Chinese courseware in the second volume of the sixth grade

How to design the Chinese courseware for the sixth grade of People's Education Press? Courseware is a course software that is made according to the requirements of the syllabus, through the determination of teaching objectives, the analysis of teaching contents and tasks, the structure of teaching activities and the design of interface. Next, I will bring you the Chinese courseware of the sixth grade of People's Education Edition. Welcome to read it. Chinese Courseware for Grade Six of People's Education Press 1

1. Quality Education Goal

(-) Knowledge Teaching Point

1. Learn the 9 new words in this unit and master the words such as withering, drawing water, relying on, once, exercising, elegance and vitality.

2. Read the text with emotion. Recite your favorite parts.

(2) Ability training point

1. Train students to understand profound sentences.

2. Train students to have their own opinions on reading.

(3) the penetration point of moral education

enables students to realize that the author uses planting trees as a metaphor to educate people, and understands that people should stand the test of life, learn to exercise an independent heart, and can't develop dependence psychology.

(4) the penetration point of aesthetic education

enables students to feel that the beauty of life lies in being able to stand the test of life and learning to be self-reliant and self-reliant.

second, learning methods guide

(-) teachers' teaching methods

teachers give full play to students' main role, guide students to explore independently, understand while reading, and feel their own opinions while reading.

(2) Students learn the law

Read since the enlightenment by themselves, study in groups, and report and communicate with the whole class.

III. Key points, difficulties, doubts and solutions

(-) Key points and difficulties

By understanding profound sentences, we can realize that the text is a metaphor for educating people by planting trees and understand the profound truth contained in it.

(2) Doubts

1. Why does the tree planter water the saplings irregularly? Why is the amount of water not necessarily?

2. Why do you say, "The tree planters will no longer come, and the mahogany will not wither?"

(3) solutions

Teachers guide students to read more, think more, understand in reading, and feel in reading, and understand the profound sentences and the truth contained by connecting with real life.

Fourth, the design of teacher-student interaction activities

Teachers guide students to grasp profound sentences, conduct in-depth exploration through reading since the enlightenment by themselves, cooperating to solve doubts, and talking about feelings in connection with reality, and guide students to deepen their understanding and perception of the text by editing and performing textbook plays.

V. Teaching Steps

First class

(-) Introducing new lessons

Today we are going to learn an article with profound truth. (blackboard writing: 6 mahogany)

(2) Reading the text for the first time, the overall perception

1. Read the text in your favorite way, ask for accurate pronunciation of new words, draw words with new words, and understand some new words that you don't understand by looking them up in a dictionary or contacting the context.

2. Read the text again and think about what it says.

(3) study independently and talk about feelings.

1. Grasp the paragraphs and talk about feelings. On the basis of students' overall perception of the text, encourage students to speak freely, express their opinions, talk about their favorite parts and state their favorite reasons.

2. grasp sentences and talk about feelings. On the basis of students talking about their favorite paragraphs, first guide students to find out their favorite sentences. Read and savor sentences that have profound meanings, and then organize students to discuss, talk about feelings and opinions.

understand the following sentences:

(1) "A tree that finds water in uncertainty and takes root desperately will not be a problem if it grows into a century-old tree."

(2) "If I come to water every day and water a certain amount regularly every day, the saplings will develop a dependent heart, and the roots will float on the surface and cannot go deep into the ground. Once I stop watering, the saplings will wither more. Fortunately, the surviving saplings will fall when they encounter storms. "

(3) "Not only trees, but also people. People who live in uncertainty can stand the test of life and exercise an independent heart."

3. Pay attention to reading and promote understanding. Teachers guide students to read, let students choose their favorite paragraphs or sentences, practice reading aloud with emotion by themselves, and then read in groups, and recommend students who read well to read in front of the whole class.

In the second class

(-) Take the initiative to explore and realize the truth.

1. Focus on exploration: "People who plant trees will no longer come, and peach blossoms will not wither." Why doesn't mahogany wither? What did "I" realize from the words of the tree planter?

2. after reading this article, what do you think of in connection with real life?

(2) comprehensive practice, practice ability.

1. Work together in groups to write textbooks and practice writing.

2. Rehearse the textbook play, perform and express in the group.

3. Class performance, competition level.

(3) summing up and expanding

How do you feel after learning this text? Please write a review.

(4) Memorize new words and guide writing

1. Talk in groups about how you remember the new words in this lesson.

2. Guide writing, focusing on the words "weakness" and "exercise".

(5) Assigning homework

Read the text emotionally and recite your favorite parts.

Attachment: blackboard design

mahogany

Planting trees: watering irregularly and not quantitatively will grow into a century-old tree

People: living in uncertainty can stand the test. People's Education Press sixth grade Chinese courseware 2

Preparation before class

1. Preview the text and learn the words from the students. Recommend Zhao Lihong's works "The Three Gorges Boatman's Song", "In the Rain", "Walking" and "Pigeons in the Rain" to students.

2. Collect and read other stories about being brave and strong in the face of failure.

Teaching process

1. Introduction of conversation to reveal the topic

1. Teacher's talk:

After learning the third lesson "Mahogany", we know that Lin Qingxuan is a person who is good at observing life. He watched people who planted trees water mahogany and realized the truth of human growth. In fact, we will meet some people and things by chance in our life. From these people and things, we can also get inspiration and realize some philosophies of life. Today, let's go to see an acrobatic performance and get to know a top bowl boy.

2. Write on the blackboard and read the topic together.

3. Author: Zhao Lihong, born in 1951, a famous poet, essayist and Shanghainese. Discovering and expressing the beauty of social life and nature is the main theme of Zhao Lihong's prose creation. His works are sincere and delicate in feelings and elegant in style, and are known as "poems that capture the color and fragrance of life". Representative works include The Three Gorges Boatman Song, In the Rain, Walking, Pigeons in the Rain, etc.

4. Students should read the reading tips by themselves and make clear the learning requirements.

Second, read the text for the first time and understand the general idea

1. Students are free to read the text, pay attention to the correct pronunciation, read the sentences, draw their favorite sentences and read them several times.

2. Tell the students to read the text paragraph by paragraph and think: What did the text say?

(In an acrobatic performance, when a teenager performed the top bowl, the bowl on his head fell down twice. The teenager was not discouraged, and the third top bowl was finally successful. )

3. Tell students to read their favorite sentences and talk about their feelings.

Third, read the text and understand the truth

1. Interesting guessing:

The teacher has been thinking about a question while preparing the lesson, but he has never found a satisfactory answer. Do you want to know what the teacher is thinking about? Please guess. (Students guess and ask questions, and teachers guide them in time. )

2. According to the students' guessing situation, the teacher puts forward the question that he has been thinking about: Is the top bowl boy's performance wonderful? Did he perform successfully?

3. Teachers guide students to divide into two parties: one party thinks that the performance of Top Bowl Boy is wonderful and successful; On the other hand, the top bowl boy's performance was not wonderful enough and was not very successful.

4. Group study:

Students with different views in the same group debate first, and students with the same views in the same group communicate with each other and summarize their own views. Teachers participate in students' discussion and give guidance in time.

5. Under the guidance of teachers, students start a debate, and teachers add fuel to the flames in time to intensify contradictions and lead students to think deeply about their own views.

(1) The specific views can be summarized as follows:

I think the performance of Ding Bowl Boy is wonderful and successful:

(1) One of the highlights-when Ding Bowl was played for the first time: "In the relaxed and elegant music, I saw a pile of high Phnom Penh red and white porcelain bowls on his head, stretching his limbs softly and naturally, making all kinds of amazing movements, suddenly lying down and suddenly leaping ... "He rode on another actor, and the two men stood up for a while, lay down for a while, and turned their bodies in various postures."

the second highlight ── the second bowl-topping: "The teenager is very calm, unhurriedly repeating the actions just now, and it is still so relaxed and beautiful ... At the last minute, two people are stacked together again, and it is another difficult turn."

③ the third wonderful thing-the third time: "This is really a soul-stirring struggle! When the stack of bowls shook violently again, the boy shook his head gently and finally stabilized the bowl. "

④ Success-Although the top bowl boy failed in the first two performances, he was not intimidated by the failure, and the third performance was successful. From the "stormy applause from the audience", we can feel that the audience also thinks that the young people's performance is wonderful and successful.

I think that the performance of the top bowl boy is not wonderful enough, and it is not very successful:

① During the first two top bowl performances of the boy, because he didn't grasp the balance, the bowl on his head fell down and broke twice ── "At the moment of a big turn, that big pile of bowls suddenly fell off his head!" ; "That pile of bowls seemed to be deliberately disruptive, and suddenly they danced swing. The teenager shook his head to keep his balance, but it was too late. The bowl fell again. "

② From the audience's reaction ── "Someone in the audience is shouting loudly:' Come on, don't come again, let's play the next program!'" Many people echoed and shouted. "The audience was dissatisfied with the two mistakes in the juvenile performance. A truly wonderful and successful performance should be successful once, not the third time.

③ It can be seen from the performance of teenagers after their performance mistakes ── the first time: "The teenager in the top bowl smiled apologetically and bowed gracefully to the audience." The second time: "On the stage, the top bowl boy stood blankly, his face was covered with sweat, and he was at a loss." "The boy calmed down, holding a new bowl in his hand, and bowed deeply to the audience."

(2) Teachers should guide students to express their opinions and speak freely on the basis of full independent reading and independent thinking. No matter which side they agree with, they should be well-founded and "reasonable", that is, their own views, that is, to find relevant sentences from the text to prove their views.

(3) Teachers should give timely guidance on the basis of students' full communication and debate:

(1) Judging from the performance process, the performance of the top bowl boy made two mistakes, and neither of them succeeded, which was really not wonderful.

(2) Judging from the spirit of Ding Bowl boy who is not afraid of failure, facing two failures and fighting bravely, his performance is very wonderful and successful. It is this fighting spirit that made his third performance a success.

(3) If the top bowl boy succeeds in his first performance, the audience will only appreciate a "wonderful and successful" acrobatic performance. It is precisely because Ding Bowl's performance was the third success after two mistakes that the audience not only saw the wonderful and successful acrobatic performance, but also felt the spirit of not being afraid of failure and being brave in struggle from this Ding Bowl boy. This spirit is far more meaningful than seeing an acrobatic performance without mistakes. Everyone who has watched the performance may "often think of the top bowl boy and his performance that night", because they "got inspiration from it and realized some philosophies of life-only by persisting in the face of difficulties and failures can they succeed."

Fourth, read aloud the feelings and experience the inner activities of the characters

1. When students find sentences describing the teenagers' expressions and actions in the text to demonstrate their views, teachers should guide students to experience the psychological activities of teenagers after two mistakes in time.

2. Guide students to read sentences describing teenagers' facial expressions and actions, and feel teenagers' psychological activities.

5. Expand and imagine speaking (ask students to choose one or two topics to expand their imagination and practice speaking)

1. "This is really a thrilling struggle!" After students find this sentence, teachers should promptly guide them to understand why an acrobatic performance has become "a thrilling struggle". Who is the teenager fighting with? Why is this struggle thrilling?

2. What do you think the top bowl boy should do if his third performance is still unsuccessful? Did you give up, stop performing, or continue to perform for the fourth time? What would you do if you were the top bowl boy?

3. After the performance, if you were a reporter, how would you interview the top bowl boy? What questions should I ask him?

4. Have you ever encountered difficulties and failures in your life and study? How did you do it? After studying this article, what inspiration do you get? The second volume of Chinese courseware for the sixth grade of People's Education Press 3

Learning objectives:

1. With the help of dictionaries and context, we can understand the words we don't understand.

2. Understand the main content of the text, and learn the habit of the author to pay attention to life, be good at observation, be diligent in thinking, and get inspiration from common things.

3. Read the text with emotion, understand the characteristics of the five fingers, and realize that everything has its own strengths and weaknesses.

Emphasis and difficulty in learning:

Focus on understanding the characteristics of five fingers and how the author expresses these characteristics.

the difficulty is to understand the truth.

Preparation for study:

1. Preview the text and look it up in the dictionary to understand the words.

2. Read essays describing ordinary things in life, and teachers can recommend several articles to students.

class hours: one class hour is recommended, and the learning content can also be divided according to the learning situation.