Teaching Design of Skylight, the First Volume of Chinese in Grade Five

# Lesson Plan # Introduction Skylight is an essay written by Mao Dun, a modern writer in China. This paper describes the scene of rural children looking at the outside world through the skylight, and expresses their yearning and pursuit of the mystery of nature. The text first describes the characteristics of skylights, and then focuses on rainy days and rainy nights. What the children see is the scene of rain feet jumping, lightning flashing, nebula flowing through the skylight, and the beautiful and magical imaginary world they show. Finally, they praised the skylight for opening children's imagination and creativity. The following content is ready for your reference!

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Teaching objectives:

Combining the teaching requirements and the characteristics of this course, according to the three dimensions of "knowledge and ability goal, process and method goal, emotional attitude and values goal" in the new curriculum standard, I set the teaching goal of this course as follows:

Knowledge and ability objectives:

1, guide students to know 2 new words and write 5 new words; Understand new words; Can you use "? Maybe? Maybe? Maybe? " Write a sentence.

2. Understand the content of the text and the endless reverie and happiness brought by the skylight to rural children.

3. Read the text with emotion and recite your favorite parts. Process and Method Objective: To read the text skillfully and feel the beauty of words and expressions under the rendering of emotions. Emotional attitude and values goal: to understand the author's unique feelings for his hometown skylight, to feel the fun and benefits of imagination, to stimulate students' thirst for knowledge of famous books, and to open a window for students to read.

Teaching emphases and difficulties:

According to the characteristics of this class, I will focus on the teaching of this class: understanding the content of the text, realizing that "the small skylight is the comfort of children" and arousing students' singing with the text. According to the actual situation of students, I determined the teaching difficulty of this course as: understanding the difficult sentences in the eighth and ninth paragraphs and realizing that "this little blank is amazing!" "

Design concept:

I think the fifth-grade students are more interested in Chinese learning and have a good preview before class. Grasp the basic knowledge more firmly, speak more actively, and most students have the awareness of active learning and good study habits. This also laid a good foundation for the study of this class. According to the actual situation of students, combined with the content and characteristics of teaching materials, I designed the following teaching ideas: Chinese is a practical course. Teachers should try their best to create situations, arouse students' enthusiasm for learning, and provide students with opportunities to actively participate in reading, thinking, speaking and writing. Let students carry out multi-functional and intensive Chinese activities in rich forms in sufficient time, improve students' ability to question, accumulate, comprehend, taste and evaluate languages, fully develop their potential and make the classroom full of vitality.

Teaching preparation:

Be familiar with the teaching materials, know the students, prepare multimedia courseware and collect Mao Dun's materials before class, which makes full preparations for the smooth development of classroom teaching.

Teaching rules:

Scientific and reasonable teaching methods can make the teaching effect get twice the result with half the effort and achieve the harmonious and perfect unity of teaching and learning. Based on this, the teaching methods I am going to adopt are the central breakthrough method and the reverse teaching method.

1. According to the teaching focus of this course, guide students to grasp the central sentence "A small skylight is a child's comfort" to perceive and understand words, taste the accuracy and vividness of words, accumulate good words through repeated reading training, and cultivate a sense of language.

2. According to the characteristics of the textbook, the eighth paragraph is introduced into the seventh paragraph by using the reverse teaching method. Break through students' regular learning methods and stimulate students' interest in learning. In addition, I will use multimedia to assist teaching methods. My guiding ideology is to "return the initiative of learning to students" and advocate the learning mode of "independence, cooperation and inquiry". Specifically, I adopt the learning method of "reading, thinking and discussing", and train the ability of language expression, thinking and reading by reading texts, analyzing words and sentences and expanding associations.

Teaching process:

In order to achieve the teaching goal, solve the teaching key points and break through the teaching difficulties, I am going to carry out classroom teaching according to the following six links.

1. Create situations and introduce new lessons.

Play the picture of Mao Dun's hometown-Wuzhen, a small town in the south of the Yangtze River. When the music started, the teacher introduced: Look, students, this is Mao Dun's hometown, a small town in the south of the Yangtze River. There is a long-flowing river, a beautiful awning boat floating on the undulating surface of the microwave, and a wooden house built near the water. The wooden window sash opened and the sun shone into the room. How beautiful! Every place in Grandpa Mao Dun's hometown is beautiful scenery, but when Grandpa Mao Dun recalled the past, what impressed him most was the magical skylight. With the presentation of the courseware and the teacher's eloquent explanation, the students were taken to Wuzhen, Mr. Mao Dun's hometown. In this link, the teacher creates situations to stimulate students' interest in learning! Let every student devote himself to his study.

2. Read the article and learn about skylights.

Read the text with the help of the topic and think: what is a skylight? Why do houses in the country need skylights? Students are required to report on the issue of independent choice, and students are given full independent learning rights. It can make students study more actively. Guide students to look at pictures, help them understand the appearance and characteristics of skylights, and make students change the concept of skylights from abstract to concrete. From this, I learned the natural paragraphs of 1 to 3.

3. Explore skylights and imagine fun.

It is clearly pointed out in the new curriculum standard: "Reading is a personalized behavior of students, and teachers' analysis should not replace students' reading practice." This link, I will teach it like this. After understanding and mastering the basic functions of the skylight, I put forward in time, "What role does a small skylight have in addition to ventilation and lighting?" This question. So as to guide students to learn paragraphs 4 to 8. Let the students discover the magical function of skylight first: "A small skylight is the comfort of children!" Then take this sentence as the starting point for in-depth reading and understanding.

When I was studying the first "Comfort", I adopted the method of * * * teachers and students learning. When was it booked? Under what circumstances? What was the mood of the children? Feel that at this unique moment, in this helpless and lost mood, the skylight is the comfort of children. Then read the fifth paragraph aloud and feel how the children locked in the house get comfort from the skylight when it rains. Therefore, feeling in the small skylight not only brings comfort to children, but also stimulates their rich imagination.

After learning the first "comfort" together, teachers and students sum up their learning methods. Introduce the eighth paragraph to guide students to understand that "the blank of this facet is magical!"

Then the second "comfortable" learning is carried out in the opposite order. Let students learn the second "comfort" in cooperation in the form of groups. When studying in groups, the group leader asks the group members to finish their homework and practice their spoken English. Through the combination of support and release, students can not only learn the corresponding methods, but also use these methods to help them study independently in group learning, so that every student has the opportunity to exercise and show themselves in group learning, thus enhancing their self-confidence and reading ability.

4. Review the text and explore the questions.

With the preparation of the previous links, students' understanding of the text has gradually deepened. On this basis, the last natural paragraph of the text is introduced.

Thinking: Why thank the adults who invented the skylight? The sentence "A child who can think because he is lively and active will know how to see" existence "from" nothingness "and" reality "from" emptiness ",which is more real, broader, more complex and more certain than anything he has ever seen!

This is a difficult point for students to understand. They should spread their difficulties and slow down. This link is not only a review and test of the first few natural paragraphs of the text, but also a solution to the difficulties in text teaching. Cultivate students' imagination.

5. Induce methods and learn imagination.

After understanding the basic function and magical function of skylight, the summary of the main contents of the article will come naturally. Teachers and students explore together: what special feelings does the author have for the skylight? What did the skylight bring to the author? Why do you write imagination in many words when the topic is skylight? With the last part of the study, students have a more vivid understanding of the text, and on this basis, students can have some personalized speeches.

6. Summarize the class and expand the practice.

The teacher summed up the dialogue and began to practice: it was precisely because the skylight began to contradict grandpa's original imagination that it inspired more literary inspiration, thus writing many articles such as Spring Silkworm, Linjiabao, Praise of Poplar and Encounter in the Fog. After class, please find another chance to read Mr. Mao Dun's other famous works and recite your favorite paragraphs.

Class dismissed: Students, I hope you can plug in the wings of imagination and fly to a better tomorrow!

Blackboard design:

A good blackboard writing is like a miniature lesson plan. This kind of blackboard writing tries to convey the teaching content to students comprehensively and concisely, which is clear and intuitive, convenient for students to understand and remember, and to sort out the context of the article.

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Teaching objectives:

1. Learn 10 new words, such as "Zhang, Bo, Fan, Film, Glass, Eagle, New Moon, English, Bat, Bat".

2. Grasp "a small skylight is the only comfort." Understand the content of the text and the endless reverie and happiness brought by the skylight to rural children.

3. Read the text emotionally and recite the fourth to sixth paragraphs.

Teaching focus:

Be able to grasp the key words, understand the content of the text and talk about your feelings.

Teaching difficulties:

Be able to grasp the key words, understand the content of the text and talk about your feelings.

Teaching aid preparation:

courseware

Teaching process:

first kind

First, by setting questions, revealing the topic and arousing interest

1. Today, we learn the second lesson "Skylight". (Write it on the blackboard and read the questions together)

2. Teacher: Do you have anything to ask when you see the topic? (Default: Students may ask, "What is a skylight? )

3. Let the students take "What is a skylight? Read the text of this question.

4. Students read the text with the question "What is a skylight". Students can talk about the description of the text: "Open a small square hole in the roof and install a piece of glass. This is called a skylight." You can also talk about the skylight you have seen. )

Although the skylight is small, it brings endless fun to children and makes their childhood full of imagination. Let's experience the charm of skylight together.

Second, read the text at the beginning and check the preview.

1. Read the text at the same table, pay attention to the pronunciation of new words, correct each other's pronunciation, and read the text correctly and fluently.

2. Ask students to read aloud the text in the natural paragraph, and check the initial reading and preview.

3. Show the new words and name the students.

4. Read the text and think: What does the skylight bring to the children in the country? Summarize it with a sentence in the book.

Students read and communicate after reading, and grasp the central sentence of the article, "A small skylight is your only comfort."

(Design intention: Asking open questions to understand the text is not only beneficial to students' overall grasp of the text, but also beneficial to students' own taste and experience in reading, leaving students with room for reading and understanding. )

5. Read the full text.

Second lesson

First, review the text.

1. Memories: What did the skylight bring to the children in the country?

"The small skylight is your only comfort."

2. Q: What does comfort mean? (comfort, comfort)

When do you need comfort and comfort based on your own experience?

(Design intention: to understand the words in the article in connection with your own life experience, which is vivid and popular with students; It also invisibly teaches students how to understand words. The so-called "teaching people to fish". Lay a foundation for learning the text. )

Second, read the text carefully and understand it deeply.

1. Read the text silently and think while reading: What part of the article touched your heart? I read it again and again, and I understand why the skylight makes children comfortable.

Students read the text silently, thinking while reading and recording.

2. Guide students to grasp the words, sentences and paragraphs that leave the deepest feelings for themselves and exchange their feelings after reading. So as to further understand the text.

Comfortable. Comfortable. That is, when the children were called back to the house by adults, they bid farewell to the play in the storm and the play in the grass under the moonlight. The skylight became the only spiritual sustenance and the only self-comfort.

Then let the students feel the loss when the child is called back according to the content of the text (you can also feel the child's feelings at that time according to your own similar experience), and imagine endless situations and stories from the skylight, so as to find the lost happiness.

The process should be combined with emotional reading. For example, from "Come in! Understand adults' orders and irresistible momentum in one sentence. From "locked in the house like a hole in the ground." Experience the helplessness of the child at that time.

In the loss and helplessness, the skylight brings bright light to the children and soothes their hearts. So as to understand why the skylight is a comfort to children.

3. Read the paragraph that you feel most emotionally.

Third, expand accumulation.

1, the teacher inspired and 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. Like the author, record your own experiences and add a beautiful memory to our childhood.

Design intention: combine reading with life and reading with writing to cultivate students' writing ability. )

Blackboard design:

skylight

Children's comfort

See and imagine

Rain-foot lightning nebula is endless.

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Teaching objectives:

1, knowledge target

Accumulate words such as "comfort", "glance" and "sweep" in this lesson, and realize the accuracy of the words used in this article.

2. Ability objectives

Learn from the topic and summarize the main content of the text. Read the text, understand the role of parallelism and metaphor in the text, and do imitation exercises.

3. Emotional goals

Read the text with emotion, understand the author's special feelings about the skylight, and let the students feel the fun of imagination.

Difficulties in teaching: understanding the author's special feelings for the skylight, understanding the "being" in "nothing" and understanding the "reality" in "emptiness".

Teaching emphasis: summarize the content of the text, combine parallelism and anthropomorphic sentences, and learn to express.

Teaching preparation: preview questions and slides before class.

First, stimulate interest and reveal topics; (2 minutes)

1. Introduce the author with slides; (Accumulate writers' works)

2. Display the skylight map. Students will introduce the origin and appearance of the skylight and understand the background of the work.

Students try to introduce and practice spoken English. Teacher: Please tell us about the origin and appearance of skylight according to your understanding of the text in preview. (Check the situation of autonomous learning, and let students know the contents of this section 1-3 in a short time. )

Second, overall perception, preliminary understanding of the text; (4 minutes)

Transition: Teacher: What's the use of skylights?

1) Check the preview homework and fill in the blanks by communication;

(), the skylight is a comfort to children.

(), the skylight is a comfort to children.

Children can see () from () and () from ().

What he thinks is more (), more (), more (), more (), more ().

2) Exchange merged books.

3) Understand the words "comfort" and "comfort".

4) Show "Summarize the main contents of the text from two aspects: what is the skylight and how the skylight becomes the comfort of children. This is the focus of unit training, but the students in this class have a poor foundation, so the difficulty can be reduced by using the training questions after class. )

5) Take the initiative to ask questions (imagine 1, put forward by the students, and then follow the ideas put forward by the students: "Why do you say that the skylight is a comfort to children? Why do you think more than you see? )

(Imagine 2, teaching according to the teaching plan)

Third, read and feel the text;

1, speaking and reading 4 and 5. (10 minutes)

Transition: Teacher: Why do you say that the skylight is a comfort to children when summer showers come?

1) read the text silently with "because ....................................................................

2) communication. Display: The children are locked in a room like a hole, and the wooden windows are closed.

Discussion: Is the "hole in the ground" like this? What rhetorical devices are used in this sentence?

Read: Feel the children's mood at that time.

3) What kind of comfort does the skylight bring to children? How is the text written in detail?

Xiu: through that small glass, you will see the feet of the rain jumping there, and you will see a glimpse of lightning; Imagine how rain, wind, thunder and electricity swept the world violently. Imagine that their power is ten times and one hundred times greater than the sense of reality you feel outdoors. A small skylight will enrich your imagination.

I read this section well and pay attention to onomatopoeia.

L communicating feelings: what does this section describe? What do you admire most about the author's description?

Preset 1 and use the word "at a glance" accurately; Presupposition 2, the function of repetitive rhetoric; Presupposition 3, the use of onomatopoeia; Premise 4. Imagine rain, wind, thunder and electricity. Pick one aspect and be specific.

I join your imagination and read freely.

Summary: Teacher: When summer showers come, the skylight is the comfort for children. After seeing the feet of rain and lightning, the children imagined that the shower swept the whole world, never thinking about existence, and imagined more than reality.

2. Read parts 5 and 6. (15 minutes)

Transition: Teacher: Why is the skylight a comfort for children at night? Communication.

Teacher: What kind of comfort did the skylight bring them?

1) Show the sentences and read them aloud.

You can imagine countless shining and lovely stars, countless mountains, horses, giants and fantastic clouds from a star and a cloud on that small glass; You can imagine from a black shadow passing by the small glass 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.

2) What are the characteristics of this part?

First, the rhetorical device of parallelism "maybe" is used; Feature 2. The order of ontology and vehicle in metaphor can be changed (unit training goal). Feature 3. The word is accurately "scanned".

3) Teacher: Winter is coming. It's the call of the north wind. In the snowy weather, the wooden window was closed by my mother early, through that small skylight. ...

Imitate a paragraph with parallelism and metaphor. (3-5 minutes)

Opinion of the leader of communication group in group u. Design intention: to cultivate students' ability to appreciate articles, improve students' listening and expression skills, and exercise the organizational ability of group leaders. )

U excellent jokes and in-class communication.

Four. Full text summary (2 minutes)

Teacher: Students, what you see through the glass window is a blank, and your imagination will fill this blank.

You will see from "nothing" ... (read the last section of the text)

Teacher: Mr. Mao Dun described the skylight in childhood for us, which made us realize how magical the imagination is.

Blackboard design:

38. skylight

During the summer showers

Comfort at night

There is heavy snow and north wind in winter.

It's fun to see it.