Teaching design of the second volume of sixth grade Chinese "Inspiration from the Storm"

As a people's teacher, it is very necessary to carefully prepare teaching design, which can improve teaching efficiency and quality. What formats should I pay attention to when writing instructional design? The following is the teaching design of the second volume of the sixth grade of Chinese in West Normal University. Welcome to read the collection.

Chinese Grade 6 1 Teaching Requirements Teaching design of the second volume of The Revelation of the Storm;

1. Master the new words in this lesson.

2. Understand the landscape features before, during and after the storm.

3. Understand the content of the text and cultivate students' aesthetic ability.

4. Read the text with emotion and recite the favorite parts.

Teaching focus:

Pay attention to the sentences and understand the situation.

Teaching difficulties:

Imitate writing and practice writing.

Preparation before class:

Information about the Alps and storms.

Teaching time: two class hours

Teaching procedures:

first kind

First, stimulate interest and introduce new lessons.

1, interesting dialogue: Do you like watching cartoons? Do you like being an actor? (Like) Well, today, let's shoot a textbook drama "Inspiration from the Storm".

2. The words on the blackboard: the inspiration of the storm

Director: (Teacher Zhang)

Starring:-(to be determined)

Producer: sixth grade film crew of Dianji Township Central Primary School

3. Ask questions to stimulate learning enthusiasm.

Who wants to be a director? What do you have to do first to become a leading role? (Familiar with the script) Let's walk into the script together.

4. Introduction to the Alps: (display materials)

The Alps are the most beautiful scenery in Switzerland, located in the southeast of Switzerland. Three famous mountains, Aige Peak, Mingxi Peak and Jungfrau Peak, all stand in the Alps. The special geographical environment has created its unique landscape: alpine plants and edelweiss, swift waterfalls, stalactites in caves, unique animals and plants, etc.

Read aloud in four steps, solve new words, clarify the context and understand the text.

1. Reading the text for the first time and finding new words are the key.

Asphyxiation, sleepless nights, heavy rain.

Crawl, dance, wipe and snuggle.

2. Discuss the second reading of the text, the meaning is not difficult to understand.

(1) Discuss what you don't understand when reading in groups.

(2) Feedback the results of their respective discussions.

Hexi: Warm.

Restrict: To be confined to a certain range

Tossing and turning: tossing and turning can't sleep.

Comfort: Comfort

Unparalleled: unparalleled.

Asphyxia: Difficulty or even cessation of breathing due to insufficient external oxygen or respiratory system disorder.

3. Read the text silently for the third time and delve into it with questions.

(1) Let the students read the text silently.

(2) Thinking: In what order are the texts written?

What did you write separately?

Order: before the storm comes-when it comes-after it goes-enlightenment

The first paragraph: (the first natural paragraph): Write the scene before the storm.

Paragraph 2: (paragraphs 2-6): Write the scene when the storm comes.

Paragraph 3: (Paragraph 7-10): Write about the beautiful scenery after the storm.

Paragraph 4: (Paragraph 1 1 2): Point out the center and tell us to see the harmonious beauty of the whole when observing things.

(3) Guide students to summarize the main content of the article by connecting paragraphs.

4. Read the article freely for the fourth time and ponder sentence by sentence.

(1) Students read for free for the fourth time.

(2) Write a side batch

(3) Talking about experience by naming names.

Third, the next episode is wonderful.

(1) Share your thoughts after reading.

(2) Show the favorite part

Fourth, homework

1. Copy new words.

2. Read the text well

Second lesson

I. Review and consolidation

Listen to the words drawn according to the names.

2. Show the title board

1. Before it rained, I couldn't sleep. Lightning broke through the night and thunder roared.

2. In the rain, the wind roared, the chimney made a harsh sound, and the heavy rain beat on the roof and the glass.

3. After the rain, the light dawns, white clouds dance, birds meet the sunrise, flowers and plants wake up in their dreams, the water drops are crystal clear, the Alps are covered with beautiful clothes, the cottages are shining and the roses are fragrant.

4. Put a serial number at the beginning of the sentence that can highlight the word "violence"

3. Keywords and expressions:

1. Last night, wild nature seemed to destroy the whole world, but it brought a better morning.

Sometimes, people are limited by all kinds of things and only see one aspect of the object, while ignoring the unparalleled harmonious beauty of nature as a whole.

Step 4 show your favorite part

Verb (abbreviation of verb) is a summary of the whole text.

1. Summary Center: Night breeds dawn, fury breeds calm, and the whole is harmonious and beautiful.

2. Summary writing: grasping words, feeling into the scene, blending scenes.

3. Talk about experience with real life.

6. Directing the performance of the exploration drama: inspiration from the storm.

Seven. Extracurricular knowledge expansion

1. Show me some ancient poems:

Drunk book in Wang Hu Building on June 27th.

[Song] Su Shi

Dark clouds can't hide the mountains.

Bai Yu jumped into the boat.

The wind comes and blows away,

Overlooking the lake, the water is like the sky.

2. Listen to the song "Sunshine is always after rain".

8. Homework: Write a natural scenery like this class.

Teaching Design 2 Teaching Requirements of the Revelation of the Storm, the second volume of the sixth grade Chinese

1, knowledge and skills

(1) Learn to master the new words in this lesson and accumulate vocabulary to describe the scenery.

(2) Sort out the order of the articles, understand the scenery characteristics before the storm comes, after the storm comes, and appreciate the philosophy contained in the articles.

(3) Read the text aloud and recite your favorite parts.

2. Process and method

(1) Focus on reading and guide students to feel the scene described in the article.

(2) Grasp the key sentences, ask questions, connect the context with real life, and understand the scenery and feelings in the article, so as to understand the philosophy in the article.

3. Emotions, attitudes and values

(1) Feel and appreciate beauty and cultivate students' aesthetic ability.

(2) Let students understand that looking at a thing can't be limited by all kinds of things, just look at one aspect of things and ignore the harmonious beauty of the whole.

Key points, difficulties and key points

1, key point: understand the landscape characteristics before, during and after the storm.

2. Difficulty: Understand profound sentences and philosophy.

3. Focus: Grasp the reading of key sentences and guide students to contact the context and real life.

Class division

One class hour

teaching process

First of all, start with the topic and introduce new lessons.

Introduction: Students, have you ever heard of the Alps? Then you must have heard of Alpine Sugar and eaten it. It has many flavors that we can't put down. We hope that our life will always be as sweet as mountain butterscotch, but our life is as changeable as nature, not only sunny and sunny, but also lightning and thunder and storms.

1. Blackboard "Storm"

Students, what words do you think of when you see this word? (

As the song goes, "How can you see a rainbow without experiencing wind and rain?" After the wind and rain, it must be sunny. This is the inspiration that life brings us.

2. blackboard writing "enlightenment"

Understand the meaning of "revelation". (Revelation: Enlighten and explain, make people understand)

It says "Yes" on the blackboard: you can learn it by paying attention everywhere. Today, the teacher led us to see a storm from the Alps and see what enlightenment it can bring us.

Before entering the storm, I will test everyone's preview. )

Second, check the preview.

1, pronounced correctly: choking thunderbolt, swallowing, clanging and warming, snuggling and dancing, Hieyama tossing and turning like brocade.

2. Answer according to the meaning of the word.

Spitting out: describe how water surges or the sun rises. Limit: limit to a certain range.

Tossing and turning: tossing and turning can't sleep. Nothing can match it: nothing can match it.

Dance: describes dancing briskly.

Everyone answers questions with a loud voice, quick response and solid basic skills. I believe that everyone's psychological quality is also very solid. Then let's bravely walk into the storm and listen to its enlightenment.

Third, read the text initially and perceive it as a whole.

Ask the students to read the text by themselves:

1, read the pronunciation correctly, read the sentence, read the content, and read the feeling.

2. Find a sentence that changed last night and this morning from the text, and use one word in this sentence to summarize the characteristics of last night and this morning respectively.

4. Deeply understand and sublimate emotions

1. How to understand "Last night, wild nature seemed to destroy the whole world, but it brought people a better morning." ?

(1) What paragraphs are the "fury" of the storm reflected in? What words are used in the text? What rhetorical devices are used?

Before the rain: sultry, suffocating, lightning biting, thunder roaring like guns;

② When it rains: lightning, thunderbolt, pouring rain, tearing, the water of Tianhe pouring into the world, the wind whistling, falling, bumping and exciting.

(3) Experience feelings and guide reading aloud, which is magnificent and exciting: the first paragraph, imagine the picture and show it in your own words; The second paragraph grasps verb adjectives and appreciates the exquisiteness of words; In the third paragraph, I experience the expressive force of words in the text by replacing words.

Drawing lessons from writing: stones from other mountains can attack jade, and we can draw lessons from this writing to add luster to our composition.

(2) What is the scene of "and the splendid morning it brings to people"? Which sentences show the beauty after the rain?

① Beautiful scenery after the rain: birds singing, flowers blooming, dripping water, beautiful scenery, shining cottages, flowers overflowing and picturesque scenery.

(2) Reproduce the picture with beautiful language (you can catch a sentence)

(3) Reading instructions is soft and happy. What did this magnificent and unrestrained storm bring to the author? Find the answer from the text)

3. What inspiration did the storm bring to the author? Answer in the article. How to understand it? How to understand the meaning of sentences in exams?

Fourth, beautiful reading:

1, men's singles read the first paragraph.

The second, third and fourth paragraphs are read by boys.

3. Reading the fifth paragraph of women's singles

The sixth paragraph is read by a woman.

5. The seventh and eighth paragraphs of women's singles reading

6. The ninth and tenth paragraphs are shared by girls.

7. The eleventh and twelfth men and women read together.

Discussion on verb (abbreviation of verb):

How should we face the storm in life?

Experiencing Su Shi (a writer, painter and calligrapher in the Northern Song Dynasty)' s "Tixilin Wall" has the same effect: "From the side of the ridge, it is different from the distance. I don't know the true face of Lushan Mountain, but toward which corner of the mountain. "

Summary, expansion and extension of intransitive verbs course

Summary: Alpine butterscotch makes us feel the sweetness of life all the time. This storm in the Alps also brings us enlightenment: nature is full of harmonious beauty. Dawn is born in the dark, and peace is born in the fury. Whether we look at nature or people and things in life, we should be comprehensive and must not generalize. To see the problem comprehensively, we need to have a broad mind and a broad perspective. It requires us to have a pair of discerning eyes to discover, a pair of listening ears to listen, and open the window of the soul to receive all the beautiful things. In this way, when the storm strikes in our life journey, we can hear the joyful songs in our hearts.

7. Assign homework and consolidate exercises.

1. Read the text and recite the parts you like.

2. Accumulate the words describing the scenery in the text.

Imagine the scenery described in the article and choose the one that impresses you most.

The teaching goal of teaching design 3 of the second volume of the sixth grade of Chinese "Enlightenment from the Storm";

1, knowledge and skills

(1) Learn and master the new words in this lesson, and write down the words describing the scenery in the text.

(2) Sort out the order of the articles, understand the scenery characteristics before the storm comes, after the storm comes, and appreciate the philosophy contained in the articles.

(3) Read the text with emotion and recite your favorite parts.

2. Process and method

(1) Focus on reading and guide students to do as the Romans do.

(2) Grasp key sentences, ask questions, and understand the scenery and feelings in the text in connection with the context and real life, so as to understand the philosophy in the text.

3. Emotions, attitudes and values

(1) Feel and appreciate beauty and cultivate students' aesthetic ability.

(2) Let students understand that when looking at a thing, they can't be limited by all kinds of things, only seeing one aspect of things and ignoring the harmonious beauty of the whole.

Key points and difficulties:

Key points: Understand the landscape features before, during and after the storm.

Difficulties: understanding profound sentences and understanding the philosophy in the text.

Teaching aid preparation:

Word card

Class arrangement:

2 class hours

Teaching process:

first kind

First, dialogue import:

1, teacher writing on the blackboard: storm

Students, what kind of scene do you see when you see this word? The students said they saw the scene of the storm. )

2. The teacher writes on the blackboard: Enlightenment. Let the students talk about the meaning of enlightenment.

3. So, what inspiration did a storm bring to the author? Today, let's learn about the inspiration the author got from the storm!

Second, read the text for the first time and explore new knowledge.

1, the teacher asked to read by themselves, and the students read the text by themselves.

(1) Learn new words, understand new words and read the text smoothly.

(2) Find out the words describing the scenery in the text and read them to your deskmate.

(3) Draw the inspiration of the storm to the author.

2. Check the self-reading.

(1) The teacher shows the word card and reads it by name.

(2) Show the word card and understand it according to your own preview.

(3) Find out the words describing the scenery in the text and read them together.

(4) Teacher's summary: After reading these words describing the scenery, I think you have a preliminary impression of the storm scene described by the author. What inspiration did the storm bring to the author?

Third, read the text again.

Guide the students to divide the text into four parts according to the pre-,mid-,post-and enlightenment of the storm, and talk about the main contents.

Design intention: take students as the main body, let students read by themselves, let students fully walk into the text, guide students to know the text according to the narrative order before, during and after the storm, sort out the context of the text, and initially understand the contents of each part. At the same time, cultivate students' autonomous learning ability.

Fourth, homework

Read the text with emotion.

Second lesson

First, import

Last class, we read the text for the first time and felt the main content of the article. In this lesson, we will continue to learn lesson 17.

Words on the blackboard: the enlightenment of the storm

Transition: Night breeds dawn, fury breeds calm, and nature is full of harmonious beauty. Now, please read the first and second paragraphs of the text with emotion and feel the scenery characteristics before and after the storm.

Second, feel the storm and understand the author's emotions.

1. Read the first paragraph and the second paragraph carefully, draw words describing the scenery characteristics before and after the storm, and then annotate your feelings in the book.

2. Collective communication

(1) Outside the window, a flash of light pierced the dark night curtain, and the dull thunder roared like a cannon, which made people fear.

Thinking after watching it together: What did you learn from the words "chop, roar, make people fear"?

Teachers grasp key sentences and guide students to understand deeply.

Teacher transition: listen to the storm! A student read the second paragraph emotionally. How do you feel?

(Violence at the beginning of the storm) What sentences did you feel?

(2) The rainstorm pounded the glass window violently, impacting the glass, and played a gripping movement, so as to contact the context and understand the author's emotions.

How do you feel about this storm?

Feel the tenderness at the end of the storm. )

What sentences do you feel from?

(3) A small stream of water crept in from the skylight and crawled slowly, leaving winding footprints on the ceiling.

After reading it together: What scene does this sentence describe for us? How do you feel about the author's mood?

Instruct to read this sentence aloud.

Which student can read this sentence well? Read by name.

(4) In a short time, the sonorous music turned into a melody with a single rhythm, and the soft and sweet lullaby soothed the tired body of the sleepers.

Call the roll and tell me what you have learned from this sentence.

(5) Teacher's summary:

Through vivid description and touching brushwork, the author makes us feel this thrilling beauty.

Design intention: respect students' personalized understanding and perception of the text and cultivate students' language perception ability. Ask the students to read since the enlightenment by themselves on the basis of the overall perception of the characteristics of the scenery before and after the storm, and then communicate collectively. Teachers guide students to grasp the key sentences, grasp the main points to read and feel the thrilling beauty of the storm.

Third, enjoy the beautiful scenery after the rain.

Divide the transition:

How can I see a rainbow without experiencing wind and rain? After the storm, we will be greeted by a more beautiful picture. Please read the third paragraph in your favorite way and imagine the picture.

1, after reading it, say: What kind of picture do you seem to see?

Students describe sentences in their own words. )

Such a beautiful picture, you can use different idioms to describe the scenery, can you say a sigh?

Such a beautiful scenery, do the students want to read it to everyone? Instruct reading aloud and practice reading freely.

Students, who can finish reading with a compliment? Read by name.

2. Summary:

Yes, the author showed us the wonderful scenery after the storm with beautiful words and appropriate rhetoric.

Design intention: guide students to read independently, develop rich imagination, lead students to enrich the pictures described in the article in imagination, and then experience the beauty of the scenery after the storm as a whole. When you enter this country, you will feel the magic of nature and appreciate the admiration expressed by the author.

Fourth, connect with life and realize philosophy.

1, teacher transition:

In the author's view, beauty is manifested in different aspects. After the storm, dawn, blue sky, sunrise, flowers and dew are beautiful; Lightning and thunder before the storm, when the storm comes, is a thrilling beauty, so the author can't help but sigh:

The teacher showed the sentence: Last night, wild nature seemed to destroy the whole world, but it brought a better morning.

Students read together.

2. Guide students to contact the context and talk about destruction and splendor respectively.

3. Teacher transition:

From last night to morning, in just a few hours, the world has undergone earth-shaking changes. It seems that nature, which is about to be destroyed, has become so beautiful that it is no wonder that the author will issue:

Xiu Sentence: Sometimes, people will be limited by all kinds of things, only see one aspect of things, and ignore the incomparable beauty of harmony of nature as a whole.

4. Read together, guide practice, and exchange your understanding of this sentence in the group.

5. Collective feedback and teacher guidance.

Design intention: to guide students to understand the philosophy contained in this article and have a new understanding of this article.

Verb (abbreviation of verb) abstract

In this lesson, we appreciate the different landscape characteristics before, during and after the storm, and realize the different emotional experiences brought by different landscapes, which gives us profound enlightenment. I hope that students will have a comprehensive view of the problem in their later lives, and they can't have a glimpse of the whole leopard. This is the inspiration of the storm.

Sixth, homework

Recite your favorite paragraphs and accumulate language.