Excellent teaching plan of "skylight" in sixth grade Chinese

"Sky Light" is a lyric prose created by Mao Dun, a famous modern writer in China. It expresses children's yearning and pursuit of the mysteries of nature and shows their rich imagination and creativity. The following is an excellent lesson plan of Skylight that I brought to you in the sixth grade of primary school. I hope I can help you!

Excellent teaching plan for sixth grade Chinese skylight in primary school 1

Learning objectives:

1, through emotional reading and sentence comparison, understand the meanings of words such as "comfort", "mopping up" and "magic".

2. Understand the magic of skylight and the only comfort it brings to children, understand the true meaning of "being" in "nothing" and "reality" in "emptiness", understand the author's special feelings about skylight, and let students feel the interest of seeing the world through "skylight".

3. Learn rhetorical devices such as metaphor and parallelism in the text to cultivate students' rich imagination and association.

Learning focus: understand the text content, realize that the small skylight is "the comfort of children" and realize that "this small blank is magical!" Encourage students to sing after the text.

Difficulties in learning: Understand Section 9 of the text, and then realize that "this little blank is amazing!"

Preparation of Learning Tools: Multimedia Courseware

Learning process:

Teachers' activities and students' activities in the learning process

First, stimulate interest and reveal the topic

1, every suite is inseparable? Windows. But many years ago, in the southern rural areas of China, what were the windows like? Show me the 1-3 part of the text.

There is only a row of wooden windows in front of the house in the country. On a warm sunny day, the wooden window sash is straight, with light and air. In the winter with strong wind and heavy rain, or when the north wind is howling, the wooden window has to be closed, and the room is like a black hole. So (the countryman opens a small square hole in the roof and installs a piece of glass, which is called a skylight).

Display: skylight

What is the charm of such a simple skylight, which can only let in a little sunshine and air, to attract writer Mao Dun to write this article? What does it mean for lively and thoughtful children? Students discuss and communicate. Ask a classmate to read this article together.

3. problems.

(1) Why is the skylight magical? Let's do a dictation exercise (listen twice).

The adults who invented this skylight should be grateful. Because a lively and thoughtful child will know how to see "existence" from "nothing" and "reality" from "emptiness", which is more real, broader, more complex and more accurate than anything he has ever seen! )

Show the last section of the article and ask the students to look up at the screen proofreading. Read it together.

Do you find this article difficult to understand? Is there a problem?

It is estimated that the questions raised by students are:

(1) "skylight", "you", "nothing", "virtual" and "real", why put quotation marks?

(2) Why do you say, "Where do lively children think? Nothing? See inside? what's up From where? Virtual? See inside? Real?

(3) Why is it more real, wider, more complicated and more accurate than what he saw?

The students asked very good questions. When they understood these questions, they really understood the text.

(Show your study goals and read them together) Next, let's read the text carefully. Please read verses 4-7 by yourself.

Read by name

Read the text by yourself and complete the exercise 1. Statement requirements: Pay attention to the following questions when reading.

(1) Read verses 4-7 by yourself and read the text through.

(2) Fill in the blanks:

When (summer showers come) or (at night), this small skylight is the only comfort for the children in the cave-like room. It makes children feel that this little blank is (magical) and think of the adults who should (thank) invent this "skylight".

(1) Pay attention to correctly reading polyphonic words: by (Ji? )

② Understand "uniqueness" and "comfort" ("comfort" means comfort. )

3. Feedback

Read by name

Read text 4-7 carefully, and experience the magic of skylight and the only comfort it brings to children in reading, tasting, discussing and imitating.

(1) Teacher: Why is the skylight magical? Let's do a dictation exercise (listen twice).

The adults who invented this skylight should be grateful. Because a lively and thoughtful child will know how to see "existence" from "nothing" and "reality" from "emptiness", which is more real, broader, more complex and more accurate than anything he has ever seen! )

Show the last section of the article and ask the students to look up at the screen proofreading. Read it together.

Do you find this article difficult to understand? Is there a problem?

It is estimated that the questions raised by students are:

(1) "skylight", "you", "nothing", "virtual" and "real", why put quotation marks?

(2) Why do you say, "Where do lively children think? Nothing? See inside? what's up From where? Virtual? See inside? Real?

(3) Why is it more real, wider, more complicated and more accurate than what he saw?

The students asked very good questions. When they understood these questions, they really understood the text.

Let's read the text carefully.

Twice mentioned that "the skylight is the only comfort for children". Look at the picture, listen to the recording of the text, find the relevant sentences (how to pause when reading), and talk about your understanding in context.

(1) Skylights soothe children's lonely hearts.

(2) Say and imagine the child's mood at this time.

(3) Reading at the same table

(4) Left: Lively and active children are called into the house by adults, forced to go to bed to "rest" and read when the wooden windows are closed? It's like being locked in a hole in the ground ("top", "side" and "off"). Right: eager to get close to nature, "sneaking" and "leaning back")

(5) Skylights enrich children's imagination.

(6) The teacher asked, "What is your comfort when you are helpless?"

Let the students talk about ways to solve the unhappiness in life. Maybe reading? Watch TV? Maybe playing with some small toys.

2. Read Part 5:

(1) Introduction: "What did the child see through the skylight and what did he think?"

(2) Show these letters to demonstrate the footsteps of rain and lightning. Imagine how rain, wind, thunder and lightning swept the world violently at that time. Write what the children think from what they see in the table.

Experience the "falling" (softly) lightning "like a belt, a glance, a pass" (quick and agile) Experience the author's meticulous observation, rich imagination and vivid and appropriate language.

Teacher: "A child's imagination is ten times and a hundred times bigger than the real one. Endless! " "

(1) Read this sentence yourself.

(2) Girls read out the surprise when children see light, raindrops and lightning through the skylight, and they are as happy as singing and dancing.

(3) Let the boys read out that the children expressed their unhappiness when they were forcibly locked in a hole-like room by storms and lightning.

Teacher: In reading aloud, you really see a wider, more complex and more real world.

(4) Teachers and students cooperate to read the sentences seen and imagined by the author (sections 4 and 5).

Summary: The skylight brings the only light to the dark room. Through it, we soar in the field of imagination with the author, feel the value of freedom and the intimate relationship between man and nature as partners. Although the skylight is small, there is a hole in the sky! (blackboard writing:) (presentation of lightning)

3. Learn Part 6:

Teacher: At night, through the skylight, we always feel close to the night sky. What will the beautiful and magical night world bring us? Please read the meaning of section 7 in the context, choose your favorite reading form and read the author's feelings at that time.

(1) Read in groups by name, and read in cooperation with teachers and students: see more from less, see "reality" from "emptiness": think of countless stars from one star, dreamy clouds from a cloud, bats, nightingales and owls from a black shadow.

Summary: Children's imagination is rich and varied. They combine scattered stars, clouds and fleeting shadows to form a beautiful and magical night world.

(2) Do you want to see the scenery on a moonlit night? The teacher also opened a skylight for everyone, so please give full play to your imagination.

Play the animation: a crescent moon hangs high in the clear night sky. Through the skylight, you can see twinkling stars, light clouds and gliding meteors? What do you have in mind? (For information about these animations)

(1) Look at the picture carefully and tell me what you see. Think of what?

(2) Say a word casually.

L see () imagine (); Seeing () thinking () will lead you from (), (), (), imagination (), ().

(3) Teacher's introduction: Ah, yo?

3. (Show the last section: prompt to pay attention to "if") Do you feel this kind of happiness when reading freely?

Summary: Although the skylight is small, it can awaken people's eyes and ears and open people's minds. It is precisely because the skylight enriches children's imagination, is more and better than what they actually see, and gives people a unique feeling, so the skylight is magical.

4. A lively and thoughtful child will know how to see "existence" from "nothingness" and "reality" from "emptiness", which is more real, broader, more complex and more accurate than anything he has ever seen!

Excellent teaching plan of Chinese skylight in sixth grade of primary school II

Teaching objectives:

1. Learn and understand the new words in the text.

2. Read the text with emotion and recite your favorite parts.

3. Understand the key sentences in the text, understand the author's special feelings about the skylight, and stimulate students' interest in seeing the world through the skylight.

Teaching focus:

Understand the content of the text, realize that the small skylight is "children's comfort" and arouse students to sing with the text.

Teaching difficulties:

Understand the difficult sentences in the eighth and ninth paragraphs and realize that "this little blank is amazing!"

Teaching process:

first kind

First, reveal the topic and introduce new lessons.

1, look at the topic together. (Teacher's blackboard writing topic)

Tell me what you know about skylights. What else do you want to know?

Transition: What is a skylight? Please read the text freely and see which part of the text can answer this question.

3. Read the first to third paragraphs of the text by name. Tell me what you read.

There is only one row of wooden windows in the country house, but when it is windy and rainy or in winter, when the wooden windows are closed, the room looks like a black hole. Country people make a small square hole in the roof and install a piece of glass, which is called a skylight. )

Guide the students to look at the illustrations in the text and deepen their understanding of the skylight.

Read the first three parts of the text together.

The text "Sky Light" that we are studying today was written by the writer Mao Dun.

Second, read the text by yourself and learn new words and phrases.

1, learn the words by yourself. Borrow, bully, bully.

2. Understand words. Tell me what words you understand through self-study. Teachers guide students to understand new words by contacting the context and looking up the dictionary. What other words don't you understand? Let's talk to your classmates. )

3. Read the text freely and correctly.

Third, read the text silently and make clear the level of the text.

After reading the text silently, the teacher guides the whole class to communicate and makes clear the level of the text. )

The first paragraph: (1? 3) The countryman opens a small square hole in the roof and installs a piece of glass, which is called a skylight.

The second paragraph: (4? 7) When the summer showers come, at night, the small skylight is the comfort for the children.

The third paragraph: (8? 9) Skylights are magical, and imaginative children will have different associations.

Fourth, homework:

1, copy words.

2. Read the text and read the text fluently.

Second lesson

First, browse the text, the overall perception.

In this lesson, we will continue to learn Mao Dun's masterpiece Skylight. Please scan the text quickly. Tell me what you learned from the last class.

After reading the text, students simply communicate what they have read. )

Second, read the text silently, question and ask difficult questions.

1. Read the text silently and ask questions you don't understand.

2. Exchange reports.

It is estimated that the questions raised by students are:

(1) Why is the skylight magical?

(2) "skylight", "you", "nothing", "virtual" and "real", why do you want to add quotation marks?

(3) Why do you say, "Children who are active and thinking will learn? Nothing? See inside? what's up From where? Virtual? See inside? True? "

(4) Why is it more real, broader, more complicated and more accurate than everything he saw?

(5) Why do you say "small skylight is the comfort of children?" ?

The teacher summed up: the students' questions are very good. Two of them are the most critical. Understand these two problems, and other problems will be easy to understand.

3. Teachers guide students to analyze and sort out problems.

(1) Why do you say, "Small skylight is a comfort to children?" ?

(2) Why is the skylight magical?

Third, study deeply and understand the text.

1. Think about which part of the text we should focus on in order to solve these problems. (Part II and Part III)

Let's read the second and third parts of the text carefully.

2. Read the second and third parts of the text silently and think about the questions raised by the students.

Fourth, exchange reports and deepen understanding.

1, look for it, "the small skylight is the comfort of the child." How many times did this sentence appear in the text? Under what circumstances did the difference occur?

(1) Ask two students to read the two examples in the second paragraph.

(2) What does "comfort" mean? ("comfortable" means comfortable. )

(3) Comparative sentence:

A small skylight is a comfort.

A small skylight is very comfortable.

Read it. How do you feel differently? )

(Teacher Introduction Parts 4 and 6)

2. Why is the skylight a comfort? What does the child see through this skylight? What do you have in mind? Please read the text silently and use "?" They are. And "~ ~" are all in the text.

(1) (communication report: clarify what children see and think. )

(2) Teacher's introduction: We read what children see and think and pay attention to the teacher's introduction.

According to these contents, let's think about the questions raised by the students just now:

Why do you say, "Where do lively and thinking children come from?" Nothing? See inside? what's up From where? Virtual? See inside? Real? More real, more extensive, more complex and more accurate than what they see?

Group discussion and communication.

4, display: it will let you see, if you don't have it, you can't remember the secret of the universe; It will remind you of something you would never associate without it.

Do you understand this sentence now? Talk about your understanding and watch it together.

Is there really a skylight, and all of us can see this kind of thing?

With imagination, we can see a more real, broader, more complex and more accurate world. In fact, there are many opportunities around us. The skylight in quotation marks in the last section of the article refers to all imaginary opportunities. We should seize the meeting of the host, actively use our brains and expand our imagination.

Fifth, experience the imagination in the article.

1, how can we imagine it well? Let's see what the children in the article think.

Let's first look at how the text describes what he saw.

How to describe "foot of rain"? (BuBuBuJump)

What did "Bro Bro" write? (sound)

How did he write so specifically? (Watch carefully)

What other aspects can be seen from the author's careful observation?

(ribbon, glance, pass by)

Now we know that if we want to imagine well, we must first observe carefully.

On the basis of careful observation, how did he expand his imagination?

How can children think of thunder and wind when they see rain feet and lightning through the skylight? (Because there is a connection between the two. ) Not only did he think of lightning and wind, but what else did he think of?

Read alone, read together.

How can he think of countless stars and clouds from "a star" and "a cloud"? (Imagine in number. )

What else is there? (from "a cloud" to various clouds, imagine from the shape. )

Read it together.

Why do you imagine bats, nightingales and owls from a passing shadow?

Imagine from the color, size and shape of black that all three animals come out at night. )

Boys and girls compete to read. .

3. Through learning, we find that the article imagines related things according to what we see, and imagines according to the size, color and shape we see, which tells us to imagine from all angles, so that the imagination from multiple angles will be rich.

4. Do you want to expand your imagination like the children in the text? The teacher also opened a skylight for everyone to give full play to their imagination.

5. Students read the following paragraph and practice speaking and writing.

Would you pass a shadow on a small glass and imagine that it might be a gray bat, a singing nightingale or a bully owl? In short, everything in the beautiful and magical night world will unfold immediately in your imagination.

Teachers guide students to use "maybe?" Maybe? Maybe? "Practice speaking and writing.

Sixth, summarize the full text.

Just now, the students' imagination was very rich, and those who can think must be creative. I hope everyone can seize all the imaginary opportunities around them to spread their imagination wings and get to know the wider world.

Seven, homework.

1. Read the text with emotion and recite your favorite parts.

2. Extended reading: childhood, leaving footprints here, moon cakes.

Eight, blackboard design.

origin

Comfort of skylight (shower coming, forced to go to bed)

charming

Excellent teaching plan for sixth grade Chinese skylight in primary school III

Teaching requirements:

1 Learn the text and understand the author's special feelings about the skylight, because the skylight is magical for children, a comfort and can lead to infinite reverie.

Read and write the new words and phrases in this lesson correctly.

3 Continue to learn metaphor sentences and realize the benefits of metaphor.

Read the text with emotion.

Cultivate students' rich imagination and associative ability.

Emphasis and difficulty in teaching:

Learn metaphor sentences and experience the benefits of metaphor sentences; Let the students understand the author's special feelings about the skylight and stimulate their interest in seeing the world.

Preparation before class: courseware

Teaching time: two class hours

Teaching process:

First, reveal the topic.

1 This is Mao Dun, a modern writer in China. He wrote novels such as Midnight and Lin Jiabao. One of his essays, Praise of Poplar, is very famous. Today, we are going to learn another beautiful essay written by him, The Sky Light. Show me the topic.

Synchronous reading theme

Read the text for the first time and understand the content.

1 We have previewed the text, please come and read it. Other students listen carefully and think:

What is written in the text about the skylight?

2 communication: 1 the origin of the skylight; 2 skylight is the comfort of children; Skylights are amazing.

Third, read the first paragraph.

1 Read 1-3 and fill in the blanks.

To this end, people have to install skylights. Skylight is.

2 communication

3 read together

Transition: Adults opened a skylight on the roof. When the wooden window is closed, it is the skylight that brings a little light to the dark room. This small window became a comfort to the children. What does "comfort" mean? (writing on the blackboard: comfort)

1 Read verses 4-7 silently, thinking: When did the skylight become a comfort to children? How does the skylight bring comfort to children? (showing the two questions just now)

2 communication:

(1) 1 1 When did the skylight become a comfort to children? (Section IV)

"With the wooden window closed, the children are locked in the house, just like a hole in the ground."

read

Discussion: How is this sentence written? What did you write? The metaphor compares the house to a hole in the ground, and writes the scene that the house is dark and surrounded by wooden windows. )

Feel the scene after reading it.

Summary: The house is tightly enclosed, and the world can only be seen through the skylight, so the skylight has become a comfort for children.

2 communication: at this time, what kind of comfort did the skylight bring to the children?

Show: catch a glimpse of lightning through a small glass.

Summary: In the author's eyes, raindrops are cute and can jump, and lightning runs away like naughty children. How interesting it is outside the skylight! (Board: Lightning at the foot of rain)

The small skylight has brought rich imagination to the author. What does the author imagine? Girls watch it. (Board: Wind, rain and lightning show power)

(Recording: Thunderstorm) This is a live recording of a thunderstorm. How do you feel after listening to it? (Students imagine speaking)

The skylight is small and the outside world is limited. How do children have fun from it? (Board: Imagination)

4 Introduction to Sections 4 and 5

Through imagination, children see "existence" from "nothing" and "reality" from "emptiness".

(2) How does the skylight interest children when they are forced to sleep at night? Please study part 7 in groups of four.

show

Learning skills:

1 Read the seventh section and feel the scene described in the article.

Think about it. What does the author see through the skylight and think of?

If you saw these scenes, what would you imagine?

Communication.

Blackboard writing: a small piece of sky, a vast and fantastic night sky.

4 Read 7 verses aloud.

Summary: from a star, a cloud and a shadow in the sky, children can think of mountains, horses, giants and birds ... (board: fantasy and vast sky) is such a small space, but it has such rich content, just as this sentence in the article says.

After reading the last two sections, think: Why is the skylight magical?

Blackboard design:

16 sunroof comfort

Rain feet jump, lightning flashes, rain flashes, and lightning shows power.

imagine