Every segment of the earth has only one meaning! You have to sum it up yourself ~

There is only one earth teaching design.

Teaching objectives

1. Knowledge point: Follow the text to learn the new words in this lesson and understand the earth introduced in the text.

2. Training point: use independent, cooperative and inquiry learning methods to solve the problems found by students independently; Understand the importance of environmental protection in reading comprehension. (Teaching emphases and difficulties)

3. Starting point: Respect students' choices, encourage students to plan the publicity activities for the 2004 World Earth Day, and cultivate students' creative thinking ability.

4. Education point: educate students to protect the earth and the environment, and strive to be "green messengers" with practical actions.

teaching process

First, appreciate the pictures and ask questions

1. Enjoy the pictures of planets in space (click to play the courseware)

In the vast universe, there is a beautiful planet, which is the mother and home of human beings. Look, that's the earth where we live!

2. Leading questions and questions

Today, we will learn an article about the earth (blackboard writing: there is only one earth). Please look at the topic together. Students, what do you want to know after reading the questions? (Encourage students to question and encourage teachers to praise)

Second, independent reading, causing feelings

1. Read independently and experience the language.

Let the students choose their own way to read the text, and ask them to read the sentences that they feel most deeply and experience the language.

2. Arouse feelings and encourage doubts.

Students, how do you feel through the preview before class and the reading now?

(1) Let students fully express their feelings after reading.

(2) Draw the exclamations of astronauts, read them together and ask questions.

Third, cooperative learning to solve problems

1, sort out problems, find problems, and show learning suggestions.

2. Students study in groups and try to solve problems (at this time, teachers should become participants and participate in students' learning activities).

3. Group report and reading experience.

Which group will report the results of your cooperative study? According to students' reports, teachers guide and guide students' reading experience in time, and guide them by means of point reading, reading guidance, reading evaluation, model reading and reading guidance, supplemented by courseware.

Assumption of teachers guiding learning;

(1) Grasp the key words and realize the "loveliness" of the earth. Encourage students to report and read their own experiences, and attach importance to the cultivation of language sense.

A, "What you see is a crystal-clear sphere with blue and white lines intertwined and a thin layer of water-blue tulle around it."

B, "The earth, the mother of mankind and the cradle of life, is so beautiful, spectacular and amiable."

C. "The earth is selfless, and it generously provides mineral resources for mankind."

⑵ Experience the fragility of the earth with the help of courseware.

(1) Demonstration courseware (showing videos and pictures of smoke, logging, burning, illegal gold panning and littering).

What do you want to say after reading these?

③ Read "Our earth is lovely and fragile!"

Read the fragile sentences written in the text freely and then summarize them.

(3) Guide students to have a live debate, and teachers will encourage and praise them in time.

The teacher first explains the requirements of the debate, and then the courseware shows the pros and cons: positive-human beings can move to other planets in the future; The opposite side-humans can't migrate to other planets. )

Just now, the debaters performed brilliantly, not only using the knowledge in books, but also making full use of extracurricular knowledge to prove their views. Great! However, students, whether we can move or not, we must base ourselves on the present reality, because the earth is the most ideal place for human beings to live so far, and where can we only live? So, what do you think should be done? Let the students fully express and write "Be careful to protect" on the blackboard.

4. Read the text freely and deepen the experience.

Fourth, sublimate emotions and extend extracurricular activities.

Be kind to the earth, this is an eternal topic, because we only have one earth, because human beings only have one earth! Dear students, do you know what April 22nd is? As small villagers in the global village, we should act quickly, shouldn't we? Please look at the prompt on the screen (courseware shows): our slogan is-small action to protect the earth! Ask students to finish their homework after class: Little painter: Please draw an environmental poster of "cherish the earth and protect the environment";

Advertising designer: Please design an advertisement "Everyone protects the earth";

Propagandist: Please collect information about protecting the earth, practice reading aloud, and then go to the streets to publicize;

Little writer: please write a proposal calling on people to consciously protect the earth and beautify the environment;

Green Messenger: Please plan a green action around Earth Day;

Little researcher: please identify a small environmental protection topic to carry out research activities; ……

Dear students, let's take action and make green eternal with our green actions! (Courseware shows "Green Eternity" screen)

The instructional design language of "Only One Earth"

Teaching objectives:

1, ideological and moral goal: to understand the truth that there is only one earth and enhance students' self-protection of the environment.

Perception.

2. Knowledge goal: learn 7 new words and phrases in this lesson; Understand the author's way of explaining things.

3. Ability goal: read the text with emotion; Cultivate the ability to explain things for various reasons.

Teaching emphases and difficulties:

Key points: guide students to understand that there is only one earth in the process of independent reading.

Difficulty: Understanding "Our earth is so lovely and fragile." Meaning of.

Teaching preparation:

Multimedia courseware, multifunctional projector.

Collect words, pictures and other information about earth knowledge, China's resource situation and ecological environment.

Teaching time:

Two classes.

The first class (simple case)

Stimulate interest and introduce new courses

Self-reading since the Enlightenment

1, learn new words by yourself, new words, teacher's guidance and inspection.

2. Read the text freely and think about how the article introduces the earth to us from several aspects.

3. Feel the language and content of the text.

Third, group cooperative learning.

1, ask questions you understand and don't understand, and discuss and communicate with your classmates.

2. Design activities: According to the information collected before class and the language perception of the text, group activities such as "picture display", "ecological broadcast", "mathematical detective" and "beautiful sentence comment" are carried out to let students understand the truth that there is only one earth and master colorful Chinese learning methods.

Second lesson

First, introduce passion.

1, we live on the earth, what is our earth like? Let's go to space with astronauts! (Playing video)

2. What kind of sigh did the astronauts make after seeing the earth?

("Our earth is lovely and fragile!") ) )

Please read the text in your favorite way. Where can we see the "loveliness" of the earth, and where can we see that the earth is easily "broken"?

Second, cooperative exploration, experience profound significance

1, read your own feelings, grasp the key words of "lovely", "broken" and "simultaneous", contact the whole class and talk about where the earth is "lovely". Where is it easy to break?

2. Group discussion and communication. Combine the text, collected materials and the learning activities of the first class, and discuss in depth.

3. The whole class reports and exchanges. Teachers guide students to understand that there is only one earth, and guide students to read aloud with emotion.

(1) Student Report-Photo Show. After reading the first and second paragraphs, we know that the earth is "beautiful and small" from space. (Students show pictures: the earth, clear rivers ...) There are explanatory words below the pictures, which illustrate these two characteristics of the earth with specific data. Supplementary topic: There is only one earth. ...

(2) Student Report-Ecological Broadcasting. We know from words and collected data that "the natural resources possessed by the earth are limited". Scientists divide these natural resources into "non-renewable resources" and "renewable resources" and illustrate them with examples. (Students give examples according to the text and the materials they consulted) Supplementary topic: There is only one earth. ...

(3) Student Report-Math Detective. Scientists put forward the idea of human migration to other planets. After many investigations, this idea is very far away. Students explain "no immigration" by combining scientific facts in the text and self-made application questions. Supplementary topic: There is only one earth. ...

(4) Student report-comment on beautiful sentences. When you look at the earth when you travel in the sky, you will see a crystal clear sphere. "Our earth is lovely and fragile!" "There is only one earth. If it is destroyed, we have nowhere to go." Supplementary topic: There is only one earth. ...

4. What explanation method does the full text use to tell us these truths?

Third, summarize the full text and read the sentiment.

Fourth, expand

1. Talk: Talk to Mother Earth. How to help Mother Earth? ) You can use related words, such as: because …, if …, only …, etc.

2. Write: Write a sentence or two to promote the protection of the earth.

Attached book:

Beautiful small column number

There is only one example of the limited resources of the earth, and that is carefully protected.

Can't immigrate, put the facts for the benefit of future generations.

Cute and fragile

Classroom Record of "Only One Earth"

Teacher Chen, a special teacher at Gangxia Primary School in Futian District, Shenzhen.

Students in Class 5 (4) of Feng Guang Primary School in Luohu District, Shenzhen.

Teacher: Students, today is the first time we have met. Let me introduce myself first: My surname is Chen, and I am a Chinese teacher at Gangxia Primary School in Futian District, Shenzhen. What did you call me?

Student: Teacher Chen.

Teacher: I heard that you are all very clever. I want to ask you a question. Try to be open-minded when answering: where are we now?

Student: In the school auditorium.

Teacher: (shaking his head) Not open-minded.

Health: In Shenzhen.

Health: In China.

Health: On Earth.

Yes, we are in Shenzhen, China and Earth. Please all stand up and stamp your feet: what is under our feet?

Health: the earth.

Teacher: (Blackboard: Earth) We call it Earth together.

Health; (Qi) The earth-

Teacher: Did the Earth hear that? Why doesn't it respond? Let's call again: Hello, Earth! If the earth hears it, she will applaud warmly. Let's go

Born (together, affectionately) to Earth-Hello-

(Behind the students, the teachers applauded warmly. )

Teacher: The earth has heard our call. Ok, let's start the class now.