Teaching plan for the fifth grade Chinese language volume "The Golden Fish Hook"

Struggle! Only struggle can heal the wounds of the past; only struggle is the hope and light of our nation. We have compiled the lesson plan for the fifth grade Chinese language volume "The Golden Fish Hook". Welcome to read and refer to it. Lesson plan for the fifth grade Chinese language volume "The Golden Fish Hook" (1)

Teaching objectives

1. Recognize 12 new words, read and note "cheekbones, temples, sob" , overjoyed, dying" and other words.

2. Read the text emotionally, understand the thoughts and feelings of the text, and be educated in the qualities of loyalty to the revolution and self-sacrifice for others.

3. Learn how the author captures the character’s language, movements, and expressions to express the character’s heart.

4. Practice speed reading and retell the story briefly.

Teaching focus

Understand the thoughts and feelings contained in the article.

Teaching Difficulties

Understand the meaning of the sentence "On this fishhook covered with red rust, there is a bright golden light shining".

Class schedule: 1 class hour.

Preparation before class

Before class, arrange to collect pictures, texts and other information about the Long March, and familiarize yourself with the text through pre-class reading.

1. Preview and Study

The Long March is a great miracle in the world’s military history, a miracle created by the great Chinese Workers’ and Peasants’ Red Army. Behind this miracle are the countless hardships and dangers experienced by the Red Army soldiers, and countless touching stories that make people sing and cry. Today let us walk into the story of an old monitor.

(Top questions for writing on the blackboard and reading tasks for students.)

2. Cooperation and communication

1. Ask students to read the text quickly silently and think about what the text mainly talks about. What's up.

2. Read the text quickly and silently again, pay attention to your feelings and mood changes while reading, and talk about your feelings after reading.

Design intention: Let students talk freely about their feelings after reading the book for the first time. Students will talk about being moved by the monitor's qualities of revolution and sacrificing himself for others. This can release the emotions in students' hearts in time, and can carry out the following teaching based on their academic situation.

3. Reading experience

1. The students were moved by the squad leader’s noble character of taking care of the wounded with all his heart, regardless of himself. Go into the text again with this feeling, read carefully the sentences describing the old squad leader, and think about why they moved you.

2. Read the key sentences:

Understand the center from the appearance:

⑴ "The cooking squad leader is almost forty years old... His face is full of wrinkles, He has gray hair on his temples and looks very old.”

①Why does an old squad leader in his thirties have the appearance of an old man in his fifties or sixties?

(“Wrinkles all over his face” proves it. He has gone through a long and arduous revolutionary struggle, and his "grey temples" show that he has been through many hardships. He is "even thinner than us", reflecting his inner worry and anxiety.)

② Read aloud the key words expressing "oldness" and feel moved.

⑵ "He was so thin that he was only skin and bones, his eyes were sunken deeply, and he kept encouraging us with full emotions."

The old squad leader successfully completed the assignment from his superiors. The task given to him, but he was already too weak to support it. This fully demonstrates his deep love for his comrades and his high loyalty to the party. )

Experience the center from language, actions, and expressions: ⑴ Learn the fragment of "Swallowing Grass Root Fish Bones":

① Read it aloud by name, and discuss after reading: Why is this passage so touching?

(Capture the words "frown", "swallow" and the mood of "I" at that time, and experience the quality of the old squad leader.)

② Emotional reading, pay attention to understanding The heart of the character.

⑵ Study the excerpt of "Fishing for Wild Vegetables at Night":

① Read aloud freely and discuss after reading: Why is this excerpt so touching?

(The old monitor is very It was hard work, and it was extremely difficult to find food. He persisted with revolutionary will and loyalty to the party)

② Seize key words such as "how many turfs were turned over" and "touching one tree at a time". Read aloud.

⑶ Study the excerpt of "Patiently Persuading Xiaoliang":

"Keep your voice down, Xiaoliang! We are party members. Since you know it, don't tell others."

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"The instructor handed you three to me. ...How can I report to the party? Can I say, 'Instructor, I left the comrades on the grass and I overcame the difficulties myself'?"

① Tell me your inner feelings, why do you move?

(The old squad leader aims to stabilize the emotions of the young patients, protect their bodies, insist on walking out of the grass, and complete the tasks assigned by the party . He would rather worry about others than let others worry about him. )

②Guidance in reading.

⑷Study the excerpt of "Ordering the Soldiers to Drink Fish Soup":

① Students read this excerpt freely, observe the text illustrations, and imagine the psychological activities of Xiaoliang and the old squad leader.

②Thinking: What changes have occurred in the expression of the old squad leader before and after? Why such a change?

("After chewing for a while, he frowned and swallowed hard." That kind of desire The demeanor of being unable to eat and wanting to stop reflects the unswerving revolutionary will of the old squad leader and his noble character of enduring hardships for the sick and suffering for the revolution. If the patient refuses to eat, the old squad leader will frown; The wrinkles on his face relaxed, and a smile appeared on his lips." The strong contrast and sharp contrast made it clear who he was sad for, who he was happy for, why he was suffering, and why he was happy.)

③ Guide reading "I picked up the enamel bowl and felt that it weighed a thousand pounds and could not reach my mouth." to "But my heart seemed to be filled with lead, it was extremely heavy." < /p>

⑸Learn the excerpt of "The Dying People Let the Fish Soup":

①Read this part freely and softly, and pay attention to your inner feelings.

②Speak out your inner feelings and why you feel this way?

(Give the hope of life to others, leave death to yourself, and still remember your own life before you die. Responsibility, never forget the great trust of the party, never forget to devote the last part of your time and energy)

　③Guide to read aloud by role.

(Please note that the old squad leader was extremely weak, but he was also full of concern and care for the soldiers. The soldiers were anxious, endlessly worried and sad, and finally distraught

Tear-jerking shouts. )

　3. Taste the Gold

Shiyin: The amiable and respectable old squad leader has left us forever, and the heart-rending shouts of the soldiers cannot wake him up. He did. He exchanged his own life for the lives of the soldiers and fulfilled the party's instructions with his loyalty and selflessness. He stayed on the endless grassland forever, and all that was left to the soldiers was the fishing hook made of a sewing needle. On this fishhook covered with red rust, a brilliant golden light shines! (Show the sentence)

　(1) Why is it said that the fishhook covered with red rust shines with golden light? The light?

(2) Read the central sentence affectionately.

4. Create situations and retell the text

(1) The author should use fish hooks to educate future generations and learn from the elders who sacrificed themselves for the success of the revolutionary cause and the lives of their comrades. of noble quality. Now we come to the Revolutionary Martyrs Memorial Hall. Can students, as commentators, tell the story of the "Golden Fishhook" to the visitors?

The following points should be noted when explaining: < /p>

⑴ The narrative structure should be clear, and flashbacks can be used to narrate.

⑵ Pay attention to expressing the touching scenes in the text and exaggerating the situation of the story, so as to make the audience resonate emotionally.

(3) Students will repeat after practice.

Classwork: Please find the descriptions of the characters’ language, actions, and expressions and read them carefully.

IV. Consolidation and Extension

1. Use the most affectionate reading to express the part that touches you most.

2. After-school practical activities:

3. Long March-themed story gatherings, photo exhibitions, etc. can be organized.

Blackboard writing design

Golden fish hook

Old squad leader

Covered with red rust, loyal to the revolution and sacrificing himself for others

Shining! The lofty quality of the revolutionary martyrs

Teaching reflection:

Through learning, students can appreciate the outstanding qualities of the revolutionary martyrs. Educated by the qualities of loyalty to the revolution and self-sacrifice for others. "Golden Fishhook" Lesson Plan for the Second Volume of Fifth Grade Chinese Language (Part 2)

1. Explanation of the problem and understanding of the ideological content

1. What does "golden" mean?

< p>　2. (Read aloud softly) Write sentences related to the topic.

3. What event does this article describe?

4. (Show the small blackboard) "On this fishhook covered with red rust, brilliant gold shines The light!"

Teacher: Why is it said that the fishhook covered with red rust is shining with golden light?

[Grab the key, ask pertinent and enlightening . 〕

Student: Because the old squad leader once used this fishhook to save the lives of three young soldiers, but he himself died by the river.

Student: There is the blood and sweat of the old monitor on the fishhook. When you see it, you seem to see the shining heart of the old monitor.

Student: The "fishhook" is a relic of the old squad leader. Seeing it, it feels like seeing the old squad leader again.

Student: This fishhook symbolizes the old squad leader’s lofty spirit of loyalty to the party, loyalty to the people, and self-sacrifice. This spirit will always shine.

2. Draw shapes to stimulate thoughts and feelings

Teacher: What method does the author use to reveal the inner world of the old monitor?

Student: Through the old monitor revealed by the physical description.

(Draw sentences describing the appearance of the old squad leader from the text.)

　[Use both your brain and your hands, closely following the text, from the outside to the inside. 〕

　(Show the blackboard.)

Teacher: Why does an old monitor in his thirties have the appearance of an old man in his fifties and sixties?

　 Great question! Killing one stone into water...]

Student: Because during the Long March, he experienced countless arduous battles.

Student: It shows that the old squad leader worked very hard for the revolution during the Long March.

Student: “The wrinkles on his face” are enough to prove that he has experienced a long and arduous revolutionary struggle.

Student: The "gray hair on the temples" shows that he has gone through many hardships.

Student: From the appearance of the old monitor, we can see his gold-like inner world.

Student: Yes, I saw his noble qualities of being loyal to the party, loyal to the revolution, caring for the soldiers, and sacrificing himself for others.

〔Good answer! Answer several questions, inspire each other, complement each other, and highlight the image of the old monitor. 〕

Teacher: Where else can we find such noble qualities as the old monitor?

〔Hold on and deepen step by step. 〕

Student: It shows from his actions. He "touched one by one" to find wild vegetables to eat with highland barley noodles.

Student: He dug up grass roots and tried his best to make fish hooks for fishing.

Student: He turned over a lot of sod to find the bait.

Student: He is so old, but he still washes clothes for three little soldiers.

Teacher: This series of touching actions made us realize the old squad leader’s strong revolutionary will and loyalty to the party. (Show the small blackboard) What do the words "closed eyes, overjoyed, restrained smile, smile" describe? Why are they described like this?

Student: These words all describe the expression of the old monitor. .

Student: The word "can't close my eyes" can tell that the old monitor couldn't sleep all night.

Student: Facing the "threat of hunger" and seeing the three wounded people losing weight day by day, the old squad leader was anxious.

Student: "Overjoyed" refers to the joy of the old monitor when he discovered a fish jumping out of the water by chance.

Student: "Saying his smile" was the expression on the old monitor's face after the old squad leader's secret of not eating fish soup was discovered. The wounded man could not get the fish soup to his mouth.

Student: This word shows that the old monitor is very angry. Elf Children's Website

Student: It means that he is serious and patient.

Student: Seeing the soldiers finish the fish soup, the old squad leader "smiled".

Student: It means that he regards the health of the wounded as a happy thing.

Student: These words show that the old squad leader is worried about the weakness and hunger of the wounded, and is happy that the little soldier can get some nutrition.

Student: Explain that the old squad leader only cares about the three little soldiers.

Student: The old monitor thinks less about himself and more about others.

Student: It means that what he cares about most is the party’s commission and the revolutionary cause.

3. Entry, causing emotional waves

Teacher: In addition to revealing the inner world of the character through the appearance of the old squad leader, this article also uses the demeanor and actions of "I" , language to set off the heart of the old monitor. (Students draw relevant sentences from the text.)

　[Start writing again. "Tao" is inseparable from "literature", and the "I" is used to highlight the greatness of the old squad leader. 〕

Teacher: What does it feel like to have ten thousand steel needles piercing your throat? When you, like Xiao Liang, saw the old monitor giving the fish soup to the patients while you chewed grass roots and fish bones, "Chew After a while, you frowned and swallowed hard. "When you look like you can't eat, you can't stop, how are you feeling?

[Ask carefully. Speak sincerely, introduce situations, and be influenced by noble sentiments. 〕

Student: I will be so excited that I shed tears and cry.

Student: I will be very painful.

Student: I think the old monitor’s realm is very lofty, but I am too insignificant.

Student: I will resent myself for letting my old squad leader suffer like this, while I enjoy the fruits of it!

Teacher: Does an enamel bowl weigh a thousand pounds? Why can’t it be delivered to my mouth? In this situation, what will happen to you?

Student: This is an exaggeration. It means that the mood is extremely heavy and painful. I am also very painful. I really don’t know what to do?

Student: I will definitely encourage the two young comrades to exercise while recuperating and try to reduce the burden of the old squad leader.

Student: I will definitely ask the old monitor to eat some with us.

IV. Analyze and accept moral influence

(Read carefully the key paragraph about the sacrifice of the old squad leader, and imagine the scene at that time.)

　[Read carefully Taste is an aspect that cannot be ignored. 〕

Teacher: Why were we panicked when the old squad leader was unconscious?

Student: The old squad leader usually only takes care of the three little soldiers. He eats less and works too much. Lack of nutrients. Now that he is unconscious, it means that his body cannot support him anymore.

Student: Maybe the old monitor’s energy has been exhausted.

Student: Because the old monitor’s life is very dangerous.

Teacher: We are almost approaching the edge of the grass. The old monitor finally ran out of energy and was dying. This shows that he has persisted in walking over this period of time. Why can he persist like this?

Student: He keeps in mind the party’s entrustment, which is the strength given to him by the party.

Student: He firmly believes that he will be able to get out of the grass and has a strong belief.

Student: He is determined to complete the tasks assigned by the instructor.

Student: He has a strong will and amazing perseverance.

Teacher: When the old monitor was dying, Xiao Liang brought the fish soup to his mouth. But the old squad leader still didn't touch it at all. What did he say? How did you feel about these words?

　(Read the old squad leader's words.)

　[The old squad leader's words were touching. Reading it is even more emotional, once again reflecting the greatness of the image of the old squad leader. 〕

Student: These words show that the old squad leader still never forgets his responsibility even when his life is in danger.

Student: The old squad leader will always keep the party’s words in mind.

Student: I realized that the old squad leader gave the hope of life to the patients and left the pain of hunger and death to himself.

Student: I think the old squad leader is a true Communist Party member. His spirit of self-sacrifice for others is very great and worth learning.

Student: I want to learn from the old squad leader’s quality of loyalty and devotion to the revolution!

5. Summarize and improve ideological understanding

Question:

1. Why did the author carefully wrap up the fishhook left by the old squad leader and put it in a close-fitting pocket?

　 [The old squad leader’s spirit is immortal and will be remembered forever. 〕

2. What does it mean to use "Golden Fishhook" as a subject?

(Read the text emotionally to further experience the glorious image of the old squad leader. Omitted)

〔Emotional reading, deepening the impression and getting more education.

〖Commentary〗

Writing carries the Tao, and the unity of literature and Tao has always been the main purpose of Chinese teaching. There are two points worth learning from.

1. Select the right points of contact in the text to convey the truth, trigger it, and carry out teaching and learning

2. Pay attention to the level of ideological education, gradually deepen it, and give full play to the teaching materials Educational Function "The Golden Fish Hook" Lesson Plan for the Second Volume of the Fifth Grade Chinese Language (Part 3)

First Lesson

Purpose Requirements:

1. Read the pronunciation of the characters correctly.

2. Study the first and second paragraphs to learn about the difficult conditions of the Red Army when they crossed the grassland, and learn the noble qualities of the old squad leader who sacrificed himself for others.

3. Understand the thoughts and feelings of the characters through key sentences.

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Focus: Practice understanding the characters’ thoughts and feelings through key sentences.

Difficulty: Practice understanding the characters’ thoughts and feelings through key sentences.

Teaching process:

1. Introduction.

What color is the fishhook? But the title of an article is What’s going on? (Blackboard writing: Golden Fishhook)

2. Check and preview

1. Listen to the text recording and mark the words you mispronounced. Then read it several times.

2. Talk about the meaning of the words in connection with the text (single words (Please refer to the word practice in the preview before class)

3. Tell me about the time, place and environment when the story happened. Name other students who can add to it.

4. Underline your What are the sentences that moved you the most?

3. Paragraphs.

1. How many things does this text mainly talk about? (One is about the old squad leader cooking fresh fish He gave wild vegetable soup to three sick patients but he didn’t eat any fish himself; one thing was that the old squad leader died when he was about to walk out of the grass.)

2. Quickly read the text silently and think: How many paragraphs can the full text be divided into? Say Talk about the meaning of the paragraph. (The first paragraph 1---2 natural paragraphs; the second paragraph 3---22 natural paragraphs; the third paragraph 23---33 natural paragraphs; the fourth paragraph 34 natural paragraphs.

IV. Understand the content and understand thoughts and feelings through self-study.

1. Read the first paragraph together. What impression does the description of the old squad leader leave on you?

2. Read the second paragraph silently while reading. Pay attention to the characters’ thoughts and feelings at that time. What do you understand from the text? (Students will speak, teachers and other students will supplement or raise objections)

Can lead discussion:

(1) What words and sentences do you think can show that the old monitor is very responsible to us?

(2) When Xiao Liang found that the old squad leader did not eat fish soup but chewed grass roots and swallowed fish bones, the old monitor What changes have occurred in the monitor's demeanor? Underline the relevant words and sentences. (Click on content understanding 2 in the pre-class preview)

(3) Imagine what kind of inner activities the old monitor's demeanor reflected in his changes at that time? (Click on content understanding 3 in the pre-class preview

(4) Underline the sentence about the changes in Trabecular demeanor. Imagine how he was feeling at that time? (Click on content understanding 4)

(5) Write about the old squad leader’s worries and joys. Why are you worried and why are you happy? What does this mean? (Click on the content to understand 5)

Second Lesson

Purpose requirements:

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1. Study the third paragraph and learn about the noble qualities of the old monitor who sacrifices himself for others.

2. Understand the characters’ thoughts and feelings through key sentences.

3. Read aloud with emotion Text.

Key points: Understand the characters’ thoughts and feelings through key sentences. Practice reading the text emotionally.

Difficulty: Understand the characters’ thoughts and feelings.

Teaching Process:

1. Summarize the learning methods of the previous class.

2. Study the third paragraph.

1. Read the third paragraph of the text silently.

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2. Grasp the relevant sentences to understand the characters’ thoughts and feelings.

(1) Is it just because the old monitor refuses to eat fish because there is too little fish?

(2) Why is it said that this fishhook covered with red rust is shining with brilliant golden light? (Click the content to understand 7)

(3) What is the meaning of the last sentence of the text? In terms of writing, it is What is the function? (Click the content to understand 6)

(4) Text

Why did the old squad leader use "golden fishhook" as the title? Click the content to understand 8)

3. Practice reading the text with emotion.

Put the character that you think best expresses Find out a passage about your thoughts and feelings and try to read it. Discussion and exchange with other students can make supplements and corrections. Finally, read the full text emotionally.

IV. Consolidation practice.

( Click on the pinyin fill-in-the-blank comparison in the consolidation exercise to select word combinations and word combinations to fill in the blanks. Students will practice orally.)