Five articles on the design of Chinese lesson plans for the first volume of the sixth grade of primary schools published by the People's Education Press

For instructional design to become a reality, two feasibility conditions must be met. First, it meets the subjective and objective conditions. Subjective conditions should consider the age characteristics of students, existing knowledge base and teacher level; objective conditions should consider factors such as teaching equipment and regional differences. Second, it is operable. Instructional design should guide specific practice. I have compiled five articles on Chinese teaching plan design for the first volume of the sixth grade of primary schools published by the People's Education Press. I hope it will be helpful to you!

1. Visiting Friends in the Mountains

Learning Objectives

1． Read the text emotionally, grasp the main content of the article, and recite the parts you like.

2. Feel the realm described by the author, inspire students to have similar experiences, and cultivate students' beautiful emotions of loving nature and being close to nature.

3. Learn how the author is good at using metaphors, personification, imagination and other techniques to express emotions.

4. Master the 8 new words in this lesson, understand the meaning of new words, and excerpt good words and sentences.

Teaching is important and difficult:

Feel the author's deep feelings for his "friends" in the mountains, and understand the author's method of expressing emotions.

Teaching time: two classes

Teaching process:

First class

1. Introduction of new classes

(1) # Lesson Plan # Introduction: Students, beautiful mountains and clear waters, chirping birds and fragrant flowers; green pines welcoming guests, winter plum blossoms heralding spring - nature is colorful, full of emotion and meaning. The first set of texts we study this semester will lead us into the embrace of nature, appreciate its beauty, listen to its voice, and share our thoughts and feelings with nature.

(2) Unveiling the title: Today, we first follow a writer into the mountains and forests to visit his friends. Invite students to read the topic together.

(3) Based on the topic, guess what kind of friend the author is visiting?

2. First reading of the text, overall perception

(1) Who is the friend the author visited in the mountains? Ask the students to read the text freely and softly.

(2) Communicate after reading to understand the general idea.

3. Read through the text and learn the words

(1) Students read freely to see who can read the text correctly and fluently.

(2) Who can read the paragraph that he reads most fluently to everyone?

The teacher will make random corrections and provide key points. (Camera to understand the first natural paragraph)

(3) Use the courseware to learn the new characters after class and compare the characters with similar shapes.

4. Visiting the ancient bridge and reading aloud experience

(1) Next, let us follow the author and visit his first old friend. Ask the students to read the third paragraph of the text together.

(2) As soon as I entered the mountain, I saw this ancient bridge at a glance. When I met an old friend, how did the author communicate with him? What did the author silently tell him in his heart? Ask the students to read the text silently again and draw a picture on the book.

(Read and draw sentences silently, and communicate after reading.)

(3) Exchange feelings.

Who knows the meaning of "high moral and respectable"? How did you realize his "high moral character and respectability"?

Teacher: As time goes by day after day, year after year, only he remains the same, standing silently on this stream, serving everyone. No wonder the author sincerely praised him as soon as he saw him and said to him - (Quote: Ah, Lao Qiao, you are like...)

(Read together)

Teacher: This is the first old friend the author visited. In the author's mind, the ancient bridge is like a respected old man. The author writes about the old bridge as a human being, and uses personification to vividly convey his deep feelings for the old bridge to us. When we read the text, we must carefully understand the author's way of expressing emotions.

5. Homework: Copy new words and read the text thoroughly.

Lesson 2

1. Review and introduce new lessons.

1. In the last class, we initially studied the text "Visiting Friends in the Mountains". Who can tell me what is the main content of this text?

2. Introduction: In this lesson, we continue to follow the author and go into the mountains and forests to visit friends.

2. Reading insights and experiencing emotions

(1) Read paragraphs 4 to 7 of the text silently, underline with horizontal lines, which friends have you visited?

(2) Read the text again and look for it. From which descriptions can we see that "I" have a deep relationship with the "friends" in the mountains?

(3) Exchange feelings and teach randomly.

Teacher: The author not only regarded everything in the forest as his friends, but when he entered the woods and saw each tree, he imagined himself as a tree, with roots and branches. . Ask the students to read the relevant sentences and understand how the author felt at that time?

① Paragraph 4: Focus on the experience of sentences related to trees.

Read it and experience the author’s feeling of harmony between people and trees at that time.

Feel the fantasy and experience the writing method.

②Natural paragraph 5: Through reading aloud, feel the intimacy with friends in the mountains.

Read aloud in a friendly and enthusiastic way, as if you are saying hello to an old friend.

Experience writing methods: parallel sentence patterns and personification techniques.

③Natural paragraph 6: The difficulty is to experience that the author is feeling it with all his heart.

From "a fallen flower", "a fallen leaf" and "a stone", we can feel the cycle of life and the changes in the world. This is the charm of nature. You can only feel it if you feel it with your heart like the author.

④ Paragraph 7: A sudden rain brought unexpected surprises to the author, and also made us feel how unpredictable and intoxicating nature is.

3. Learn the beginning and end, and experience the writing method

(1) Read the beginning and end of the article again. What do you feel?

The author went into the mountains early in the morning and "brought back the moonlight all the way". From here, we can see that he spent a whole day in the mountains, which makes us strongly feel the closeness between man and nature.

(2) Experience the writing method: The beginning and end of the article echo the beginning and the end, and write "full of good mood" twice before and after, highlighting that the trip of "visiting friends in the mountains" is full of good mood.

4. Extracurricular extension to strengthen experience

In the eyes of the author, every flower, tree, bird, stone, mountain and water have become living people. They can talk to us, communicate with us, and they have become our friends. No wonder the author went to the mountains to see the scenery and became a "visiting friends in the mountains." This is why the author chose the title "Visiting Friends in the Mountains".

Have you ever had this similar experience? Communicate with classmates.

5. Accumulate by memorizing and improve your understanding

Choose your favorite sentences or paragraphs and memorize them.

Blackboard design:

1 Visiting friends in the mountains

Old friends in ancient bridges

My close friend in the woods

... Make friends

Harmony (love)

2. Mountain Rain"

1. Teaching objectives.

1. Read the text emotionally and recite your favorite parts.

2. Feel the charm of mountains and rain, understand the author's love for mountains and rain, and appreciate the beauty of nature.

3. Learn how authors express unique feelings through association and imagination.

2. Teaching focus and difficulty:

Guide students to realize themselves through self-reading, feel the beauty of the language, and understand the author's emotion towards Shan Yu.

3. Teaching time: 1 class hour

4. Teaching process

(1) Scenario introduction, revealing the topic

1. (Multimedia shows the picture) Teacher: Our nature is like a magical magician. It is unpredictable and colorful. Sometimes, it allows us to bathe in the bright sunshine, and sometimes it also allows us to enjoy the white snow. Of course, sometimes Let us also enjoy the drizzle... The writer Zhu Ziqing once described rain like this, let's read it together,

(Multimedia provides a paragraph) "Rain is the most common, it only comes in threes and twos at a time. God, don't be upset. Look, it's like cow hair, like flower needles, like fine threads, densely woven diagonally, and the roof is covered with a thin layer of smoke, but the leaves are so green and the grass is so green. Your eyes.

2. Teacher: The rain in this place is peaceful and peaceful. But the rain in one place is beautiful and beautiful. Children, do you want to experience it for yourself?

3. Today we will follow the author Zhao Lihong into the mountains and forests to feel the beauty of mountain rain

(2) Read the text for the first time and clarify the context

2. Share the good words discovered by the students and read them together

3. Show the courseware and read it as a whole class.

Moist mountain breeze and light clouds. Wordless ballads, falling raindrops

Light and soft fingers, elegant little tunes, dripping green, fresh green

4. Just now you took a tour with the author for the first time through words. The forest in the rain. Would you like to take the teacher for a walk in the forest? (Read the text by name) 5. In what order is this article written? (rising, in the rain, after the rain)

(3) Read aloud for appreciation and in-depth understanding

1. Read the text silently and think: (1) From what two aspects does the author observe mountain rain? (2) From what descriptions do you feel the author’s rich imagination?

2. From what aspects does the author observe Shan Yu?

3. Feel the musical beauty of Shanyu.

(1) Read and write the sentences about the sound of Shanyu.

(2) What do you think of these sentences? Where do you feel the author's unique imagination?

(3) Students report and the teacher provides guidance

① Sha La La, Sha La La. ...

Like a wordless song, it magically floats from all directions, gradually becoming clearer, from far to near, from far to near...

a. Here Comparing the sound of rain to a "wordless ballad", this strange imagination expresses the author's great love for mountain rain. )

b Understand the meaning of "from far to near, from far to near...": Here we use two "from far to near" in succession, followed by an ellipsis, and appreciate the beauty of this expression. Read with experience.

②In the sound of rain, every rock, every leaf, and every clump of green grass in the mountains becomes a wonderful piano key. The fluttering raindrops are countless light and soft fingers, playing elegant little songs one after another, and every note is full of fantasy.

a. The author compares rocks, leaves, and green grass to _____________; compares the falling raindrops to _____________, and compares the sound of rain to _____________.

b. What do you feel from these descriptions?

4. Feel the beauty of the colors of mountain rain.

_____________

(1) Read these sentences about the color of rain.

(2) Where in these sentences do you feel the author’s unique imagination? What do you learn from these descriptions?

(3) Read aloud with reverie.

(4) Summarize the full text and expand reading.

1. How did the author carefully observe and listen to Shan Yu?

2. Extend reading. "Rain" (Feng Jianhua)

3. Assignment: (choose one)

(1) Choose your favorite words in the text and write a short paragraph;

(2) Try to write about the rain scenes we see in our lives.

Rain (Feng Jianhua)

Rain should be a feminine noun, she, not him. Rain is completely feminine.

The rain in spring in March is a girl in her cardamom years.

She is quiet, gentle, fresh and shy. Unconsciously, she came quietly, "sneaking into the night with the wind, moistening things silently". She is like gauze and mist, like love and dreams, her clothes are not wet, and her face is not cold when brushed against her. Wherever her skirt floated, everything in the world woke up from their deep slumber, seeds sprouted, bamboo forests grew bamboo shoots, willows sprouted new branches, and little creatures that had slept all winter stretched themselves and walked out of deep burrows.

Spring rain gives youth and life to the earth.

Chun Yu is also a girl who loves beauty and a painter who is very good at painting. She holds a magical paintbrush in her hand and creates a beautiful world.

"A branch of pear blossoms brings rain in spring", how refined; "Apricot blossoms bring spring rain to the south of the Yangtze River", how elegant; and "The small building listens to the wind and rain all night, and the deep alleys sell apricot flowers in the Ming Dynasty", how quiet and quiet it is . This is all Chunyu's handiwork.

Spring rain, the girl with fragrance all over her body, the painter who loves beauty and writes about beauty.

Summer rain is my sister-in-law. She is impatient, comes and goes in a hurry. She is a neat and clean middle-aged woman with a bit of shrewdness.

Compared with the spring rain, the summer rain is a little less gentle and quiet, but you know, she has so many things to do, and she is a mother of many children.

The rivers, lakes and seas are waiting for her to replenish her nutrition and plump her body. The earth, parched by the sun, yearns for her moisture. The crop seedlings in the fields and the trees and orchards on the hillside are like groups of children waiting for food, eager for her milk. Year after year, she used her abundant milk to feed the strong sorghum, the fat pods, the round watermelons, and the heavy ears of rice. Only with her can there be fruit, harvest, and the endless growth of thousands of living things.

Summer rain, capable sister-in-law, and generous mother.

The rain in autumn is an old woman who has experienced all the vicissitudes of life.

She has seen a lot, gone through a lot, and done a lot. She was once young and brilliant. Today, the peach blossoms have faded, and the sorghum and corn have been harvested. She had done everything she needed to do, so she seemed a little lonely. There is also a person who likes to lament autumn and writes a poem about "cold rain knocking on the window" and complains about "every autumn rain and every cold". But she is tolerant and open-minded. She knew that people would never forget her past or everything she had done.

She is not lonely, she is painting the frost leaves "red as February flowers", drawing a picture of autumn with all the forest dyed and gorgeous colors. What's more, not long after, the spring rain of March came again, coming like a girl.

Thinking: From which descriptions in the article do you feel the author’s rich imagination?

3. The Village of Grass Insects

Teaching Objectives

1. Pronounce and write words such as "quiet, alley, phonology, diligence, behemoth" correctly.

2. Read the text emotionally. Copy your favorite sentences.

3. Be friends with nature, understand the life and spirituality of flowers, birds, insects, fish, mountains, rivers and trees in nature, and have a "spiritual dialogue" with nature.

4. Understand how the author carefully observes nature and expresses unique feelings through rich imagination.

Important and difficult points in teaching:

1. Let students feel the author’s love for nature and small creatures through the study of the text.

2. Understand how the author observes and uses rich imagination to express his unique feelings.

Teaching time: two classes

Teaching process:

First class

1. Introduction to the conversation and revealing the topic

Students, have you ever observed bugs? Have you ever seen the "Village of Grass Insects"? What does a "village of grass and insects" look like? Today, we will study a new text together. Read the topic together.

2. First reading of the text, overall perception

(1) Read the text freely, read difficult words and sentences several times, and read the text smoothly. Thinking: What impression did "The Village of Grass and Insects" leave on you?

(2) Check words and learn new words in combination with courseware.

(3) Exchange feedback.

3. Sort out the content and clarify the scene

(1) Quick silent reading: Divide the text into three parts. How would you divide it?

(2) Read the text freely and think about it: Where is the "village of grass and insects"? What did you see there?

Communication feedback:

①Their villages are scattered on the hills at the edge of the forest. Here, many Black Beetle villagers are busy coming and going.

The grass insect's village is located "on a hill at the edge of the forest." This forest was created through enlargement in the author's imagination.

②The space expanded in front of my eyes, and the thin grass stems formed a lush forest. A little bug, a little bug with hard black armor, was lost in this forest.

How did the author imagine it? (Through communication, let students understand that the author has a rich imagination. He imagined a small mound with beetles on the edge of the grass as a "village of grass insects.")

③As the author writes Eyes, what did you see in the "Village of Grass and Insects"?

During the exchange, the teacher showed the camera:

"I think it must be a ranger... finally found a way out."

"A group of people gathered in front of the lizard. The black beetles...visited the houses of distant relatives."

"The beetle musicians flapped their wings with concentration...this is what only bugs can do!"

The author describes a veritable "village" for us: there are buildings and all kinds of people, and they also have their own work, interactions and lives.

(3) Read the text again and think about it, how did the author discover this "village of grass and insects"?

①I followed the crawling bug with my eyes and made a strange journey. (Understanding "following")

②Today, I was lying in the field again, in the infinite silence, forgetting the world and myself.

What does "quiet" mean? What do you understand from this word?

"Quiet" not only describes the tranquility of the surrounding environment, but also describes the author's very calm state of mind and his relaxation. Only with such an environment and mood did he forget about the world and himself, and then he discovered this "village of grass and insects" and discovered── (students read together)

"I discovered the grass How proud I am to be in the happy world of insects!”

4. Summary and review, assignments

1. In this lesson, we followed the author in the village of grasshoppers. A strange journey, where we discovered a happy world of little bugs in the grass. Why is this a happy world for little bugs? We will study again in the next class.

2. Homework: Copy your favorite sentences.

Second lesson

1. Review old lessons and introduce new lessons

(1) Through the study of the previous lesson, we know that the author has discovered a small A paradise for insects. The author thinks that "The Village of Grass and Insects" is a "happy world"? Where did you realize it? What did you feel from it? Please read freely and underline relevant sentences while reading.

(2) Students read freely and draw sentences.

2. Read the text and explore in depth

(1) Understand the author's unique feelings from "The Returned Ranger".

①I think it must be a ranger! You see, although it has lost its way, it is still moving forward proudly. It kept running left and right, and finally found a path.

aWhy does the author call Black Beetle a "Ranger"? What do you feel from it?

b Where do you see that beetles are brave?

Summary: From this brave little knight, we experience the joy of a successful person, he is happy.

② After traveling around the world and returning to his hometown, how do his companions greet the rangers? Do you feel their happiness?

(2) Understand the author’s unique feelings from “the harmonious life of villagers”. (Catch "stop and stare" and "talk very speculatively" to realize that the little beetles not only get along well with each other, but also have a very harmonious relationship with different species. They live happily in this small world.)

(3) From the "music concert", realize the author's unique feelings.

My eyes were attracted by a group of musical performers. There were about a dozen of them, scattered under two big trees - these were two clusters of wild shrubs with small purple-red fruits. Let the sun bake until cooked through.

Encourage students to use their imagination and understand that the concert hall where the beetles are located is beautiful and "natural".

The beetle musicians vibrated their wings with all their concentration, and the beautiful music flowed out like a spiritual spring. At this time, I felt that their music was superior to all the music in the world. This is something that only bugs can play!

① Connect with reality and talk about the music you have heard played by natural musicians.

① The author believes that the sound of beetles is "better than all music in the world." To us, this sound does not seem to surpass "all human music." But the author thinks so. What did you experience from it?

Grasp the "rhyme" and "spiritual spring" and experience the author's rich imagination.

③The author admires the unique spirituality and intelligence of the bugs. Read this sentence well.

(4) Understand the author’s unique feelings from the “labor of villagers”.

Now they are back. Each one uses its forelimbs to push food two or three times larger than its body, and hurries on its way. What force makes them run so diligently?

What force makes the beetles run so diligently? Do you understand? (The happiness of life and the responsibility to the family prompt the beetles to work hard. While working, they are also happy.)

Summary: Through communication, we realize that the beetles are in their own People are living, working, and creating happily in heaven and earth.

(5) Paragraph 9, "I also saw many, many more..." Thinking: What else will "I" see? (In the market, the beetles are doing business; in the park, the big beetle is teaching the small beetles to find food...)

3. Sublimate emotions and practice writing

The small beetles not only have life , and spirituality. This is the result of careful observation by the author.

(1) Read the last two paragraphs freely and talk about what you understood? (I realize that the author is full of love for the fields and nature.

)

(2) As long as we can observe as carefully as the author, we will also discover a lot. Tell us what have you observed?

(3) Ask students to use their imagination and write down the bugs they have observed. When writing, they should learn the author's writing style and incorporate their own feelings. Later we will see who writes the best. vivid.

(4) Exchange feedback.

4. Homework

1. Practice reading the text emotionally.

2. Preview Lesson 4.

Blackboard design:

3 The Village of Grass Insects

Black Beetle - Ranger

Small Round Insect - Girl

Music like spiritual springs

Working diligently

(Rich imagination, unique feelings)

4. The "wildness" of Suoxiyu

Teaching objectives:

1. Understand the five words "Fu, Shu, Pou, Sou and Di".

2. Read the text correctly, fluently and emotionally, and feel the natural and wild scenery of Suoxiyu Scenic Area.

Teaching process

First lesson

1. Introduction to review, guessing topics, and stimulating reading interest

1. Fifth grade students At that time, we studied "Charming Zhangjiajie". What scenery does this text mainly describe? What are the characteristics?

2. Based on the students’ speeches, the teacher transitioned: Yes, the fairyland-like and charming Zhangjiajie has natural scenery that is rare in the world, which really makes Chinese and foreign tourists linger. Today, let’s go to Suoxiyu, another major attraction in Zhangjiajie City, shall we?

3. Write the topic on the blackboard and guide students to ask questions around the topic: 1) What does wild mean? 2) Why do we need to add double quotes to wild words? (It means "emphasis on". At this time, students should be immediately instructed to read the topic individually and together.) 3) Where is Suoxi Valley? That is, what content is written around "wild" in the text?

4. After students’ interest in reading is stimulated, let them read the “Reading Tips” to clarify learning requirements.

2. First read the text, read it thoroughly and smoothly, and clear the obstacles to understanding

1. Students study the text by themselves, read it correctly and fluently, and then think about the above questions. .

2. When the students were reading, did they find that there were too many new words in the text? They are barriers to reading, and together we can remove them. (Show the courseware "I'll Read" and check the reading and writing of new words: "give", "lady", "pout*", "old man", "clean", name them and read them together.)

3. These little words The stones were kicked away to see if these big rocks could be moved away. (Show words: broken cliffs, rising from the ground, trembling, majestic, thousands of peaks, long and winding, majestic and relaxing, arbitrary, eclectic, blocking the green water, daring to make beautiful shadows, sideways and sideways) (Out, rise, towering, leaning mountain, fair lady, pounding, read by name, read together)

The third and second reading of the text, grasp the whole, and perceive the "wildness" of Suoxiyu

1. If you read these words in the text, I believe you will be able to read them better and have a better understanding of the wild life in Suoxiyu.

2. Randomly select three students to read the second natural paragraph of the text together to check whether the desired effect is achieved.

3. The students read very well. I believe you understand it well. First see if you can understand these words in the text? (The teacher showed pictures, including "thousands of peaks and ten thousand ridges", "fair maiden", "hug in a group", "straight into the sky", "stretching and winding"

Ask students to use words in the text to describe them. It's okay. Follow-up: Why do you think of this word? To check the students’ understanding and expression ability)

4. The words are understood well. See if you have found the answers to the questions just now.

5. Answer by name and write on the blackboard.

Second lesson

Read the text one and three times, focus on exploration, and understand the "wildness" of Suoxiyu

1. Just now, we have After entering Suoxiyu, I also talked about my understanding of the text. The teacher had written it on the blackboard, which was very good. However, classmates, if someone asks you what your impression of Suoxiyu is, you are just talking. How can others feel like they are there? Students can choose the ones they are interested in from the following questions, study the text repeatedly, and read the important sentences by heart, which will definitely make them impeccable. (Courseware provided)

1) Dubbed the scenic film "Mountains of Suoxiyu".

2) Introduce yourself in a Suoxishui tone and tell visitors what the water in Suoxi is like.

3) Now you are a director, and your task is to make a film with the theme of "Animals and People in Suoxiyu". Make your shooting plan.

4) Show the behavior of various tourists in Suoxiyu through performances and narration.

2. Students can combine freely and choose their own way to study the text.

3. Each group below selects a team leader. Listen carefully to the teacher's advice.

1. Make it clear what your mission is.

2. Think about which part of the text you can focus on to do a better job.

The dubbing team went to the computer used by the teacher. The team leader gave instructions and watched the screen dubbing.

"Water" group activities must reflect your creativity.

Director team, you also need to break away from the text and reflect your creativity.

The performance of the performance team should be just right, and should not make people laugh due to excessive exaggeration.

4. Students practice in groups.

2. Interpretation of the "wildness" of Suoxiyu

1. Just now, everyone was in high spirits and performed well. Which group will report first? Record the advantages and disadvantages of their reports in a small book at any time. After he finished speaking, everyone commented together.

2. After students report, they should evaluate themselves first, and then let other students evaluate.

3. Discussing feelings, summarizing and sublimating,

1. Students, are the mountains in Suoxiyu beautiful, are the waters beautiful, and are the monkeys and people cute? What kind of beauty is this?

2. Yes, this kind of beauty is wild beauty, natural beauty. Natural beauty is unmodified beauty, which is natural, simple and innocent beauty.

3. How do you feel after studying the text?

4. Summary

5. Zhan Tianyou》