"The Mystery of the Moon" lesson plan design with reflections

Before teaching staff carry out teaching activities, it is essential to prepare lesson plans. Teaching plans are the key point in the transformation from lesson preparation to classroom teaching. How to write lesson plans to be more effective? The following is the lesson plan design of "Mystery of the Moon" that I compiled for everyone (with reflections) for your reference. I hope it can help friends in need. "Mystery of the Moon" lesson plan design with reflection part 1

Teaching objectives:

1. Knowledge and skills

(1) Understand the content of the text and understand the characteristics of the moon Mystery.

(2) Learn the explanation methods used in the text to introduce the moon.

2. Process and methods

(1) Through independent learning, understand the text content and learn about the moon.

(2) Stimulate students’ interest in learning natural sciences through reading aloud.

3. Emotions, attitudes and values ??stimulate students’ interest in learning natural sciences.

Teaching focus:

Understand what kind of world the moon is, and what unsolved mysteries of the moon are written in the article?

Teaching difficulties:

Use means such as information exchange, accumulation of ancient poems and imagination to guide students to truly feel the mystery and mysteries of the moon, and at the same time guide students to discover problems and ask questions.

Teaching aid preparation:

Multimedia courseware

Teaching process:

1. Create situations and introduce excitement

1. Students, today the teacher invites you to enjoy a cartoon. (Courseware)

What did you see just now? (Yes, it is the moon, we also call it "the moon") Blackboard writing: Moon (Courseware) Whenever night falls, a bright moon hangs high in the sky The night sky, the bright moonlight has aroused so many beautiful reveries in people!

Children, if you stood under this moon, what reveries would you have?

Students Thinking so much, thinking so beautifully, thinking so far, and thinking so wildly, this is "daydream". So let’s read these words beautifully, shall we? (Courseware provided: As night falls, a bright moon hangs high in the night sky. The bright moonlight has aroused many beautiful reveries among people! Where did the moon come from? What is there on it? Is it the same as the Earth? )

How many secrets does it hide? Throughout the ages, humans have made great efforts to explore the mysteries of the moon. On July 20, 1969, Two American astronauts landed on the moon for the first time and discovered a lot of things─"The Mystery of the Moon"

2. Blackboard topic: Mystery. Read the topic together, and now let us follow these two astronauts on the "Apollo" spacecraft and set off for the moon. Are you ready?

2. Independent exploration and reading insights

1. Study the second natural passage and information package:

⑴ (Show courseware demonstration) Look, this is the moon. When we first came to the moon, what did we see at first sight? Scenery?

⑵ Please find which natural paragraph in the text?

⑶ Which astronaut came to report to us the scenery you saw at first sight? Can you What kind of scenery is this that cannot be summed up in one word? (Find it in the book and draw the symbol you like)

⑷What is so strange about the scenery on the moon? (Draw it in the book) < /p>

Can you read this strange scenery? (Individual)

Let us tell the people on the earth about this strange scenery. (Read together)

⑸ We originally thought that there was a beautiful Chang'e and a white Jade Rabbit on the moon. However, the scenery on the moon is so different from our imagination. You want to see the astronauts from the moon? Photos taken?

(Show courseware)

Look, astronauts are walking on the moon. Hey, how do they walk? How could this happen?

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Guide students to learn the content in the after-school information bag based on the text to enrich students’ knowledge.

2. Learn about the unsolved mysteries of the moon:

Astronauts brought dust and rocks from the moon back to Earth for further experiments and research.

⑴ Ask students to read paragraphs 3, 4, 5, and 6 quietly. While reading, think about what three experiments the scientists did? What results were obtained? (Outline them in the book) Writing on the blackboard: experiments, research (whole class communication)

⑵ Among these three experiments, which experiment are you most interested in?

⑶ Choose one of you in the group ***If you are interested in the experiment, read it carefully. Let’s talk about it. If you are the scientists participating in the experiment, you discovered many phenomena during the experiment. What are your thoughts and feelings?

⑷ Report and exchange.

(5) How do you feel when faced with this mystery of the moon?

There is a word in the text that expresses exactly this meaning. Which word is it? (Find it out) , draw your favorite symbols) (puzzling)

What does "puzzling" mean? (student explanation or demonstration) use frowning to express "puzzling"; use shaking the head To express; use an intensified tone and read it carefully to express your confusion;

Can you read this sentence with such a puzzling feeling?

Show the courseware: How puzzling are the results of this series of experiments!

Free reading - named reading - reading together

5. Through the study of rocks and dust, we will It’s amazing that so many questions have arisen. Being able to ask questions and being full of rich imagination is the most endearing thing about you. In addition to the unsolved mysteries raised by these experiments, combined with the information you have read about the moon, what other mysteries do you want to raise? (Courseware) What is used to represent so many riddles? Show the courseware: ellipses

< p> 3. Divergent thinking and expanded exercises

1. We have many ancient poems describing the moon. Which one will you recite?

There are many more such poems, let’s do it together have a look.

Teachers and students *** exchanged ancient poems describing the moon: (Courseware display) (Reading while driving a train)

When I was young, I didn’t know the moon, and I called it a white jade plate.

When the moon comes, the earth is filled with water, and the clouds rise up and the mountains rise all over the sky.

The dew is white tonight, and the moon is bright in my hometown.

On a bright moonlit night in the depths of summer, the river is quiet and the sky is blue.

There is no dust in the river and sky, and there is only a solitary moon in the bright sky.

The bright moon rises out of the Tianshan Mountains, among the vast sea.

Raise your glass to the bright moon, and look at each other as three people.

2. After class, collect some interesting lunar information and communicate with everyone.

4. Summary of the full text

The moon is a mysterious world, but humans will continue to explore it. Let us study hard and become researchers who land on the moon in the future. Writing on the blackboard: Continue to explore and unlock the mysteries

Please all stand up and end our lesson with the last sentence of the text: Human beings will continue to explore the mysterious moon. (Read together)

5. Blackboard design

The mystery of the moon

Fantasy, experiment, research

(Continue to explore and solve Mystery)

Reflections on the teaching of "Mystery of the Moon"

"Mystery of the Moon" is a typical short article on popular science knowledge. It talks about people's reveries and various mysteries about the moon. . It starts with the beautiful scene of the bright moon in the sky, talks about the strange scenery seen by humans when they first landed on the moon, then lists some unsolved mysteries related to the moon, and finally ends with "Humans will continue to explore the mysterious moon. Go down" ends. The biggest feature of the full text is that it is written closely with the "mystery". It can be said that the "mystery" comes from life. The text leaves unlimited space for readers to daydream and explore. Based on the characteristics of the text, I focused on understanding what kind of world the moon is like.

Looking at the entire class, I feel that the following points are more distinctive.

1. Pay attention to reading aloud, so that students can understand the strangeness and mystery of the moon while reading.

Although this lesson is an introductory article, there are very rich resources for reading training. For example, the first sentence of the text, "Night falls, and a bright moon hangs high in the night sky. The bright moonlight has aroused many beautiful reveries in people!" Since this sentence has many new words and is easy to read incorrectly, I use multimedia images and multiple forms of reading (model reading, named individual reading, and collective reading) to inspire students to "dream." For another example, when studying the second natural paragraph of the text, I designed the question: "When humans first landed on the moon, what scenery did they see?" to let students find the answer first, and then read aloud to understand what " "Strange", I felt "desert" after reading it. Another example: When learning about the unsolved mysteries of the moon, you can appreciate the beauty of the text and the accuracy of the wording by reading it aloud, so as to achieve the purpose of "reading to appreciate" and "reading to understand". The whole class consists of reading instead of lectures, and the books sound loud and clear.

2. Cleverly integrate information technology and texts to enable students to read from multiple angles and creatively, which also makes up for the shortcomings of teaching materials. For example: when students learn about "craters and deserts of the moon", I use pictures and explanations to give students an intuitive visual experience. When expanding on the unsolved mysteries of the moon, the students were shown other unsolved mysteries with the help of multimedia, which once again cast a mysterious veil on the moon and stimulated students' desire to explore.

Of course, no one is perfect, and even the most perfect course has flaws. There is also a lot worth exploring in this class. "Mystery of the Moon" Lesson Plan Design with Reflection Part 2

Teaching objectives

1. Be able to recognize 8 new words and write 14 new words. Master words such as "nightfall, advent, hanging, once, mystery, effort, boarding, any, once, estimation, age, mystery, exploration".

2. Understand the content of the text, the basic situation of the moon, and the unsolved mysteries related to the moon mentioned in the text.

3. Cultivate students’ ability to ask questions about the materials they master.

4. Accumulate some poems related to the moon.

Sorting out knowledge points

Accumulating some poems and explanation methods related to the moon

Teaching process

First lesson

1. Create situations and introduce excitement

2. Read the text for the first time and learn new words independently

1. Read the text freely and softly, and encounter unknown words or words To mark the words, you can ask your study partner or a dictionary for help.

2. The courseware presents words with new words, and students read them in groups.

3. Encourage questioning and guide students to connect with the text to understand the meaning of the words.

3. Overall perception, display and reading

1. Students read the text freely and talk about the unsolved mysteries of the moon and the solved mysteries of the moon mentioned in the text.

2. Find the passage you want to read the most and read it to the students in the group, so that your study partners will also be interested in it.

3. Work in groups and demonstrate reading.

IV. Understand words and write new words

1. During the process of reading the text, the camera will guide you in understanding the words.

2. Guide to writing the new words contained in the words "hang", "mystery", "effort" and "estimate": xuan, ao, nu and estimate.

Second Lesson

1. Review the text content: Read the text and talk about what the text mainly talks about.

2. Group cooperation, exploration and understanding

1. The group selects the "Mystery of the Moon" that interests them for exploratory learning.

(1) The mystery of the moon that interests us most is;

(2) We need to find relevant passages and read them;

(3) Let us work together to highlight the key words;

(4) Has the mystery of the moon you selected been solved?

2. Each group will report their learning results and guide students to understand the meaning of words and sentences in context, and encourage students to accumulate.

3. When reporting learning results in a group, ask students to find the corresponding paragraph and the teacher will guide them in reading it aloud.

3. Expand and encourage questioning

1. The text mentions a lot of knowledge about the moon. Is there anything else that puzzles you? (Encourage students to question)

2. Has the question you asked been solved by humans?

If students know about it, they can solve it in class. If they don’t understand, students are encouraged to look up the information after class.

Fourth, guide writing, guide students to compare "bacteria" and "algae", and write "bacteria", "algae", "item" and "ya".

5. Accumulate words Encourage students to copy the words in the word list and their favorite words or sentences in the text into the accumulation book after class.

Teaching reflection

In reading aloud, teachers provide targeted guidance to make students’ reading aloud hierarchical. For example, reading guidance on the strange scenery on the moon and reading guidance on several mysteries of the moon enable students to understand the content of the text in a specific context and expand freely.