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 Unit Five animals <> Woodpecker <> Teaching objectives: <> 1. To the right, have feelings and read the text, the role of the characteristics can be felt. <> 2. Will recognize and read the text in the 12 new words, asked to read standard pronunciation. <> 3. feel the bird is in nature an integral part of, man's best friend, so as to establish awareness of animal protection. <> teaching <> a , stimulated interest into <> 1. Teacher: Students, do you like birds? who tell you, you know the name of which bird? (students say) <> 2. (courseware produced a number of birds class picture, ask students to enjoy.) <> 3. Today we'll learn a lesson about the birds, Reading vocabulary <> Teacher: We read the text, if they do not know the words, how do? (you can ask the teacher to ask the same table, spell spelling, look up the word list, you can guess the word ... ...) < ;> 1. students to freely read the text, they do not know the words ring out, with his familiar manner. <> 2. named students read the text, the other students hear the pronunciation and tone of comments. <> 3. Teacher Fan read the text, the teacher asks students to read how the council. <> 4. class s begin text, pay attention to pronunciation pronunciation. <> 5. search the student's reading vocabulary situation. (1) Courseware projective content of the text words from the text of the mid-point of birth, please bring a small reading teacher. (2) to do the first paragraph. <> 1. posted on the blackboard sick apple tree, so that students observed. how the apple tree? Where did you do that? <> 2. students quietly Read the first paragraph. <> 3. understand the text, guiding readers. (1) apple tree is sick, it's mood? you look out from which the word? (2) does that mean? you under what circumstances is Read the first paragraph. <(2) owls, magpies Why not give apple treat? (3) apple tree who is cured of the disease? how it is governed? <> 2. students self-reported results. <> 3. understanding of the second and third paragraphs, and to guide reading. <stress only on . (writing on the blackboard: Magpies will not only ... ... ... ...) <children good manners) <; . <Here the long mouth knock, knock there, find the entrance of insects, from the inside to catch a good few big bugs. Knock looking to catch) <After the apple tree. Now with the original apple tree what is the difference? it's getting better, you feel like it how it is now? <> 2. guiding students to read with joy the natural segment. < ;> Fourth, the overall return, the role of reading What? <> [This link is to undertake the study on the lesson, students talk about their first class read the text on the harvest, the overall perception of content of the text so that students learn to retell the initial content, students read, think, that binding capacity.] <> Second, intensive fine chemicals, understanding experience. <> 1, the teacher: What do you like the text in small animals, and why? <> 2, the students talk about their own understanding : I like the woodpecker, because it can help the tree heal. <> 3, teachers: please you to write your own book, like small animals, then read it out for me? <> [this part of the students according to their own preferences, the respect the preferences of the students, which referred to small animals when students, teachers can guide the camera to write a reading of this small animal.] <> 4, teachers focus on guiding woodpeckers this paragraph. <> (1) looking for student performances woodpeckers, understanding of the text content. <, and the race. <> [the students through a combination of performance, imagine reading the text, the text further insights to carry out race time, so that students reading levels in the self-assessment and peer assessment in the improvement of the students also develop oral skills.] <> 5, (1) Teacher: I think the owls, magpies ability as woodpeckers! <text understanding, based on their accumulated knowledge of the past to answer, focusing on students the flexibility of thinking, multidimensional, pioneering and critical.] <Read the text with the feelings of guilt. <reading means for reading text. <> [this part of the text students understand the sentiment among the repeated reading and understanding their own feelings through reading shown, wrap the text to read the text into the situation.] <> 8, (Multimedia and Animation: Please apple sick owls, magpies, woodpeckers in treatment.) Division: Please select a young announcer voice to the animated film. [image, animated visual content of the text so that students have a further to understand.] <> 9, the sub-group according to the text is presented in Keben Ju, and then by the group to perform. <> [this part of the text can abstract scenarios into specific fresh, fully mobilize the enthusiasm of the students activate students thinking and imagination, a better understanding of the text, understand feelings, focuses on training the spirit of collaboration, self-directed and performed in order.] <> Third, learn to write (eight words and multimedia production course word beside the word.) <3) students to find out, ; [This link is already half of the semester the students learn to write basic, can , focusing on ways to guide students to learn new words, students the ability to write independently.] <> (6) ① Two Normal operating display screen (video display device). ② student evaluation. <> [Students evaluation and self-evaluation capacity, promote the students to develop good writing habits.] <> Fourth, expand the extension. <> 1, the division: After studying the text you have any questions? <> 2 Teacher: If the bird on the planet captured by humans over, our world would look like? <> [the textbook knowledge can be effectively extended to the student life, not only to fully mobilize the interest of students, but were divergent thinking training, breaking the unity of teaching content to enable students to independently and creatively to learn the language knowledge and improve language literacy.] <> 3, Results Section (courseware production: for our human and animal growth and happiness on earth, you write a love of animals, let everyone know that animals are our friends!) <> Panda <> 〖〗 teaching goals <> 1. understand the characteristics and shape of the giant panda living habits, feel cute pandas, build awareness of animal protection. <> 2. understanding of claw information. <> 〖〗 teaching the first class <> I, stimulated interest into <> 1. student exchange: Animals are man's best friend, in our vast land with a variety of life all sorts of rare animals. whether towering mountains, or the broad plains; whether that desert, or that the thick woods; whether that deep sea, or the blue sky, they are everywhere plantations. kids, you know what animal? <> [description of the environment through, broaden their thinking space, unit topics relevant question.] <> _ such as animals, they are a small number of more valuable, we put them called rare animals (understand the subject. recognized record vocabulary, the giant panda to give you the impression of how the left? (Blackboard: cute) <> Third, read the text, understand the contents of <> 1. to learn the first paragraph. (1) read the first paragraph named (stressed the need to read out the two paragraphs, to understand the shape characteristics of giant panda. <feel it! students to describe the shape characteristics of giant pandas. (description of the student to speak, and gradually show the second paragraph of courseware content.) <> [using the simulation observations to stimulate students interest in kind, easy to intuitively understand the panda shape characteristics, to produce successive courseware content of the text, so that students more profound impression on the giant panda.] <and the body is white, the limbs are black. on its head with a pair of furry black ears, two round black eye. (① teachers and students of Reading. ② guided reading. how can read the giant panda look very cute? ③ students race time.) <chubby, hairy) according to the words like that, comparison and see who put it up, the best! (the training and section to understand the habits of the giant panda. <> Teacher: Giant panda birth is only just over 100 grams, just like big rats, you can lay hands on the giant panda mother, long into the future and weigh up to 100 kg or more, with the weight of the constantly changing, it's what life would change? <: panda child personality like? can be seen from where it is active? it grew up and what changes?) <interesting? <what means should treat it? Yes, pandas favorite food is fresh bamboo leaves and shoots arrows, a giant panda eat 20 kg a day does the arrow bamboo. (courseware production of giant pandas eat bamboo case) You see, it is more fragrant to eat it! <: Learning the lessons, do you like pandas, giant pandas that cute? Yes, very cute. The giant panda is China's national treasure, loved by the peoples of the world. but because of many reasons why the existing wild panda has been less than 1,000 only the. Let us act to protect them and protect all wildlife, because they are our friends. (writing on the blackboard: Protection) Second class <> First, review old knowledge <> 1. Teacher: in the previous section lessons learned with us, <> 1. teachers to produce vocabulary cards, student rush time; <> 2. student exchange a good way to remember the word (the key guiding memorizing Hou, claws to write about it for the vocabulary it? <> 1. understanding of stroke, You can tell it's name? (vertical bending). field in which vocabulary word lattice contains the stroke? (d) (Van writing teachers, students practice writing) <> 2. to produce new words, Please tell the students, after strokes, try to write, teachers guide, and in the . students to practice sketching the word, the teacher visits, individual guidance. <> Fourth, development activities <> 1. Teachers: In addition to the textbook description of the knowledge, you know what are the giant panda? (collected student exchange information. teachers based on student speech, and further stimulate the awareness of animal care students) <> 2. require students to return home to their parents after the introduction of knowledge about pandas. <> <> Language Corner <> ; who the <> 〖〗 teaching process <> a free reading passage <> read 3 to 5 times to understand the essay content. <> Second, the team to round Reading understand the material arrangement the intent of this two paragraphs. <> 1. through the Lee sharp thorns ... ... <> 2. prompted by the students according to reading inspired, contact from the television, books, or listen on the knowledge acquired to their own parents and children talked about the story, imitation made out of a two similar to the text. <> Third, group work, inquiry learning <> 1. teachers request to the group leader, so that members think they know what the story of the animals, what are the characteristics of these animals? Are you ready to talk in small groups. Each student must talk about, talk and more talk less does not matter. <> Health 1: Woodpecker can glide through the air waves, it is very awkward mouth is straight, like a carpenter's chisel, it can climb the tree side, knocking the tree side of his mouth, , it took out to eat. <> Health 2: gecko's eyes are very big, is always open, the gecko does not bite, will catch mosquitoes and flies. <> Health 3: mandarin duck is not affectionate, only when it is raw inseparable small duck, mandarin duck is a small duck. <> Alive 4: Hedgehog's spines have the ability to protect themselves, but it encountered the fox and the weasel is not brilliant. fox is very cunning, It pro-hedgehog with a long tongue, headlong into the hedgehog's stomach, it started it, and then thrown from the air to fall in a heavy pain, and then play for a while and hedgehogs, hedgehog to a drag, only to be eaten by the fox. weasel odor can be released, so that general anesthesia hedgehog, weasel into the meal. <> Health 5: Asian elephants and African elephants, as only two populations, we have to care for elephants, not hurt them. <> 2. sequel story to the students. The first series can not be forced out of each student, the expression of each group of students eager to talk about, be inspired hear other students, but also to earth and use their brains, for a trial period, unsuccessful is not to blame. <> 3. head of the team members responsible for the discussion, the group recommended the preparation of a classmate, please send representatives to each group came to power shows the results of this group. <> 4. the whole class to evaluate Which person or what a few people have written the best, was good, generally accepted good, hang in the apple tree, as a reward. <> 5. in the joint appraisal of teachers and students, will compare the success and Good works project with a projector screen, the whole class to read, so that successful writers feel the full experience, but also inspire and help needy students sequel. <> Fourth, lack of recognition to encourage and that further Modify <> 1. The first is successful. such as: <> Health 1: Tree children sick, head down, the woodpecker has come, the mouth is a sharp forceps, a clip down, Crash, lying in the dirt. earthworms, the long body is the shovel. Hey! loosened the soil, the seed sprouted. <> 2. The second category is relatively good. such as: <> Health 3 : Who is the fruit off the table? autumn, the fruit ripe, and fall to the ground, but who is going to pick it? naughty hedgehog came rolling put the fruit off the table. <> Alive 4: trees sick, cry, woodpeckers flew it in the trunk looked, found a hole to eat insects and worms and trees convalescence. <> [this type of grasp the characteristics of animals, but did not write its sequel.] <> 3. The third category is written in flat, not meet the requirements. teachers encourage students to learn them to good sequel, the sequel to the best copy down the sentence to read, a credit note, and then compile a good fight for their text. <> V, operating layout <> to modify or re-