Chinese teaching plan for the sixth grade of primary school 1
Teenagers in China
Teaching objectives:
1. Learn the new words in this lesson and understand the words composed of new words.
2. By understanding the language of poetry, reciting poetry, arouse students' love for the motherland and cultivate aesthetic taste.
3. Read and recite the text correctly, fluently and emotionally. Preparation before class: preview the text, find and collect information related to this article.
Class schedule: 1 class.
teaching process
First, import
Multimedia courseware appreciation: the scenery of the motherland.
What do you want to say after reading this information? Let's talk.
Two. communication for information
Ask the students to talk about the information they collected before class.
Third, read the text for the first time and learn the words.
Read the text by yourself.
2. Learn new words.
(1) is pronounced correctly. Slide show:
Soaring in the vast water margin of Kunlun Mountain.
Nv Yu lingers.
Ao Bao Ming Qian Ji fu welding
Wonderful Lusheng Suona Competition
Read the names word for word, and guide the students to read the flat tongue, nasal sounds, etc. The emphasis is on disyllabic words: Qiang (jìn jìng) Hada (h ā h m).
(2) Understand the meaning of words.
Students are divided into groups of four and exchange words they don't understand. If the group discussion can't solve it, bring it up for class discussion.
Fourth, read the text to deepen understanding.
The sixth grade Chinese teaching plan II
poor people
Teaching objectives
1, initially feeling the author's superb writing skills in rewriting narrative poems into novels through environmental description, psychological description and detailed description; Create situations, transfer exercises, and initially try to express the character quality with psychological description.
2. Take the initiative to study the text, multi-interpret, read the "poor" and "not poor" of the poor between the lines, and fully feel the beautiful quality of the poor.
process design
The first set traces back to "poverty" and the overall feeling.
1. Show the heads of French writer victor hugo and Russian writer lev tolstoy.
2. Introduce the relationship between the two writers: The Poor Man is adapted from Hugo's narrative poem The Poor Man.
3. Who is the poor man in the text? What happened between them? (With the help of the plot, sort out the main content and writing context of the novel)
The second board is "poor" and studies expressions.
1. Looking at the full text, I can't find a word "poor". So, from what aspects did the author write about the "poverty" of the poor?
(Read the circle carefully-arrange the order-share in groups)
2. Communication and inspiration, research and expression.
By default, students can sort out how the author writes "poverty" from the following points:
Bad weather environment;
B. furniture, food, clothes and daily life;
C Sang Na's uneasy mood after holding back Simon's child;
D the worries of fishermen;
Details of the children falling asleep after Simon's death.
……
1
3. Teachers and students explore the word "going to bed early", which is easily overlooked, and realize the "poverty" of the poor and the "simplicity and richness" of the works from seemingly casual words.
4. Summary: The author rewrites the poem into a novel through "environmental description", "psychological description" and "detail description". There is not a word "poor" in the whole novel, but it makes people cry. This is a master's handwriting, and this is the power of art!
The third section is "poverty", which promotes enlightenment with words.
1. Are these poor people really poor? Read the full text carefully and fill in the cloze: Although the poor are poor, they have ().
2. Share and guide.
Presupposition: Students may feel the kindness, compassion, maternal love and other excellent qualities of the poor from the following contents:
Comparison between bad weather environment and indoor warmth and comfort;
B the anxiety of sauna and the anxiety of fishermen;
Comparison between the horror after Simon's death and the children's sleep;
……
3. Create context and transfer writing.
(Create a writing environment-imitate the characters' hearts-share and communicate)
4. Introduce the author's detailed description of "sleep" in the novel, and lead the emotion to a climax.
5. Play music and read famous sayings about kindness.
outdoor training
Chinese teaching plan for the sixth grade of primary school 3
Don't be so hungry
Teaching objectives:
1. Read the text correctly, fluently and emotionally.
2. Through the appreciation of specific language materials, I can appreciate the excellent quality of the disabled youth's willingness to help others and my deep gratitude to me as a disabled person. Teaching focus:
Through reading the text aloud, I realized the good quality of helping disabled young people and my deep gratitude to them.
Teaching difficulties:
Show the beautiful images of the characters in the article by reading aloud.
Teaching preparation: courseware
Teaching time: one class hour.
Teaching process:
First, import the dialogue:
Introduction: Students, each of us doesn't want to be cheated, because lies may bring great harm to people, but some lies are well-intentioned and can bring care and warmth to people. Today, let's feel care and warmth together.
Let's learn lesson 10 "Don't starve that horse". Write on the blackboard and read together. Emphasize the pronunciation of "horse"
Second, read the text silently in combination with the self-reading guide.
1, Teacher: Next, please open your books. Let's take a look at the reading tips first, see what questions are put forward to us in the reading tips, and draw a sketch. Then name and show the courseware.
A. Read the text carefully and tell me something.
B. What is the intention of writing "Don't starve that horse" several times in the article?
2. Teacher: Next, please teach yourself to think around these two questions, and then we will communicate.
3, the whole class feedback exchange.
(1) What does the article mainly say?
(The disabled youth who mainly wrote about the bookstall lied that they had horses at home and bought dismounted grass when they lost the chance to study, so that I could continue reading. )
(2) The article has been written several times "Don't starve that horse". Who said that to whom? What's the intention? Teacher's Tip: What is the superficial meaning of the sentence? What does inclusion mean? What did you learn from it? Read the sentence after you finish)
What I said to young people. I'm worried about missing the time to feed the horse and starving it. On the surface, I care about horses, but in fact I care about young people. )
Transition: We know there are no horses. In order to help me continue my studies, the disabled youth pretended to have a horse and made up a white lie. (Blackboard: A white lie) Where can you tell that this is a white lie? Please read the text quickly and silently, find and draw these sentences, and then read them carefully.
Third, read the text carefully, grasp the key sentences and feel the quality of the characters.
Fourth, know the truth and experience it.
Teacher: Students, I walked into the backyard and saw the horse in my mind eating vervain sweetly. (No) So, what do I see? I saw a pile of withered brown vervain. )
Teacher: Please read the sentence again and see which words left a deep impression on you. (Students read the text and communicate)
Courseware has no time to show sentences! I once walked into his backyard and saw a pile of withered and brown horsegrass-all the horsegrass I sold him these days! What about the horse? What about the horse that ate my horse grass sweetly?
Fifth, expand and practice writing.
Chinese teaching plan for the sixth grade of primary school 4
The only audience
1, reading-based, reading instead of saying, reading stimulates thinking, reading promotes enlightenment; Feel the experience in reading, cultivate a sense of language in reading, learn language in reading, and cultivate sentiment in reading.
2. Long writing and short teaching. As the first class, we should start teaching around the example of the old professor, and guide students to feel the virtue that the old professor loves and encourages young people to become talents.
Teaching objectives:
1, learn 6 new words. Read and write the words "depressed, prostrate, sorry, slip away, ashamed, excited, try your best, give up" correctly.
2. Learn from the description of the old professor's language and manners, experience the old professor's love and encouragement to "me", play a huge role in success step by step, feel the old professor's good intentions and noble personality charm, and feel the beauty of true feelings between people.
3. Continue to learn how to express the characteristics of characters by grasping their language, expressions, movements and psychology.
Teaching focus:
Taste the sentences describing the sincere language and demeanor of the old professor, understand his psychology and its great role in the hero's success step by step, and then experience the old professor's good intentions and noble personality charm, and feel the beauty of true feelings between people.
Difficulties in teaching: Understand that the old professor said she was deaf, and understand her good intentions.
Teaching process:
First, directly expose the topic and look up the words.
1, revealing and understanding "uniqueness" directly. There is only one, different, that plays a decisive role in the story.
2. Check the words.
Words: depression, prostration, regret slipping away, shame, excitement, giving up wholeheartedly.
(1) Correct pronunciation of words, especially the polyphonic words "Xing" and "Jin";
(2) Correctly write common and difficult words such as "frustration", "sorry" and "shame".
Second, read the text again and refine the main line.
1, tell me the main content of the text.
2. Cut in from the "only audience" and refine the main line.
Xiu: At that time, I couldn't help thinking of the "deaf" old man, my only audience that morning. ...
(1) When was that? (2) Read the sentence again. What's your problem?
Third, grasp the language and eyes, and feel the characters.
1, once again, what kind of person is the old woman? Underline the relevant statements and make a brief comment.
2. Students exchange their feelings after reading.
3. Focus on reading the old woman's language. Show:
"Am I disturbing you, young man? However, I sit here for a while every morning. "
"I think you must play very well, but I am deaf. If you don't mind my presence, please continue. "
"Maybe I will feel the music with my heart. Can I be your listener every morning? "
"It's really good, I already feel it in my heart. Thank you, young man. "
(1) Read the sentences and talk about your own experience.
(2) Why did the old lady say she was deaf? Where else did you feel the good intentions of the old professor?
(3) What did you learn from Every Morning?
A, this is a request that the old lady gently put forward to me, asking me to practice the piano every morning and encouraging me to stick to it. At the same time, the old lady will come to listen to it every morning.
B, why does the old lady come to be my listener every morning? This is my piano. Does it look nice?
(4) Read the three-sentence guide: Can you imagine the old professor's expression when he speaks? What tone?
4. Compare feelings and express them after experience.
Chinese teaching plan for the sixth grade of primary school 5
Listen attentively.
Teaching objectives:
Knowledge and skills:
Read the text correctly, fluently and emotionally.
Process and method:
Be able to use the reading methods you have mastered to deeply understand the content of the text.
Emotional attitudes and values:
1. Feel the beauty of true feelings and learn to care about others in life.
2. Understand the text, understand the communication process between "I" and Susan, and feel the true feelings.
Teaching emphases and difficulties:
1, further understand the writing style of the article, and understand the role of keywords in expression and expression.
2. By understanding the content of the text, I can realize that I deeply miss Susan.
Teaching methods: Teaching methods: talking method (to stimulate students' interest) and heuristic method (to inspire students to resonate and feel the text).
Learning methods: reading aloud (perceiving the text as a whole), imagining (guiding students to imagine and perceive the text), practicing (consolidating what they have learned in time) and reciting (accumulating language and reviewing and consolidating what they have learned).
Wait a minute.
Division of class hours: one class hour
Teaching process:
first kind
(Dialogue topic: (Teacher activities)
1, Teacher: All the students have been to the hospital. What will you do when you can't find a clinic, examination room or laboratory? The hospital's information desk brings convenience to patients and reflects the hospital's care for patients. Today, we are going to learn a true story about "Listen carefully".
2. Show the topic: Listen attentively.
What kind of listening is listening? (Listen carefully) How to listen attentively? Please open the textbook, let's walk into the text and feel it with our heart.
(B) the first reading experience (student activities)
1, read the text aloud, pay attention to reading the text smoothly and correctly, mark the places that are not well read and read it again. You can draw sentences with special experience.
2. Read the text by name and correct the pronunciation.
3. What touching story did the text write? (A guide to understanding the communication process between me and Susan)
4. What sentences have you drawn? Can you read it to everyone? And talk about your own experience. (Students speak freely)
Seminar mood (teacher-student activities)
1. Susan is an ordinary operator. Before I met her, I regarded her as-(student: my second mother).
2. So, what does Susan think of my association with her?
Introduction: Susan told me that she also wanted to thank me. She said that she had no children, and my phone call made her feel the happiness of being a mother.
Classmate, Susan took care of me like a mother until her death. I don't know if you've noticed, careful boy.
Please think about it. What will Susan think before writing a message?
1
Small pen exercise: I'm leaving, Susan thinks. Communicate and practice writing.
Summarize and deepen (teacher activities)
Students, let's read the topic again and read it together: listen attentively.
What are you listening to?
First of all, we need a telephone line to connect our hearts. There is a song that is well written (courseware presentation):
Accept my concern and look forward to your smile! The word "human" structure supports each other! Come into our field of vision, no longer strange, human face is the expression of love! Tell you a discovery, you and I will be moved, the world is small, we are a family!
Students, let's treat life with love and let love take root in our hearts!
Chinese teaching plan for the sixth grade of primary school 6
Only one earth
Teaching idea
1, the narrative language of the text is plain, but the language is accurate and concise, and many scientific terms should be well understood by students. According to students' reality, students can be arranged to understand terms and difficult words by themselves before class, and then check or guide their understanding properly in teaching.
2. The key training item of this unit is "writing in a certain order". In teaching, we should pay attention to guiding students to understand how the text is described in order on the basis of understanding the content of the text, so as to master the author's method of explaining things.
The content of this article tells us that the earth is small, and the scope of human activities is even smaller. The earth's resources are limited, but human beings are destroying it at will. They love and protect the earth. In teaching, teachers should make full use of what is written in the text, and combine what they have learned after class with real life to educate students on environmental protection.
Analysis of teaching
This is lesson 13 of the first volume of the sixth grade of People's Education Press. This is a reading text. We live on the earth, but many people know little about it. None of the articles tell us what the earth is like and how we should treat it. The earth is very small, and the scope of human activities is even smaller. The earth's resources are destroyed by human beings at will. I hope we can take good care of the earth and protect it carefully.
The key training item of this unit is "writing in a certain order". In teaching, we should pay attention to guiding students to understand the order of text entering on the basis of understanding the content of the text. In the narrative, the earth is very small and the land where human beings live is even smaller. Then write that the resources owned by the earth are limited, but human beings destroy the natural resource ball at will, and there are no other planets for human habitation; Finally, write down that we should cherish the earth and protect it carefully. We should pay attention to this narrative order of the text in our research. The language described in this paper is plain, but accurate and concise, and many scientific terms should be well understood by students. In teaching, we can first find out the terms and difficult words, and then learn the self-study method of reading, self-study the text and understand the content. If you have any questions you don't understand, you can discuss them in groups or ask the teacher, and the teacher will give you guidance in time.
Emphasis and difficulty in teaching
Understand why the range of human activities on the earth is very small, why we can't destroy the natural resources of the earth, and why we can't move to other planets, so as to understand the meaning of the article title "only" and know that we should protect the earth.
Teaching objectives
Knowledge and skills, through self-study and understanding, can understand the knowledge about the earth introduced in this lesson, so as to understand the text content. Process and method: On the basis of understanding the content of the text, understand the author's methods of explaining things in a certain order.
You can learn new words by yourself and master words such as "smallness, minerals, gifts, generosity, contribution, abuse, threat, witness, kindness, resource exhaustion, ecological environment". Read the text with emotion.
Emotional attitude and values: By understanding the knowledge about the earth introduced in this lesson, you will be educated to protect the earth and the environment.
Application of teaching media
Modern educational technology is one of the effective means to improve students' learning interest and concentration, but it is difficult for students to feel the knowledge about the earth mentioned in this course. On the one hand, it can improve students' interest in learning and concentrate on it, on the other hand, it can make students have a deeper understanding of the earth, enrich the content, form the concept of protecting the environment and caring for the earth, and put it into action.
Teaching essentials
Introduce the topic in the form of a dialogue with Mother Earth in a dream, and understand that the earth is very small in the universe and the land where human beings live is even smaller; Resources are limited, but human beings destroy natural resources at will. On this basis, we know that we should protect the earth.
Chinese teaching plan for the sixth grade of primary school 7
Funeral of the Great Falls
First, the teaching objectives:
1, basic objective:
(1) Read the text correctly, fluently and emotionally.
(2) Understand the content of the text.
(3) Cultivate students' feelings of protecting the environment, loving nature and their desire to explore the mysteries of nature.
2. Development goals:
(1) Cultivate students' abilities of analysis, generalization, comprehension and reading comprehension with the help of the language materials of the text.
(2) Let students learn the text independently through group discussion, reading aloud and imagination, so as to cultivate students' independent reading ability, inquiry ability and expression ability.
Get information after class, expand students' access to information, enrich relevant knowledge and experience the happiness of autonomous learning.
Second, the teaching focus:
Let the students know the original appearance of Sete Caidas Waterfall a few years later, and why there is such a change. Let students give speeches to improve their sense of responsibility for protecting the environment.
Third, the teaching difficulties:
Different feelings of reading the waterfall "at first" and "a few years later"
Fourth, teaching preparation:
Ask the students to find the information about the Great Waterfall, prepare the courseware, draw a wreath on the blackboard and prepare the map.
Verb (abbreviation of verb) teaching process;
(A), arouse interest and questions, the introduction of new courses.
1, students, look at the blackboard. What is it? Yes, it's a wreath. Today, the teacher gave this wreath to a once world-famous waterfall. Do you want to know why?
2. Board questions and reading questions
3. look at the problem.
(2) Learn the text independently.
1. Read the text quickly and see what you have read and what you don't understand.
2, students study, self-study, teachers patrol.
Students report what they have read.