There are five teaching plans in the first volume of the sixth grade of the Ministry of Education, which make China teenagers jump into the soil.

# Lesson Plan # Introduction "Young Runtu" is an excerpt from the short story "Hometown" written by Lu Xun, in which Lu Xun is a rich young master and Runtu is the son of a poor farmer. This text depicts a lively, lovely, witty, brave, intelligent and capable rural teenager through Lu Xun's memory of the boy jumping into the dirt and a lot of descriptions of language, movements and appearance. The following is not carefully arranged for everyone, welcome to read.

1. The first volume of the sixth grade edition of the Ministry of Education is a lesson plan for China teenagers to leap into the soil.

Teaching objective: 1. Learn 7 new words in this lesson. Can read and write the following words correctly: green, solemn, allowed, as if, kitchen, hedgehog, crotch.

2. Read the text at a faster speed, understand the content of the text, and perceive the image of leap soil.

3. Read the text with emotion and recite the first paragraph.

4. Understand profound sentences and experience the thoughts and feelings expressed in the text.

Teaching focus

On the basis of reading the text at a faster speed and understanding the main content, we can deeply understand the content of the text and appreciate the thoughts and feelings expressed in the text, so as to read the text with emotion.

Teaching difficulties

Understand meaningful sentences.

training/teaching aid

Multimedia courseware.

Teaching time

Two classes.

teaching process

First, create a situation to stimulate students' love for flying over the soil.

1, multimedia display picture:

After the teacher describes the pictures, ask the students to find out four things Runtu said.

2. The teacher reads the text.

3. Students read the text quickly and summarize these four things.

Second, guide students to choose the part they are most interested in, understand the text, read their feelings and perceive the characters.

1. Discuss in groups, choose the ways and methods of learning independently, talk about understanding and feelings in groups, and practice reading feelings from the selected paragraphs.

2. Students report their learning achievements, and teachers further guide students to read aloud with feelings, understand the thoughts and feelings of the article, and help students accumulate language.

The following is the study of the important contents of the text, and the actual order is mainly based on the students' choices in class:

(1) Bird catching:

(1) Guide the students to imagine the scene of catching birds in the flying soil, not only to read the things interestingly, but also to demonstrate them.

② Understand the author's writing characteristics.

③ Educate students on environmental protection.

(2) Pick up shells and watch jumping fish;

① Guide students to feel that there are so many interesting and strange things in Runtu's life, understand Runtu's expression when talking about these two things, guide students to expand their imagination and guide them to read aloud.

(2) Focus on understanding the sentence "Red and green, ghosts are afraid, and so are Guanyin players". Imagine "ghosts are afraid of Guanyin players" to guide reading.

③ Show pictures and feel the bright and rich colors of shells.

(3) look at melons;

The key instruction is to read aloud, "Under the moon, listen, it's ringing, it's biting the melon." You held Hu's fork and walked gently ... ""When you saw the king of hell, you were stabbed. This animal is very clever, but it runs towards you and jumps off its crotch. Its hair is as smooth as oil ... "Feel the tense, thrilling and exciting situation and experience the feeling of jumping into the soil.

Third, use multimedia means to understand key sentences and realize my admiration and praise for leaping over the soil.

Four. abstract

5. Use multimedia to guide students to read the first paragraph of the text, imagine the picture and experience the artistic conception depicted in the text.

blackboard-writing design

Byrd

The young man jumped into the soil to pick up shells.

kindly face/countenance (of one's parents)

Look at that jumping fish.

2. The first volume of the sixth grade of the Ministry of Education is the second part of China's youth teaching plan.

Teaching objective: 1, preview the text, learn 13 new words in this lesson, and know 3 new words. Can correctly read and write green, solemn, allowing, as if, kitchen, hedgehog, crotch and other words.

2. Read through the text and master the main content of the text and the idea of the article as a whole.

3. After class, learn to describe the part that jumps over the soil appearance and guide thinking exercise 4.

Teaching process:

First, dialogue import

1, dialogue

There is such a young man, about our age. He is not only healthy, naive and lively, but also brave, smart, capable and knowledgeable. Do you want to know him and get to know him?

2. Write the title on the blackboard and read the title together. Who is Runtu and what is his relationship with me?

3. Read the text quickly and silently to find out the basis. I am a young master, and Runtu is the son of Busy Moon who works for my family. They are master and servant. )

Second, preview the text.

1, study in groups, read the pronunciation of new words correctly, and talk about what you should pay special attention to when writing; Understand words; Mark what you don't understand.

2. Read the text silently and think about how I met Runtu. What happened between them? Draw sentences that you think are meaningful.

Third, check the preview.

1, read the text by train, read the comments and correct the pronunciation.

2, using courseware to check the learning situation

(1) The special radical in new words: worship (hand); Allow (or children); Livestock (animals)

(2) Pronunciation

(3) The combination of polyphonic words, homophones and similar words related to neologisms consolidates the sound, form and meaning of neologisms.

3. Ask questions (you can simply write a blackboard to provide feedback in the next study)

Fourth, learn to describe the content of leaping over the soil appearance.

1, Interlanguage: Generally speaking, when we know and understand a person, what do we know and understand about this person first? If you want to know a person, you must first look at his appearance. )

2. What is the leap soil like? Read the text quickly and draw the relevant sentences.

Read the sentence that he is trapping him in a circle in the kitchen.

Blackboard writing: purple round face, small felt hat, silver collar.

4. Who will talk about the appearance characteristics of leap soil?

(1) When students don't know where to start, they can be guided to do a little exercise: take a pencil, lightly cross off a round face, a small felt hat and a shiny silver collar around his neck, then see who he is and compare with him what kind of characteristics this young boy has.

After comparison, we know that Runtu is a young, naive and lively child.

(2) Read carefully the sentences describing the appearance of Runtu to see what other features it has.

If the students don't find anything new, do another exercise: cross out the purple with a pencil and replace it with a pale or sallow text. After reading it, tell me what you have learned.

Experience the health characteristics of Runtu, because his face is purple, why is it purple? Watching melons in the Gua Tian by the sea, picking up shells and watching the fish jumping by the sea turn purple by the wind and the sun; Runtu is a child of a poor family who lives in the countryside. )

5. Ask a classmate to sum up the characteristics of leap soil.

Writing on the blackboard: young, healthy, naive and lively.

Five, guide the thinking practice after class

1, courseware demonstration requirements and illustrations.

2. The courseware shows the content of the excerpt.

3. What is a character's appearance? Let the students talk about what should be paid attention to when describing a character's appearance.

4. Courseware shows examples for students to read, speak, comment and discuss.

5. Group students inspire each other and practice talking about the appearance of the characters they want to describe.

Six, sort out the order of the four things

1. Q: What did Runtu tell me when he was with me?

2. Study in groups of four and summarize in concise language.

3. Students talk about it in order.

4, teacher and student comments, adjust the blackboard: catching birds in snowy days, picking shells in summer, stabbing in the moonlight, watching fish in flood season.

Seven. distribute

1, copy new words.

2. Read the text aloud.

3. The first volume of the sixth grade of the Ministry of Education is the third part of the China Juvenile Leap Forward Teaching Plan.

I. Teaching objectives 1. Learn seven new words such as "twist, hip"; Learn how to describe people through actions, appearances, etc.

2. Through group inquiry, understand the content of the text and feel the image of leap soil with rich knowledge, wit and courage.

3. Experience the author's sincere friendship with Runtu in childhood and his nostalgia.

Second, the difficulties in teaching

Teaching emphasis: to perceive the image of young people in rural areas by the sea who are resourceful, brave, intelligent and knowledgeable.

Teaching difficulties: experience the sincere friendship between the author and Runtu as a child and his homesickness.

Third, teaching methods.

Multimedia teaching method (see picture); Recitation method; Group discussion method; Teachers' reading guidance methods.

Fourth, the teaching process

(A) the introduction of new courses

Courseware shows pictures of Lu Xun.

Q: Do you know who this is? What do you know about him? He is Lu Xun (1881-1936), formerly known as Zhou Shuren, from Shaoxing, Zhejiang. China is a great writer, thinker and revolutionary. Today, we are going to study an article written by Mr. Lu Xun, The Land of Young Runners. (blackboard writing topic)

(B) the overall perception

1. Read the text aloud, outline the unknown words, and refer to the dictionary to solve the problem in combination with the preview before class.

2. What is this text about?

Clarity: recall the story of "I" and moistening the soil.

3. Read the text aloud and think: What did Runtu tell me in the text?

Sunny: Look at the thorns, catch birds in the snow, pick up shells by the sea and watch jumping fish.

(3) in-depth study

1. Read the text again and think about it: Where is the place where the author describes the leap soil? In what way is it described? The courseware shows pictures of thorns in the soil.

Clear: In the first paragraph, the action description of "an eleven or twelve-year-old boy with a silver ring around his neck and a steel fork in his hand tried his best to stab a horse". The fourth paragraph describes the appearance of "purple round face, wearing a small felt hat and wearing a bright silver collar around her neck" Paragraphs 6- 15 are all language descriptions.

2. Read the paragraph of 1- 15 silently, and then discuss in groups: What kind of person is Runtu?

Clarity: resourceful, experienced, brave, simple and lovely, knowledgeable. (blackboard writing: lively and lovely, knowledgeable, witty and brave)

3. Reading the paragraph 16 together, I realized that "the leap soil is at the seaside, just like me, and I only see the sky at the four corners of the high wall in the yard." The meaning of the sentence.

Clear: "They" in this sentence refers to my friends at ordinary times. "The sky with four corners on the high wall in the yard" ostensibly refers to the corner on the high wall in the backyard. In fact, it means that Lu Xun and his friends are like frogs at the bottom of a well. This sentence expresses the author's yearning and envy for the unrestrained life of leap soil. (blackboard writing: envy)

4. Read the last two paragraphs freely: What can you see from the last two paragraphs of the article?

Clear: "I" is reluctant to leave the leap soil. (blackboard writing: don't give up)

(4) Expansion and extension

At the end of the article, imagine what you will say and role-play when "I" and "Runtu" are separated.

(5) Summarize the homework

Abstract: Through action, language, appearance description and other stories, Mr. Lu Xun showed us a clever, capable, witty, brave and very simple boy who moistened the soil, expressing his admiration and admiration for moistening the soil and his reluctance to leave it.

Homework: Describe your good friend by his appearance and action description.

Five, the blackboard design

Sixth, teaching reflection.

The description of the characters in this text is very representative. In the teaching process, I grasp the argument points of character description and guide students to analyze independently. In class, students can repeatedly read and analyze the descriptions of characters, experience the vivid images of leap soil and learn the methods of portraying characters. This class has achieved the three-dimensional goal and achieved the effect of teachers and students building a classroom together.

4. The first volume of the sixth grade of the Ministry of Education is the fourth part of the China Juvenile Leap Forward Teaching Plan.

Teaching objective: 1. Understand the content of the text, understand the characteristics of juvenile leap soil, and experience the deep friendship between "I" and leap soil.

2. Read the text with emotion. Recite the first paragraph.

3. Use various methods (contact the context, use the background information, grasp the key words, etc. ) to understand profound sentences.

4. Learn how to describe people by grasping their characteristics (appearance, movements, language).

5. I met Lu Xun for the first time and learned about his literary achievements.

Teaching emphases and difficulties:

Through the language of the text, we can deeply understand the connotation of the work and learn the writing method.

Teaching time:

Two class hours

The first category (introductory category)

Put the picture first, and lead to the leap soil.

1. Show photos of Lu Xun and exchange information between teachers and students. Lead to sigh "ah".

2. Put the picture of "Seeing a melon and getting a thorn" to understand the leap soil written by Lu Xun.

Second, the overall perception, first understand the leap over the soil

1. Read the text freely, read the pronunciation correctly, read the sentences, and mark what impressed you the most with a pen.

2. Communicate impressive contents, sort out the structure of the text, and pay attention to the pronunciation of new words and the guidance of long and difficult sentences.

3. Summarize the overall impression of the leap soil and fight back the word "ah".

Third, follow the study and guidance to understand the soil of leap.

1. Find the sentences with "ah" in the text and guide the students to ask questions.

2. Experience the character's character with the leap language as a breakthrough;

(1) Let the students read the leap soil in turn, so that they can understand that the leap soil includes four things: "catching birds in the snow, picking up shells at the seaside, watching melons and thorns, and watching jumping fish".

(2) If you read leap soil, imagine the picture while reading. Q: What words are you most interested in? Students use cameras to guide them. Focus on guiding "catching birds in the snow" and "watching melons and thorns", and adopt various methods such as "rendering the situation, connecting with reality, introducing background information and comparing with each other" to understand and read aloud.

3. Use "ah" to talk about the feeling of leap soil.

4. Show the illustrations of the text and understand the expressions and actions of the two people in the dialogue. Q: In my conversation with Runtu, I have few words and only some feelings. Can you imagine what I said according to my thoughts? Write it next to my feelings.

5. Read at the same table by role and name.

Fourth, multivariate analysis, remember the leap soil

1. The teacher summed up the difference between "I" and leap soil.

(1) What did you read from this "ah"? What would you say if you expressed my exclamation in words? Let the students read the sentences with their own feelings.

(2) Experience the profound connotation of "Four Corners of Heaven" in various ways (contact context, picture comparison, contact life, etc.). ).

2. Guide students to give kickbacks in the first paragraph and recite them.

Fifth, expand and extend, and then know the leap soil.

1. Inspire students to imagine speaking: "I" and "Runtu" meet again after nearly 30 years respectively. What was the first thing they said when they met?

2. Let students quickly read the original fragments of Hometown:

One day, it was a very cold afternoon. I had lunch and sat drinking tea. I thought someone came in outside, so I looked back. I was very surprised when I saw it. I stood up hurriedly and walked towards it.

This is leap soil. Although I knew it was leap soil at first sight, it was not my memory. His figures have doubled; The previous purple round face has turned gray-yellow, adding deep wrinkles; Like his father, his eyes are swollen all around, which I know. People who farm by the sea blow the sea breeze all day, which is generally the case. He wore a worn felt hat on his head and only a thin cotton-padded coat on his body. Holding a paper bag and a long pipe in my hand is not the red and round hand I remember, but thick, stupid and cracked, like pine bark.

I am very excited at this moment, but I don't know how to say it, just saying:

Ah! Brother Runtu.-You're here? ……

Then I have a lot of words that I want to spit out like beads: horn chicken, jumping fish, shells, clams, ... but I always feel as if I am blocked by something, and my mind is spinning and I can't spit it out.

He stopped, his face showing joy and sadness; His lips are moving, but he is silent. His attitude finally respectful, clear call way:

adult ...

I seem to have a cold shiver; I know there is a deep barrier between us. I can't talk either.

1. Find out the language of "I" and use "ah" to express your feelings.

2. Arrange students to read the novel Hometown and explore the reasons independently.

Sixth, summarize the whole class and sublimate your own understanding.

The teacher summed it up with "ah". (Mainly from Lu Xun, Run Tu, students' performance and prospects for the future. )

The second class (simple case)

First, briefly review the full text, dictate some new words and recite the name of the first paragraph.

Second, look for the parts that describe the appearance and movements of the characters in the text, and dig deep into their beauty. Practice writing: Ask students or teachers to demonstrate. Students will write a short passage after dictation, and teachers and students will comment together.

Third, combining with hometown, further let students understand the connotation of works and Lu Xun.

Fourthly, introduce some typical figures in Lu Xun's representative works, such as; Ah Q, Sister Xianglin, inspires students to read their works and watch their film and television works after class.

5. Extract sentences describing soil appearance and movement, and try to recite them.

Blackboard design:

Juvenile soil-moistening

Want to admire

(sighs)

5. The first volume of the sixth grade edition of the Ministry of Education is the fifth part of the China Youth Leap Forward Local Education Plan.

Teaching goal 1, can contact the context and talk about the meaning of the sentence.

2, learn new words, polyphonic words, and understand words.

3. Recite and memorize the first section; We can summarize the characteristics of leap soil from its appearance and the above four things.

4. Learn the writing methods that grasp the characteristics of characters in this lesson.

5. Understand that Runtu is a smart, lively, lovely and knowledgeable rural teenager who feels the thoughts and feelings of loving the working people.

Emphasis and difficulty in teaching

1, key points:

Grasp the characters' words and deeds, appearance and summarize their characteristics.

2. Difficulties:

Contact the context and background of the times to understand sentences with profound meanings.

Teaching preparation

Tape slides.

Class arrangement

3 class hours.

teaching process

first kind

First, the introduction of new courses.

1, show the slide of jumping soil to protect melons, and guide students to observe.

2. Name the contents of the screen. Expose the topic.

3. Introduce Lu Xun and his novel Hometown.

Second, teach yourself the text.

1, read the text lightly and read it correctly. Understand:

As if, unprovoked, ignorant and clever.

2. subdivision.

Third, discuss and ask questions

Fourth, check self-study

Know and understand new words;

1, understand:

In the meantime, endless, sacrificial, as if, unprovoked, unknown.

2. Complete the workbook (1).

V. Report the situation and talk about the first period of science study.

1, read lightly and think:

What kind of painting did the author draw at first? How is it written? Where's the good news?

2. Look at the slide again and repeat the text.

(You can use the words "dark blue, golden yellow, green, pinch and prick". )

3. Read the first section together.

Sixth, homework

1, read and recite the first section.

2, exercise book 2, 3 questions.

Second lesson

First, check the recitation.

Second, the introduction of new courses.

Seeing melons under the leap moon left a deep impression on me. So, what is the leap soil I encountered?

Third, learn the third paragraph.

1, read lightly, draw words describing the appearance of the leap soil while reading, and think and discuss:

What characteristics do these descriptions reflect?

According to the Q&A board:

Appearance characteristics

Purple round face, healthy seaside teenager

Rural children in small felt hats

Bright silver rings are very popular among adults.

(See people are shy) Simple and naive

2. Complete exercise book 5 questions according to the blackboard (1).

Fourth, learn the fourth paragraph.

1. Read the text freely and find the central sentence of this paragraph.

There are endless surprises in the heart of moistening the soil. )

2. What are the strange things in Xuntu's mind? Divide the fourth paragraph into four layers with "/",and summarize the meaning of each layer with subheadings.

Catch birds in the snow-pick up shells by the sea-watch jumping fish in flood season. )

3. Discussion:

What are the characteristics of the intercalated soil reflected by these four things?

4. Communicate and complete 5 questions in the workbook [2].

Of the four things Runtu told me, which one impressed me the most? Teachers and students read stories with roles.

5. Understand abstruse sentences

1, "ah! There are endless strange things in Runtu's heart, but my usual friends don't know. " My usual friends are those people. What don't they know?

Practice speaking in compound sentence. )

2. When they understand "what they don't know ... the sky at the four corners of the high wall", let the students watch Exercise 2 after class. First, answer the three questions in brackets, and then connect the answers to talk about the meaning.

Abstract of intransitive verbs

What kind of child do you think Runtu is through the study of the above two texts? In what way does this text show the characteristics of Runtu?

Seven. homework

Finish Exercise Book 4 and read paragraphs 3 and 4 of the text.

The third category

First, the introduction of new courses.

Through the study in the previous paragraphs, we know that Runtu is a witty, brave, well-informed, lively and lovely boy. After reading this text, everyone wants to make friends with Runtu just like me. Who knows how I met Runtu? Which paragraph of the text is explained?

Second, learn the second paragraph.

1. Why did Runtu come to my house? What is the relationship between "I" and moistening the soil?

2. Self-study and report.

Third, learn the fifth paragraph.

1, which words in the text show that "I" and Runtu have formed a deep friendship, underline them.

(hurry, hide, cry, hug, send. )

2. Read the last paragraph emotionally. What kind of feelings does the phrase "but I never met again" express about "I"?

Fourth, summarize the full text.

5. Imitate the text and write a person's appearance. Ask to write down the characteristics of the characters.