want to invent.

Practice my peripheral vision. The energy chart is something invented by the earth itself.

3. According to the government system.

1. Li, Sijie, when you encounter problems, ask the party present to know in advance. " Ancient "and so on 12 new words.

Chinese

Killing heating

3. Understand the broken contents of some tree workers, and choose energy products and some with broken contents.

The words on land are addressed to me.

"Zheng"

4 can be used as the northern method, intermediate.

Japanese standard moon fruit

5 read, behind (beggar).

Happy reading bar

I am interested in reading popular science works, find out the problems I don't understand, and try to solve them in various ways.

5 amber

Textbook analysis

This article is adapted from the story in Lapola Tales by the famous German popular science writer Bogudong. At the beginning of the text, it is said that this story happened a long time ago. Then, the flies and spiders wrapped in turpentine balls and the process of turpentine balls turning into fossils are told in vivid words. Then, the process of a father and son discovering fossils at the seaside is introduced. Finally, briefly write out the thinking caused by this. In this paper, the formation process of amber is not explained abstractly by scientific knowledge. But in the form of vivid storytelling. This form not only conforms to students' cognitive psychology. It can also stimulate students' interest in learning.

Paragraph 1 2 of the text briefly introduces the time and environment of the story. Warm sunshine in summer. Roaring sea and noisy leaves, such an environment is reasonably inferred by the author according to the conditions of pearl formation.

The third and fourth paragraphs describe the activities of a small fly, one of the protagonists of the story. A series of actions such as "flying happily", "flying through the classics", "flying into the forest", "stopping on the big pine tree", "dropping air" and "cleaning the bag" are vividly and meticulously described, which draws a light lead for us to fly leisurely. The beginning of the story is naturally easy. Unconsciously brought the reader into the situation created by the author. When describing small flies, the author does not forget to mention pine trees in the forest. "The sun is very hot, and you can smell the fragrance of turpentine." It seems to be idle, so I want to unfold the following story to further explain the environment in which this amber was formed. Here, the author naturally integrates scientific speculation into story telling.

The fifth paragraph describes the activities of another hero spider. Descriptions such as "take your time", "paddle carefully", "climb down" and "getting closer" promote the development of the story. In the sixth paragraph, the description of pine trees seems to interrupt the development of the story and get the yuan. Actually, it is not, because the country needs "coarse turpentine" to have the pine nuts below. The description of people here is based on the author's scientific speculation and also reflects the careful arrangement of the author's narrative.

The seventh, eighth and ninth paragraphs say that spiders can fly. Turpentine has just dripped. Coincidentally, the fat man, the fly and the sister got together, and the turpentine continued to drip. Finally became a pine cone. This coincidence is a reasonable speculation based on this principle.

In paragraphs 10. 1 1 and 12, "decades, hundreds and thousands of years. Time is clear at a glance ","the land gradually sinks and the ocean gradually comes up "and" thousands of years have passed ". I have written for a long time about geological changes, which are all important conditions for the formation of amber. The author gives a brief explanation through visual language. This is inferred by the author from the general process of amber formation.

Paragraphs 13 to 17 of the text are about the discovery process of amber, fishermen and barefoot children. This role setting makes the discovery and identification of amber reasonable. Dig in the text, read it one by one by the father, ask and answer questions between the father and son, and find and identify useful things. The last paragraph of the text naturally introduces the appearance and value of amber.

The text naturally integrates the speculation about the formation process of this amber into the vivid and interesting story telling, and organically weaves all the conditions needed to form this amber into the story. Let reasonable speculation and storytelling be skillfully combined. The combination of science, story and interest is not only close to students' cognitive psychology, but also enables students to increase their knowledge.

Teaching objectives

1. Know 1 1 new words such as "He", correctly read the polyphonic word "Zha", write 15 words such as "8, roar", and write 15 words such as "Jinghou" and "Song".

2. Be able to ask questions you don't understand and try to solve them.

You can tell the formation process of this amber in your own words.

4. Understand the basis of the author's speculation about the formation of this amber.

Teaching suggestion

In teaching, students can read the text silently and ask questions that they don't understand. The angle of questioning may be different. Teachers can choose some questions about the content of the text, organize students to communicate and help students grasp the content of the text as a whole. Here we go. Guide the students to focus on the part of amber formation in the text and understand the speculation about pine cone formation and pine cone fossilization in the text. In this part of teaching, students can understand the general process of amber formation in combination with "reading link" and compare the differences in expression between "reading link" and relevant paragraphs of the text. So as to experience the vividness and vividness of the text language.

First, literacy and writing.

There are 1 1 new words to be read in this lesson, so that students can read the text independently. Most of the new words in this lesson are pictophonetic characters. Such as, "pearls. Dark, fat, rubbing, leaning, burying, and ""can help students remember pictophonetic characters. Some new words are easily mixed with other words, so you can give some hints at any time. When teaching, "za" can be analyzed by "fear" and pronounced as "po"; The word "Fei" can be analyzed by "ear". When it is pronounced as "pi" to teach "fat test",

You can use the bypass method. Compare with "including and trying" respectively. Let the students observe the differences of glyphs. When counting "Fan", students can add some margins to it. Form words such as "broadcast, turn" and play a card by combining words. The word "doctrine" can be combined with glyphs. Use a mouth like "something buried inside" to help students remember.

When instructing students to write new words in this lesson, students can first analyze some similar words, such as "wipe" and "try". "Harmony", "Earn" and ","and so on. Let the students ask for help. When teaching, we should also pay attention to some words that are easy to write wrong. For example, the upper part of the word "Fan" cannot be written as "Cai". There are many strokes in the word "rice", especially in the upper part. Several teachers can lead the students to write together and write the glyphs correctly. The vertical position of the letter to the left of the letter should become vertical. There are many Chinese characters in this requirement that can be written with "left and right knots". Among them, "wiping" and "static" all have hands, and "rowing" and "measuring" all have vertical knives. When teaching, you can guide students to write well and mention it. Next to the knife, and pay attention to the proportion of the left and right parts.

Key points of writing words in this lesson

Write something about the upper and lower parts of anger On the ""thing, the left and right widths are the same; The three points of "heart" are very different. Erase the lines when writing. Write on the left when you write. If you put food on the table, write on the left when you write on the left. The main things should stop and the topic should play a role in the west. The vertical knife is shorter than the vertical pen. Above average. It is too early to grow one to the left and change the vertical force; The empty descriptions of "Right" and "Ju" are spicy. The first stroke on the table should be written flat, and two vertical points should be drawn and connected to measure the "state" department.

Second, understanding and application

1. initially put the text content.

In teaching, students can be organized to read the text silently and ask questions that they don't understand, such as what stages are needed to form this amber? What is the basis of the author's speculation about the formation of amber? What are the conditions for formation? Wait a minute. Then choose some words related to communicate. Understanding the words in Communication can be roughly divided into two parts: The first part describes the formation of amber, including the formation of turpentine balls and the fossilization of turpentine balls. The second part is about the discovery of this amber and the speculation caused by it.

Students can also be guided to find out the words that indicate time in the text, such as "a certain summer day" and "decades". Hundreds of years, thousands of years and thousands of years, combing the formation of pine cones and the process of pine cones becoming fossils. Let the students talk about what else is written in the text, and sum up the discovery of this amber and the speculation drawn from it to help the students grasp the content of the text as a whole.

2. Comprehension of sentence fragments.

(1) Understand the formation process of turpentine ball and its speculative basis, and experience the vividness of language.

The formation of turpentine balls is an important part of this lesson. When studying this part, students can ask some questions first, for example, what conditions are needed for the formation of turpentine balls? Why did you introduce the warm sunshine in the first place? Why does the author write about the activities of small flies in such detail?

The questions raised by students can be classified first, and then some important questions can be selected for discussion and exchange, such as "What conditions are needed for the formation of this pine cone in this article?" This kind of questions about the content of the text can guide students to use some words to sort out the guessing conditions, such as "fly", "spider", "turpentine" and "summer", and talk about the basis of these conditions, which can guide students to combine the appearance of amber. This can not only help students better understand the conditions for the formation of turpentine balls, but also better understand the author's speculation.

For example, "Why did the author write the activities of Xiaosheng in such detail? This kind of questions about text expression can guide students to read relevant sentences carefully, such as some sentences describing small flies in the text, and the verbs "scatter", "fly in", "fuck" and "test" in the sentences, so as to understand the accuracy of the words used in the text. Very vivid, and then discuss the benefits of this detailed description. So as to experience the vividness and vividness of language.

(2) Understand the formation process of amber and its speculative basis, and experience the vividness of language.

When teaching the process of turpentine balls turning into fossils, students can also ask some questions that they don't understand, such as: How did turpentine balls turn into amber? Why does the ground sink and overflow? Trees rot. Why don't turpentine balls rot?

In mathematics, we can follow the questions raised by students. Instruct students to read the "reading link" after class, and understand that the formation of amber needs high temperature and high pressure in the deep underground. Students are interested in "decades", hundreds of years and thousands of years in the text. Over time, sentences such as "the land gradually sinks and the ocean overflows" will have a deeper understanding. On this basis, guide students to compare the expressions in the "reading link" with those in the relevant paragraphs of the text, and experience the vividness and vividness of the text expression through comparison.

Teaching part. You can also guide students to complete the second exercise after class, "Tell the process of amber formation in your own words". When speaking, on the one hand, we should guide students to talk about the process of flies and spiders being wrapped in turpentine to form turpentine balls. On the other hand, we should talk about the general process of amber formation. That is to say, the process of amber formation and ground activity takes a long time.

(3) Understand the origin of "speculation" and stories.

The last paragraph of the text says: "From that piece of amber, we can infer the details of the story that happened tens of thousands of years ago, and we can know. In ancient times, there were already flies and spiders in the world. " Understand this sentence. Let the students talk about the meaning of "speculation" first, and then let the students talk about what the author's speculation is known in the text. Through this exchange, students can review the text again as a whole. And I know that the story of this article is inferred by the author according to the relevant scientific knowledge of amber formation.