Excellent lesson plan sample for Chinese language "Label on the Bedside" for sixth grade primary school students

The text "Label on the Bedside" shows us the image of a chemist who requires himself to be "more serious" and "more rigorous", letting us understand that as long as we continue to learn lessons, we can usher in challenges again and again success. The following is an excellent lesson plan example for the sixth grade primary school Chinese language "Label on the Bedside" that I brought to you. I hope it can help everyone!

An excellent lesson plan example for the sixth grade primary school Chinese language "Label on the Bedside" 1

Teaching objectives:

1. Learn how to depict characters by selecting materials from multiple angles around the center and combining front and side descriptions;

2. Clarify why "label" is used as the title, learn the spirit of scientists; establish belief and pursuit of science;

3. Read the ingenious description of details in the article and its role in expressing the characters.

Teaching preparation:

1. Students preview the text

2. Copying problems on the small blackboard

Teaching process:

1. Reveal the topic and exchange preview results.

1. Writing topics on the blackboard

2. Reading the topics together

3. Checking the preview situation

Teacher: The teacher arranged for everyone to preview yesterday And collect information related to this lesson. Now, let’s share your preview results.

Answer.

4. While sharing the results of the preview, the teacher allows students to learn the text content in a timely manner.

Teacher: My classmates have gained a lot from the preview, which shows that your reading ability has improved. So now, ask the students to read the text in a low voice, think about the questions they still don’t understand, and help solve the questions.

2. Read the text silently and ask questions

1. Students exchange problems encountered in previewing the text.

(The preset questions include: What is written on the label? Why is the label posted on the bedside? What role does the label play? Why is the label the title)

2. The teacher summarizes the problems encountered by the students in the preview and asks the students to read the text silently with questions.

3. After students read silently, lead students to solve problems. Simply solve the problems in communication and erase them after solving.

4. The remaining questions require students to study the text and solve them.

3. Read the text again and solve the problems

1. Work in groups to study the text and solve the problems on the blackboard.

2. Group communication

3. Show sentences in a timely manner when communicating problems to help students understand the problem.

(1) He ( ) breathed, ( ) read, and finished ( ).

Ask students to fill in the blanks, and then use the filled-in words to describe their own feelings, imagine what Liebig would be thinking at this moment, and learn how to write to express the character's mood through action description.

(2) Question: Where does Liebig's "more seriousness" and "more rigor" manifest? Can you draw relevant sentences?

4. Summary

What have you learned from Liebig’s two stories of success and failure? What kind of scientific spirit does Liebig possess?

5. Assignment design

1. After-class questions.

2. Collect some slogans or proverbs that you feel deeply about as words of motivation for yourself. (Contact the development of comprehensive activities)

3. Extend reading of "Scientific Records Before Death" by Ye Yonglie.

Excellent lesson plan example 2 for Chinese language "Label on the Bedside" for the sixth grade of primary school

Teaching objectives:

1. In the process of skimming and intensive reading, Perceive the content of the text and understand the inner spirit of the characters.

2. Make it clear why “label” is the title.

3. Read the detailed descriptions in the text.

4. Learn Liebig’s serious, rigorous and meticulous scientific spirit.

Teaching focus:

Understand Liebig’s serious, rigorous and meticulous scientific attitude.

Teaching difficulties:

Understand the characters’ thoughts and feelings through key words and sentences.

Teaching aid preparation:

Courseware, projector

Teaching process:

(1) Introduction of new lessons through conversation

　1. Show the courseware (a variety of labeled pictures)

Students, we can use one word to call these things in the pictures, what are they called? (Students answered: labels)

2. The teacher asked the camera: After looking at the picture, who can briefly explain what a label is?

3. The text we studied today is "Label on the Bedside". Looking at this topic , what kind of questions will you have? (Ask students to write the questions on small slips of paper.)

Ask students to answer.

(2) Read the text for the first time and perceive the content as a whole

1. Check the preview situation (the courseware shows the words).

Take the time to read aloud, follow along, and read together. (The camera introduces the three characters in the text)

2. Read the text and think: How many things are focused on the protagonist in the text?

3. Fill in the blanks to summarize the main content of the text (courseware display) .

(3) Analyze and communicate and solve doubts.

1. Lead students to sort out the questions raised, and solve simple problems directly during communication.

2. Put forward new learning goals based on students’ questions.

Default

(1) What made Liebig miss out on new elements?

(2) Why put the label on the bedside?

(3)What role do labels play?

(4)Why is "label" a topic?

Divide students into groups of 4 and study these 4 topics respectively. a question.

3. Exchange.

When communicating about question (1), the teacher showed the sentence

He () breathed, () read it (), and finished ().

Ask the students to fill in the blanks, and then use the words to express their feelings. Imagine what Liebig would be thinking at this moment?

When communicating question (2), the teacher asked: Sketch the sentences that Liebig labeled. (Course file shown), what do you feel?

When communicating with question (3), the teacher asked: Where does Liebig’s “more seriousness” and “more rigor” manifest? Students draw relevant words and phrases in the text . Such as: asking, not letting go, thinking over and over, hands-on experiments, checking, etc. Let students experience the specific method of writing about one aspect.

(4) Summary

What have you learned from Liebig’s two stories of success and failure? What kind of scientific spirit does Liebig possess?

( 5) Small exercises.

If you choose the following incident to introduce Liebig, how should you adjust the content?

Liebig often worked from dawn to dusk, and from dusk to dawn.

His servants often complained: "You work in the laboratory all day long, so I have no chance to clean it when you are not around."

(6) Recite the text with music.

(7) Extracurricular development.

Recommended reading: "Scientific Records Before Death" by Ye Yonglie, "100 Stories of Scientists Told by Ye Yonglie", and "In Memory of Mary" by Einstein. Curie".

Blackboard design:

Label on the bedside

Ye Yonglie

Failure: Missed out on new elements

Liebig is conscientious, rigorous and perseverant

Success: Improving the quality of Berlin Blue

The sixth grade Chinese language "Label on the Bedside" excellent lesson plan sample three

Teaching Objective

1. In the process of skimming and intensive reading, perceive the content of the text and understand the inner spirit of the characters.

2. Make it clear why “label” is the title.

3. Read the detailed descriptions in the text.

Teaching focus

In the process of skimming and intensive reading, perceive the content of the text and understand the inner spirit of the characters.

Teaching difficulties

Read the detailed descriptions in the text.

Preparation of teaching aids

Collecting information from scientists

Class schedule

1 class hour

Teaching procedures

1. Introduction of new lessons

Exchange the stories of scientists collected during the lesson. Introducing a new lesson

Write the topic on the blackboard and read together: What questions do you have? (Written students’ questions on the blackboard.)

2. First reading of the text, overall perception

1. Read the text aloud freely and think about: What things are written about the protagonist in the text?

2. Summarize the main content of the text and fill in the blanks: The text describes two things about the German chemist ( )------the other One: ( ): Second: ( ). These two things tell us that on the road of science ().

3. Divide the text into paragraphs according to the content and find the transition sentences of the article.

3. Read the text again and solve simple questions before class

4. Study the text

1. Read the text silently and cooperate and communicate in groups: (1) Yes What made Liebig miss out on new elements?

(2) Why stick the label on the bedside?

(3) What role does the label play?

(4) Why take "label" as the subject?

2. Communication

Question 1: Show the sentence: He ( ) breathed, ( ) read ( ), and finished ( ).

(1) Fill in the blanks and use the words to express your feelings.

(2)Imagine: What would Liebig be thinking at this moment?

Question 3: Where is Liebig’s “more seriousness and rigor” reflected?

3. Thinking: What did you learn from the two stories of Liebig's success and failure? What kind of scientific spirit does Liebig possess?

V. Summary

This article uses an ingenious title and careful analysis. The selection of materials and clever detailed descriptions allow us to get to know Liebig, a rigorous and persevering scientist. We must have this spirit in everything we do in life.

Blackboard design

Label on the bedside. Ye Yonglie

Failure: Losing the "bromide" and trying to stop it

Success: Berlin Blue learned its lesson