Chinese lesson plans and reflections for the first volume of sixth grade (a collection of 7 articles)

As the last learning stage of primary school, the role of sixth grade is not small. It’s time to prepare a lesson plan, so do you know how to write a good lesson plan? The following is the "Sixth Grade Chinese Lesson Plans and Reflections (Collection of 7 Parts)" compiled by me for everyone. It is for reference only. You are welcome to read this article. Chapter 1: Chinese lesson plan and reflection for the first volume of sixth grade

Teaching objectives:

1. Master new words.

2. Understand the content of the poem, feel the beauty of spring, and understand the poet's love for spring.

3. Read and recite poetry.

Teaching process:

1. Introduction

1. Hui Chong was a famous monk and famous painter in the Northern Song Dynasty. He was good at painting geese, ducks and other small animals.

2. Show the picture "Evening Scene on the Spring River", which is a painting painted by Hui Chong.

3. Introduction to the poet Su Shi:

Su Shi: courtesy name Zizhan, nickname Dongpo Jushi, a native of Meishan (now Meishan County, Sichuan). He has high attainments in the creation of poetry, lyrics and prose. The poem "Hui Chong's "Evening Scene on the Spring River"" was inscribed by him for this painting of his friend Hui Chong.

2. Read poems by yourself

Read poems familiarly, outline the words and phrases you don’t understand, and study by yourself with the help of reference books.

3. In-depth exploration

1. Guide students to read aloud emotionally. (Pronunciation, pauses, intonation, speaking speed, etc.).

2. Imagine the artistic conception of the poem while reading.

(1) Get to know mugwort, reed buds, and puffer fish to ease the difficulty of imagination.

Wormwood: a kind of weed that grows in depressions.

Reed buds: reed buds.

Pufferfish: A fish that is delicious but has highly toxic liver and other parts. Offshore, they swim up rivers every spring to lay eggs in fresh water.

(2) Ask students to describe the content of the picture in their own words.

3. From what scenery does the poet feel that spring is coming?

(The peach blossoms have just bloomed, ducks are playing in the water, mugwort is growing vigorously, and fresh reed buds are emerging from the soil.)

4. The last sentence of the poem is on the picture Scenery?

(No, it’s the author’s imagination based on the scenes in the picture.)

4. Summary

1. After reading this poem, what do you feel from it? ?

(The author captured a few peach blossoms, playful ducks, wormwood all over the ground, and short reed buds in the picture, and showed us a vivid picture of the spring scenery of the Jiangnan water town. There are emotions between the lines. The poet's love and praise for spring.)

2. Can you see "it's the time when the pufferfish is about to come" from the picture?

(This is the association made by the author by observing things on the shore and on the water. It tells people: peach blossoms are blooming, spring rivers are warm, grasshoppers are all over the ground, and reeds are emerging, which is where pufferfish spawn and reproduce upstream. Season.)

5. Homework

Recite the ancient poem "Huichong's "Evening Scene on the Spring River". Chapter 2: Chinese lesson plan and reflection for the first volume of the sixth grade

Teaching objectives:

1. Understand the works and style of the calligraphy master Cai Xiang.

2. Understand the famous calligraphers in Fujian history and their contributions to Chinese culture.

3. Let students fully appreciate Fujian civilization as a part of Chinese civilization and feel the history and culture of their hometown.

Preparation before class:

Collect information about "Cai Xiang".

Teaching process:

1. Conversation introduction

Cai Xiang (1012-1067), courtesy name Junmo, Han nationality, Xianyou, originally from the east of Fengting Township, Xianyou Nuocun, and later moved to Caicun Village, Putian. He was a Jinshi in the eighth year of Tiansheng (1030). He served in the central government of the Song Dynasty as a Collector, Zhijian Yuan, Zhishi Guan, Zhizhigao, Longtuge, and Privy Council. , Hanlin Bachelor, Third Secretary Envoy, Duanming Palace Bachelor, etc., served as Fujian Road Transport Envoy, and knew the affairs of Quanzhou, Fuzhou, Kaifeng and Hangzhou. After his death, he was given the title of Minister of Rites, and his posthumous title was Zhong.

He presided over the construction of Quanzhou Luoyang Bridge, the earliest existing cross-sea beam-style stone bridge in my country. Cai Xiang was loyal, upright, trustworthy, knowledgeable, and highly skilled in calligraphy. In the history of calligraphy, when it comes to Song Dynasty calligraphy, he is known as "Su, Huang, and According to the four great calligraphers "Mi and Cai", Cai Xiang's calligraphy is self-contained with its richness, dignity, simplicity and elegance.

2. Read the materials and experience Liu Yong

1. Read the books and materials "Calligraphy Master Cai Xiang".

2. Cai Xiang is introduced in the article. Can you introduce him to everyone?

3. Cai Xiang was a famous calligrapher in the Song Dynasty. What was his style?

3. Get to know Cai Xiang and share your experience

1. Read the "related links" in the book to learn about the calligraphy masters of Tang, Song and Fujian.

2. There are many famous calligraphers in Fujian history. Do you know who they are?

4. Summary of the topic and extension after class

1. What do you know after studying today’s content?

2. After returning home, you can introduce the famous calligraphers in Fujian history to your relatives and friends, so that more people can understand the history and culture of Fujian. Chapter 3: Chinese lesson plan and reflection for the first volume of sixth grade

Teaching objectives:

1. Understand the meaning of casual and impromptu interviews and learn the methods of casual and impromptu interviews.

2. Clarify the methods and techniques of casual impromptu interviews.

3. Improve the ability to distinguish right from wrong and the level of etiquette.

Teaching design:

1. Enter the question with excitement and clear requirements

1. Create the question with excitement: When you need to investigate people’s opinions on world football matches What should you do when you have an attitude?

2. Summarize the topic: you have to go to the streets to ask, and then you have to interview casually. Board question.

3. Make requests: Use different tones and different questions according to different characters.

2. Discuss the method and learn to interview

1. Discuss topics: ⑴ How to choose the target for impromptu interviews? ⑵What different tones should be used before, during, and after the interview? ⑶What should be the question?

2. Group discussion and large group communication.

3. Summary method: ⑴ Pay attention to comprehensiveness and correctness when selecting objects. ⑵ Use different titles and different tones according to different objects. ⑶ Keep the problem small and constantly change the angle of the problem.

3. Sample interviews, consolidation methods

1. Question: Investigate people’s opinions on Qingyang Construction.

2. Group discussion and learning interviews.

⑴Select the object. In order to investigate a problem, you must first choose a subject. First, we must pay attention to the comprehensiveness of the target. When selecting the target, we must include old, middle-aged, young, young, or workers, peasants, businessmen, and students. Second, we must pay attention to the correctness of the target. We must choose people who are willing to receive your interview, which requires us to observe carefully.

⑵Choose the tone. According to different objects, use different titles, different interview times, choose different tones, and use a tone of soliciting opinions at the beginning. For example: "Uncle, can I ask you a question?" You can use a negotiation tone and a discussion tone. For example: "Your opinion is very good, can you give me more details?" "Do you think there are benefits to entering an Internet cafe? Do you go there specifically? Are any classmates obsessed with the Internet?" "What should you pay attention to when entering an Internet cafe? Is there a problem?” Moreover, during the interview, you must control the intensity according to the situation, achieve the goal, and always express gratitude to others. Such as "Thank you for your cooperation!" "Sorry to bother you, thank you!"

⑶Ask good questions. The questions should be small, easy to answer, and catch the interviewer's interest in asking questions. Gradually increase the question capacity, and during the interview, constantly summarize the methods of asking questions. Change the way you ask questions, such as the question above.

3. Summary.

Notes: The attitude must be good. The interviewer must be mentally prepared, not afraid of hitting a snag, not afraid of others laughing, and always maintain a smile and a tolerant and generous attitude. Only in this way can the interview task be completed.

IV. Large group communication and selection of the best ones

According to different interview contents, select different subjects to conduct on-site simulated impromptu interviews in the group. They will evaluate each other, recommend representatives to participate in the whole class presentation, and select the best reporter.

5. Assign homework

(1) Survey people’s views on Teachers’ Day.

(2) Survey people’s opinions on Qingyang construction. Chapter 4: Chinese lesson plan and reflection for the first volume of the sixth grade

Teaching objectives:

1. Introduce a delicious food you like. You can use his name as the title for the exercise.

2. When writing, you should focus on introducing this delicacy from the aspects of color, aroma, taste and shape, and highlight its characteristics.

3. Properly introduce this delicious method to increase the appeal of the exercise.

4. Explain clearly why you like this delicious food and express your thoughts and feelings.

Teaching focus:

When writing, you should focus on introducing this delicacy from the aspects of color, aroma, taste and shape, and highlight its characteristics. Jiangsu Education Edition Primary School Chinese Language for Sixth Grade Volume 1 Exercise 3 A Delicious Food I Like

Teaching Difficulties:

Explain clearly why you like this delicious food and express your thoughts and feelings.

Teaching process:

1. Import pictures

2. Create scenes and introduce delicious food

Simulate the scene before eating in a restaurant, Introduce your favorite delicacies.

3. Introduction

Name and introduce your favorite delicious food, color, flavor and shape.

4. Discussion

After listening to his introduction, I saw someone swallowing saliva? Who will judge Yi Ping and how well he introduced it?

Simulate the scene of eating in a restaurant. This dish is great! I want to do it too, is that okay?

5. Oral practice

Group discussion: (1) Representative speech (2) Group review

6. On-site interview to express feelings

How did you feel after tasting it?

7. Pay attention to details and be full of fun

How do you taste this delicious dish? Have you ever heard the legend about him? Only by writing some of his details can the composition be vivid and full of interest. /article/

You must really like this delicious dish you introduced! Can you tell everyone your story about this dish?

Group exercises to express experiences

The second lesson

1. Exchange exercises and guide revisions

1. Name students to read the exercises, Teachers and students *** reviewed together.

2. Summary and suggestions for revision.

3. Student modification.

2. Appreciation of excellent works

Post-teaching notes:

Content summary: This article introduces the exercises 3 of the first volume of the sixth grade Chinese language of the Jiangsu Education Edition. One of my favorite delicacies, I hope it helps! Part 5: Chinese lesson plan and reflection for the first volume of sixth grade

Teaching objectives:

1. Read ancient poems correctly, fluently and emotionally. Recite ancient poems.

2. Understand the poems, imagine the pictures depicted in the ancient poems, and experience the emotions expressed by the poems.

3. Learn the author’s method of observing and imagining and using various senses to observe things from multiple angles. Cultivate students' observation and imagination abilities.

Key points in teaching:

Understand poems, imagine the pictures depicted in ancient poems, and experience the emotions expressed in poems.

Teaching preparation:

Teaching design:

1. Introduce the background and introduce new lessons

l. Huichong was a famous scholar in the Northern Song Dynasty Monk, a famous painter, is good at painting geese, ducks and other small animals.

2. Introduction to the poet Su Shi.

Su Shi: courtesy name Zizhan, nickname Dongpo Jushi, a native of Meishan (now Meishan County, Sichuan). He has high attainments in the creation of poetry, lyrics and prose. The poem "Evening Scene on the Spring River in Huichong" was inscribed by him for this painting of his friend Hui Chong.

2. Read the poems by yourself

Read the poems carefully, outline the words and phrases you don’t understand, and study by yourself with the help of reference books.

3. In-depth exploration

1. Guide students to read aloud emotionally.

(Pronunciation, pauses, intonation, speaking speed, etc.).

2. Imagine the artistic conception of the poem while reading.

(1) Get to know mugwort, reed buds, and puffer fish to ease the difficulty of imagination.

Wormwood: a kind of weed that grows in depressions.

Reed buds: reed buds.

Pufferfish: A fish that is delicious but has highly toxic liver and other parts. Offshore, they swim up rivers every spring to lay eggs in fresh water.

(2) Ask students to describe the content of the picture in their own words.

3. From what scenery does the poet feel that spring is coming?

(The peach blossoms have just bloomed, ducks are playing in the water, mugwort is growing vigorously, and fresh reed buds are emerging from the soil.)

4. The last sentence of the poem is on the picture Scenery?

(No, it’s the author’s imagination based on the scenes in the picture.)

4. Summary

1. After reading this poem, what do you feel from it? ?

(The author captured a few peach blossoms, playful ducks, wormwood all over the ground, and short reed buds in the picture, and showed us a vivid picture of the spring scenery of the Jiangnan water town. There are emotions between the lines. The poet's love and praise for spring. )

2. Can you see "it's the time when the pufferfish is about to come" from the picture?

(This is the author’s association by observing things on the shore and on the water. It tells people: peach blossoms are blooming, spring river water is warm, grasshoppers are all over the ground, and reeds are emerging, which is where pufferfish spawn and reproduce upstream. Season.)

5. Guide emotional reading and recite ancient poems 6: Chinese lesson plan and reflection for the first volume of sixth grade

Teaching objectives:

1. Let students pass Criticize the language and connect it with the reality of life, and understand that "sometimes, bending is not about surrender and destruction, but for survival and better development.

2. Understand and understand the students' tenacity and wisdom in giving in, and emotionally Read the text aloud.

3. Learn how to write highlights and contrasts at the end of the text.

Teaching process:

1. Review introduction: (3-4) < /p>

1. In a north-south valley in Quebec, Canada, there is a mystery left by nature. (Blackboard: The mystery in the valley) Do you know what it is?

2. Through yesterday’s study, can you quickly find the answer to the riddle from the text? (Supplementary blackboard: bottom) Name and answer with the words in the book.

It turns out that it is because cedar has a special ability (blackboard: (Cedar). Who is the person who revealed this mystery? (Blackboard: Traveler)

3. So, let us pack our bags and follow these two wise travelers through this journey. A text that records wisdom (blackboard: text) Go into this magical valley in Quebec, Canada, get close to the wisdom-filled cedars, and explore the wisdom of survival together! Then let’s pack up and set off (read the topic together) < /p>

2. Intensive reading of the text

1. Clarify the requirements for group self-study: (2)

(1) Teacher: This tree, this person, this article are all full of With wisdom, each group can selectively explore according to their own learning situation. They can choose one or two of them, or even combine them to explore together. Let us read, annotate, and Thinking about it, let’s compare who has collected the most wisdom in his backpack.

(2) Each group discusses to determine the research content and the approximate time required.

(3) Simple communication time within the class

2. Students’ independent learning and group learning: (10)

Reading, annotating, finding gains, and talking about experiences;

Teachers Inspection guidance

3. Exchange self-study gains within the class (20)

(1) Exchange what you have tasted and gained from cedar:

According to students The teacher inspires and guides students to read the sentences describing cedar in a timely manner.

(2) Discuss, communicate, and understand the wisdom contained in the travelers’ words.

a: Based on the students’ answers, Timely guide students to read the second traveler's words.

b: Based on the students’ answers, the teacher leads the thinking in depth: (When should we fight head-on? When do we need to make appropriate concessions?)

c: Lead the thinking to Wider space: In ancient and modern times, at home and abroad, who have possessed the wisdom of cedar?

(3) Can you choose the most concise sentence from the text that best summarizes this principle?

In this way, students can be guided to read the last verse and recite the last verse.

(4) Exchange the wisdom in the writing of this article: students report the wonderful writing methods they have experienced, and the teacher calls them on demand in a timely manner

4. Provide students with a stage to show their wisdom:

p>

(1) Teacher: I think your backpacks (bags) must be full of wisdom and gain a lot.

I know that our classmates in Class 6 (1) like to create. Can you use a paragraph, a poem, a song or other methods to talk about your gains?

(2) Simple communication within the class

3. Summary and homework

1. Teacher: After listening to the wonderful comments and creations of the students, I have a deep understanding of " Sometimes, bending is not about surrender and destruction, but about survival and better development." With a deeper understanding. Let us put all the wisdom into our bags and start a new journey in our lives. I hope we can overcome one difficulty after another in life with wisdom in the future!

2. Finally, I would like to recommend a book "Wisdom Rucksack" to everyone.

3. Improve your own creations and continue the exchange in tomorrow’s Chinese class. Part 7: Chinese lesson plan and reflection for the first volume of sixth grade

Teaching requirements:

1. Let students learn how to find out the flaws in the article and revise it by reading the draft aloud.

2. Accumulate language and language sense through recitation, and cultivate students’ ability to comprehend.

Teaching focus:

Let students learn how to find out the flaws in the article and modify it by reading the draft aloud.

Teaching difficulties: The teaching design of Exercise 3 of the sixth grade Chinese language textbook of Jiangsu Education Edition is an excellent teaching design.

Accumulate language and sense of language through recitation, and cultivate students’ ability to comprehend.

Teaching process:

1. The first part of teaching.

1. The first part of teaching.

(1) Create a scenario: students read the questions in different roles.

(2) The teacher guides the students to realize that this is a method for revising the draft of the composition.

(3) Expansion: Summarize the composition modification methods you have learned.

2. The second part of teaching.

(1) According to the previous part.

(2) Let students think about the meaning of "good articles are modified". (Emphasis on the significance of revision)

(3) Students learn and understand the methods of writers Lao She and Ye Shengtao in revising their manuscripts.

(4) The teacher guides the students to draw a conclusion: revising the manuscript requires not only reading, but also reading, whether the reading is smooth or not? Is it accurate? Awkward? Is it logical?

(5) Summary.

2. The second teaching question (reading and comprehension)

1. Introduction to the conversation.

(Introduced from the text learned in this unit).

2. Recite "The Grass Grows from the Crack in the Rock".

(1) Students read prose freely.

(2) The teacher demonstrates reading and guides the correct pronunciation of the characters.

(3) Students practice reading repeatedly.

(4) Read by name and read together.

3. Enlightenment.

(1) Questions to read by name: Why are the grasses growing from the cracks in the rocks so tall and strong? (2) Students think, discuss and exchange their thoughts after reading.

(3) Answer the questions above by name.

(4) Summary of teachers and students.