People's education edition, the seventh grade Chinese book II, the seventh grade Chinese teaching designer book II, People's education edition.

We must attach importance to the innovation of Chinese teaching design in grade seven, adhere to the infiltration learning method in teaching plans, and let students learn to learn and get better development. I have arranged the teaching design of the second volume of Chinese for the seventh grade for everyone. Welcome to read!

Chinese teaching design for seventh grade

The last lesson

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First, the teaching objectives:

Knowledge and ability: 1. Introduce the background of the novel. 2. Make clear the four stages of the plot development of the novel.

3. Understand the psychological description and function of French youth in the text.

4. Analyze the image of Mr. Hamel. Understand the description method of characters.

5. Analyze the role of environmental description. 6. Accumulate new words;

Second, process and method: discussion of generalization and teaching.

Emotion, attitude and values: understand the thoughts and feelings of the text and cultivate patriotic feelings.

Second, the difficulties in teaching:

1 key point: through the description of characters' language, expressions, movements and psychological activities, the characters' personality is expressed.

2 Difficulties: the profound meaning of important sentences. .

Third, the analysis of learning situation:

Based on the fact that we have learned a novel in the first unit, students have the basic ability and methods to read novels. Therefore, under the guidance of the teaching objectives of this unit, students' strong interest in reading novels is further stimulated.

Fourth, teaching hours: three hours.

Five, teaching design:

Lesson 65438

First, three minutes before class.

Second, introduce new lessons:

Today, we will study the patriotic masterpiece The Last Lesson by French writer Dodd. This paper reveals a profound theme to us through a class? Patriotism. When the country is trampled and its dignity is humiliated, what will a carefree and innocent child and an ordinary teacher who has been teaching for 40 years look like?

Three. Introduction background and author:

1, this novel is based on the historical event that France lost its land in the Franco-Prussian War. The choice of materials is ingenious, neither exposing the enemy's crimes nor directly describing the resistance of the French people. Instead, the last French class in an ordinary primary school was skillfully chosen to reflect the sharp ethnic contradictions and the attachment, love and hate of the occupied nation to the motherland, and all of them were devoted to it? Last lesson? , make the novel more social significance.

2. Dude (1840 May13 ~1897 February 15) was a famous French realistic novelist in the 9th century. Most of his novels mainly reflect the Franco-Prussian War. Representative works: Little Things, Dadaland in Gongcheng, Dallas, Around Berlin, The Last Lesson, etc.

Fourth, orthography

Hao Haidong: O ǒ u? O regret copybook ti? Strong qi m: ng forced du? What's wrong with you?

Pray q? D m: o pale c m: n b? I'm silent? j？ Nigeria

Wan zhuan: describes the twists and turns, cadences and melodious sounds of speaking or singing and bird singing.

Choke: describes being speechless because of emotional excitement.

Regret: regret what you did or said.

Prayer: A ritual in which religious people silently tell God their wishes.

Five, the novel common sense

1. Literary genre: Novel is one of the basic literary forms alongside poetry, prose and drama.

2. The intention of the novel: the novel mainly depicts characters, and widely reflects social life through a complete story and specific environmental description.

3. The three elements of the novel:

Characters (shaping characters through appearance, language, movement, psychology, expression and detail description)

Plot (preface, beginning, development, climax, ending, epilogue)

Environment (social environment: explain the background of the times; Natural environment: explain the time, place, scenery and atmosphere of the character's activities, and express the character and feelings of the character. )

4. Plot: Plot is a series of organized life events, which are divided into: beginning, development, climax and ending.

5. Methods of depicting characters: including appearance description, language description, expression description, psychological description and action description.

6. Types and functions of environment: natural environment and social environment.

7. Novel classification: by length: novel, novella, short story and short story (mini-novel). According to the content characteristics, it can be divided into history, science fiction, love and satire.

The genre of this article is short story.

Six, analysis:

1 problem solving:

The last lesson refers to the last French lesson in a primary school in the occupied area of Alsace after France was defeated in the Franco-Prussian War. The main characters in the story are Mr. Hamel, a French teacher, and Little French, a student.

2 The clue of this article:? Me? What you see and feel.

Students retell the story and divide the structure.

The first part (beginning? In the small yard 1? 6) Preface. Write about little French's observation of things around him on his way to school.

And feelings.

The second part (Ordinary Days)? His big glasses 7? 10). Through the observation of little Franz, write

The scene in the classroom before class. ? Before class

The third part ("I see these things"? Can't forget 1 1? 23) development. Writing the scene of Mr. Hamel's last lesson and the feelings of little Franz are the main body of the novel. ? classes

The fourth part ("sudden teaching bell"? End 24？ 29) climax and ending. Write the news that Mr. Hamel announced the school holiday. ? Dissolve the class

Seven. Summary: In the first person, the author describes the ups and downs of little Franz's emotional changes, from childish and playful to confused and surprised to sad and regretful director, full of patriotic thoughts and feelings. This emotional change promotes the development of the plot, highlights the theme and makes the article more vivid and touching.

Eight, copying new words homework

second kind

First, three minutes before class.

2. Introduction: A nation has a national language and a country has national dignity. Learning and loving national languages is to safeguard national dignity and show patriotism. Losing the national language means losing the national territory. If one day, someone told you that you can't learn Chinese any more, you can't use Mandarin every day, and you can only communicate in Japanese from today, how would you feel? (Students give a speech) Today, let's walk into the "The Last Lesson" by Dude and experience the feelings of the French people when their country is occupied and will lose its mother tongue.

Thirdly, students purposefully find out the sentences describing the psychological activities of French youth in each part and analyze their functions.

The first part: reading aloud, leading to the description of the environment and analyzing its function.

① Description of natural environment? The weather? Thrush? And so on reflect the playful and carefree naive mentality of little Franz.

② Description of social environment? Prussian soldiers practice? Bulletin board? Explain the background of the story, the fall of France in the Franco-Prussian War, and set up suspense, what was written on the bulletin board, paving the way for the changes of the characters' thoughts and feelings.

③*? I don't want to go to school. What's my real reason? Clear: afraid of asking questions.

④ *? These sights? What do you mean? Think? Much more interesting than participle usage? What does this mean?

Clear: refers to? Thrushcross in the Woods? Practice? . Childish.

⑤ *? What happened again? Set suspense,

⑥ * What does this part have to do with the expression in the center of the article?

Clear: The background of the story is clear, paving the way for the later plot and the development of Xiaofa's character.

Part II: Describe the role of classroom atmosphere.

The classroom atmosphere is different from before.

Classroom atmosphere: (in the past) noisy? Quiet (today)

(In the past) Teacher's attitude: scold? Gentle attitude (today)

2 Teachers' clothing: dress, grand dress.

Man: They look worried. Rare people are here. Rendered a serious, solemn, sad and angry atmosphere.

Extreme silence replaced the noise of the past; Mr. Stern waited for him to come to class gently, wearing clothes that he would only wear on "the inspector came to inspect the school" or "the award day". What surprised little Franz most was that there were still many people in the village sitting in the classroom. The atmosphere of seriousness, solemnity, grief and indignation in The Last Lesson is set off, which further deepens the suspense.

Third, analyze the third part. ? Feel uncomfortable and regret

The last lesson, what is the difference between Xiaofa's thoughts and feelings in peacetime? Find out the relevant sentences in combination with exercise 2 after class.

* "My last French class!" This sentence, in a separate chapter, expressed his sadness and indignation.

* Exercise 2 after class:

1, which shows that the simple patriotic feelings of young French people are aroused and they begin to realize the importance of learning the language of their motherland.

2. It shows that Francis Jr. enhanced national self-esteem and cultivated a sense of responsibility to learn a language well.

3. It shows that little Francis' patriotic feelings have been sublimated and transformed into a strong desire and great motivation to learn the language of the motherland.

4. This association is a satire on the enemy, which shows the young Franz's grief and indignation at being forced not to learn the language of the motherland, his hatred for the invaders and his desire for freedom.

The fourth stage analysis. ? Sad and rational

I don't think he has ever been so tall? Are you online? Tall? What do you mean?

Clarity: This means that Mr. Hamel's patriotic image is lofty and great in the eyes of little Francis.

Fourth, summary:

The author describes the young Francis in the first person, focusing on psychological description, and writes the ups and downs of the emotional changes of the young Francis, from childish to playful? Doubt, surprise? Sad and regretful? Worried, sensible, full of patriotic thoughts and feelings. This emotional change promotes the development of the plot, highlights the theme and makes the article more vivid and touching.

Verb (short for verb) Homework:

The third category

First, three minutes before class:

Introduction: Last class, we learned the content of the text, and this class we analyzed the characters.

Third, analyze the image of little Francis:

1. What did little Franz see, hear and think in class? Why doesn't the article start directly from the class?

The monologue-style psychological description shows little Franz's childlike character, naive and playful, and doesn't like learning. But he can still control himself, overcome the idea of playing truant, and highlight that he still has a certain willpower, which laid the foundation for later changes. It also shows the other side of his personality. All bad news? What happened again? Seemingly naive, I have a clear inner love and hate, and I still hate the enemy. The blacksmith joked. He found it ironic, so he ran into Mr. Wang's yard in a rage, which showed that he had a strong self-esteem.

While describing the young Franz directly, it also indirectly shows the severity of the teacher, highlights the theme and plays a role in setting off the change of the teacher's attitude. At the same time, the details of the bulletin board also cleverly explain the background of the story.

I didn't write directly from class, but deliberately rendered a peaceful, bright and brisk scenery, which was in sharp contrast with the tragic atmosphere below, making people feel comfortable? Although a country is divided, mountains and rivers still exist, and the spring of trees and grasslands is back? Students, depressed feeling.

2. What is the reason why this last lesson is different from the previous one? What's the special significance of the last lesson?

Through teacher Han's words, the significance of this last lesson is pointed out. Prussian rulers banned the people in Dalin and Lorraine in Alsace from learning the language of their motherland, in an attempt to enslave the French people in this insidious way. In this case, both for teachers and students, Teacher Han Meier has repeatedly emphasized this lesson. Last lesson? Like this, the last lesson? It is a protest against the patriotic behavior of the invaders enslaving the French people. Under the blow of tragic fate, the patriotism and hatred of national subjugation buried in the heart of young Franz came out in the process of generation. ? My last French class. Independent segmentation, in order to highlight the teacher's words, caused a sensational voice and response in small French.

Did you hear what Mr. Hamel said? Today is the last French class. What does the little Frenchman know? What happened to his thoughts and feelings? Find the relevant sentences from the text.

The puzzling phenomenon just now suddenly understood. Xiaofa used to be playful and naive, but now she feels sorry that she will never learn French again. He regretted his playful face and turned the annoying book into an old friend. I was afraid of the teacher, but now I forget the teacher's punishment and am full of pity, respect and love for the teacher. Originally a fun drill, now I hate it from the bottom of my heart. These bad guys? . This kind of psychological activity shows the teacher's sincere and deep patriotic enthusiasm, and also changes his feelings for the teacher through a little French? From fear to fear, it shows that children's patriotic consciousness grows in their hearts.

4. Why did little Franz pay special attention to this lesson? And everyone can understand?

The French invaders forcibly deprived the French people of their right and freedom to learn the language of their motherland, which aroused everyone's grief and patriotic enthusiasm. They regard French and the motherland as synonyms, and loving French means loving the French motherland. So their hatred for the rulers and their love for the motherland are all condensed in this last lesson. Little Fran Shizhen regards this last lesson as a sacred duty of patriotism and has a high degree of enthusiasm for learning. When the teacher doesn't ask questions, he feels uncomfortable, which shows that he has a sense of shame. Learning grammar is easy to understand, which shows that the learning state is correct. He listened with great care and the teacher taught with great care, so he could understand. .

5. In what mood did little Francis observe the teacher and think of it?

Little French is full of pity, respect and love for his teacher, because teachers who love French will no longer be able to teach French. He thought of the national flag from the copybook, which shows his deep feelings for the motherland and its language. Pigeon thinks that Prussian soldiers should not force these pigeons to sing in German, and writes that patriotism is sprouting in his heart, and contempt and hatred for the despicable behavior of the invaders to ban French teaching are emerging.

6. Why will little Franz never forget it? This last lesson? (abstract)

(1), the small method is not bad,

2. Influenced by the teacher,

The painful impact of national subjugation inspired his patriotic feelings.

Fourthly, analyze the image of Mr. Hamel:

Mr. Hamel is not only a French teacher, but also a patriot who loves his motherland. Please understand the specific performance.

1, Mr. Hamel wears a formal suit to attend class, which shows his attention and commemoration to this class and his respect for the country.

Little Franz didn't answer the usage of participle. What did the teacher say? This shows how he feels.

Out of a sense of national responsibility, he painfully summed up the lessons: 1 Students don't work hard, parents don't care, and teachers don't do their duty. The purpose of summing up the past is to make students cherish this last lesson. To say that the students are poor means that the teachers didn't teach well, the students didn't learn well, and when they are about to become conquered people, they can't even learn their mother tongue well, which will only give contempt to the enemy. Lose national dignity.

3. What does the teacher say about French? What metaphor is used? What is the meaning of this metaphor?

Highly praise French and emphasize the importance of mastering French. Compare Prussia's rule and blockade of the French people with the prison gate, and compare French with the key; It means that mastering the language of the motherland can arouse people's patriotic consciousness, so as to unite, defeat the enemy and seek national liberation.

4. How does the teacher arrange the calligraphy class? What is the purpose and effect?

Endure the pain of leaving home for more than 40 years, teach and write with your heart? France? Arthas? Such an ingenious copybook symbolizes that Alsace Dalin and the French motherland will always be together, inspiring students' patriotic enthusiasm.

5. Pay attention to the last part: What does this article describe about Mr. Hamel? Why did he turn pale when he heard the bell? Why do I feel that he has never been so high?

Description of manners, language and actions. The bell announced that the last French class should be over, and we should bid farewell to the language of our motherland from now on; And I felt his love for the motherland and the pain of losing it from my husband's face. His patriotism makes me feel that his image is very tall, and I realize that he is not only a teacher, but also a patriot. ? Can't pallor be changed? Pale? Because pallor is emotional, it means horribly white, and pallor means being sick.

6. Which verbs in the text express his thoughts and feelings well?

Turn, take, make, write, a series of actions show his painful psychology, pouring his love for the motherland and hatred for the enemy. 7. Name the words that express his deep sadness and briefly analyze their expressive functions?

Write in capital letters? Stay? Gestures? ,? Pale? 、? He choked? . He wrote about his strong resentment against the invaders and the heavy blow he suffered when he lost his land, showing strong patriotic feelings. On the one hand, it shows his confidence in the victory of the motherland, on the other hand, it also shows his great pain in the face of the cruel reality of the occupation of the motherland. Because of inner excitement, sadness, and sobs, so? Asphyxiation? .

7? Try your best? What kind of thoughts and feelings does this sentence express?

Long live France? Several brilliant Chinese characters express Mr. Hamel's heartfelt wishes, his love for the motherland and his strong desire to recover the country at an early date, which is also a concentrated expression of the patriotic spirit and unyielding will of the French people. In this way, the theme deepens and the artistic conception is far-reaching, giving readers rich imagination space.

8. Summarize the characters:

Mr. Hamel is not only a strict teacher, but also a convincing and respected teacher with more than 40 years of teaching experience. He is a patriot who closely links his career with the fate of his motherland. He loves the language of the motherland, has lofty love for the country, has a high sense of responsibility for the nation, and has persistent belief in defeating the enemy.

Fifth, summarize several methods of writing people.

(1) Write the characters in the big environment to show their unique feelings in a specific environment.

(2) Combine the description of scenery with psychological description, so that what you see, hear and feel can be integrated. Combination of action description and psychological description. Detail description and psychological description are combined.

(3) Pay attention to detail description (tiny movements, expressions, clothes, etc. They are all called details), such as black silk hats, Hao Sou's books and big glasses, practicing bugles and the sound of scarabs, (used to set off the atmosphere, portray the character's personality and prompt the theme).

(4) Pay attention to the scene description

Six, blackboard design:

7 the last lesson

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Cable:? Me? What you see and feel.

Story: 1. (1-6) On the way to school (start)

Second, (7-23) Listen carefully (cultivate)

Iii. (24- end) Announce the suspension of classes (climax, ending)

Novel environment: natural environment: sunny and sunny.

The Franco-Prussian War and the Decline of France.

Classroom atmosphere: seriousness, solemnity, grief and indignation.

Character image:

Little French: playful, don't like learning, love learning, listen carefully and regret the past.

Naive, sensible, mature, love the motherland, hate the enemy.

I am afraid that the teacher will sympathize, understand and love the teacher.

(Grasp the process of psychological change to describe)

Mr. Hamel: A persuasive and respected teacher with 40 years' teaching experience,

Patriots who care about the fate of the motherland have lofty patriotic feelings.

Dress in formal clothes, criticize and blame yourself, praise French, win faith, and leave school in grief.

(Mastering the description of language, manner and action)

Sixth, homework

Why has little Franz changed so much? Please comment on this and write a paragraph. Pay attention to find the basis from the article.

Teaching reflection: patriotism education is the main idea of this class. This text tells the story of the last French class for teachers and students after Alsace, France, was occupied by the general's army. The short last lesson made us deeply feel the grief and sorrow of the French when they lost their land. This is an energetic article, very close to the students' hearts.

Autonomous learning in junior middle school Chinese classroom

First, student-oriented, ensure students' dominant position in learning, give full play to students' learning autonomy and respect students' individual differences.

Taking students as the main body and making them the real masters of the classroom is not only an important requirement of the new curriculum reform for Chinese classroom teaching, but also determined by the characteristics of Chinese subject itself. So-called? Look over the ridge to a mountain peak? The richness and diversity of literary works bring readers a multi-angle understanding. At the same time, the interpretation of literary works is essentially an individual's subjective cognition of the works. We often say? There are a thousand Hamlets in the eyes of a thousand readers? Individual differences determine different interpretations of the same text by different individuals. For junior high school students, they have a certain sense of self, and individual differences are more prominent. Multi-angle understanding and individual differences will naturally make students have many different views from teachers and textbooks in their studies, which is the embodiment of their unique perspective. The role of teachers is to guide students to improve their application ability through reading, rather than imposing their own views on students. In the face of students' different viewpoints, as long as they are well-founded and justified, they must actively affirm, firmly think and create confidence.

Second, optimize classroom questioning to stimulate students' interest in autonomous learning.

Interest is the best motivation for action. In Chinese class, the most basic method is to stimulate students' interest in learning. Interest often comes from doubts about things. Therefore, in Chinese class, we should reasonably set the difficulty of questions according to the main points of text understanding, and put forward a series of hierarchical and step-by-step questions according to students' thinking ability, so that they are full of interest and questions about the learning content, thus generating the desire to learn. Through students' own doubts, they can have a deeper understanding of the text and have their own unique feelings. For example, in the teaching of the text "Back", a set of questions can be designed in a hierarchical way: How many times did Yi * * write back in the text? The students answered the question easily. Then ask: how many times did the text cry, corresponding to the back? This question is also clearly stated in the text, and students can easily answer it. On this basis, we can continue to ask: What is the reason why the author cries every time? Through reading, it is not difficult for students to draw conclusions from the text and sum up what the author's father did for his son. With these preparations, you can ask a question that directly hits the emotional theme of the article: What kind of feelings do you feel between father and son from these backs and tears? Through such a set of questions from easy to difficult, step by step, guide students to gain their feelings, sublimate their emotions and improve their thinking ability through repeated study, self-induction and self-dispelling.

Third, create an equal and harmonious classroom atmosphere, promote various forms of autonomous learning cooperation and exchange, and enhance the exploration depth of students' autonomous learning.

The new curriculum standard advocates flexible and diverse teaching methods, especially heuristic and discussion, and encourages the use of inquiry learning methods. The best way to embody these learning methods in Chinese class is group communication, cooperative discussion and group debate. To successfully carry out these activities in Chinese class, the first task is to create an equal and harmonious classroom atmosphere. Only by breaking the barrier between teachers and students, abandoning the rigid teaching mode and getting rid of the boring teaching atmosphere can students actively express their views and achieve the purpose of exchange and discussion. Secondly, teachers should pay more attention to the planning and organization of students' learning activities, really take students' learning requirements and actual situation as the starting point, understand students' learning needs, reasonably arrange teaching content, focus on the parts that students have not yet understood, and leave enough space for students to study independently, which only plays a guiding and coordinating role. In the process of students' autonomous learning, encourage and praise more, help students overcome the inertia and inertia of thinking, let them deepen their exploration of difficult problems, get rid of the framework brought by fixed thinking, let them collide with each other in exchanges and discussions with teachers and classmates, generate sparks of innovation and realize the happiness of thinking. Even a slightly boring exposition can be carried out in teaching, which can make the classroom atmosphere more active and improve students' learning enthusiasm. For example, in the teaching of stone arch bridge in China, after learning the characteristics of Zhao Zhouqiao and Lugou Bridge, a group discussion can be set up: Why did you choose these two bridges to introduce them? Can you introduce any one? Let students understand the purpose of the text in communication and discussion, that is, the second bridge represents the most prominent characteristics of Chinese stone arch bridge, so it is not enough to reflect all the characteristics of Chinese stone arch bridge.

Fourth, reasonable guidance to prevent students from going astray in autonomous learning.

Emphasizing students' dominant position does not mean weakening teachers' classroom control right at the same time. On the contrary, teachers should pay more attention to their ability to control the classroom and actively regulate the classroom. Students' autonomous learning is not a simple self-initiated self-study, but a self-study process under the guidance of teachers. In the process of students' autonomous learning, teachers should avoid students from entering these misunderstandings:

1. Only the top students are talkative, and the underachievers are silent or their words are not taken seriously. Students should be made aware that everyone has the right to express their views, and students, especially underachievers, should be encouraged to actively speak and participate in discussions.

2. There is a deviation in the direction of discussion, and it is entangled in the discussion of worthless issues. If students really refuse to let go, this can be used as after-school research.

In the process of discussion, we held our own opinions and refused to give in to each other. Discuss? Become? Quarrel? . Junior high school students are in adolescence, with strong personality and strong personal consciousness, and it is difficult to compromise. At this time, teachers should patiently guide both sides to convince each other on the basis of their own views and bring them back to class.

Fifth, summarize in time after learning and accumulate learning experience.

Students' autonomous learning focuses on the process of thinking and communication, the pleasure of thinking collision in this process and the purposeful and well-founded expression of their views. This process of independent inquiry is an effective way to improve students' thinking ability. Therefore, after completing the class discussion or exchange, students can be asked to write down their own discussion results and experiences, which can not only strengthen their mastery of the text, but also summarize and accumulate the experience of autonomous learning and cultivate their writing ability. Kill three birds with one stone, why not? In a word, in junior high school Chinese teaching, teachers should make students really become the masters of learning, let students improve their enthusiasm and interest in Chinese learning through autonomous learning, and constantly improve their thinking and inquiry ability, so as to achieve a leap in Chinese literacy.

Author: Hong Xiang Unit: Panshi Middle School, Yunyang County, Chongqing.