Chinese teaching plan for the sixth grade last semester 1
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.
Chinese teaching plan 2 for the sixth grade last semester
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 last semester 3
a party
Knowledge goal: 1, correctly read and remember words such as "embarrassment, contempt, softness, initial recovery from a serious illness". Ability goal: 2. Learn more about the methods of portraying characters by appearance description.
Emotional goal: 3. Understand Mr. Lu Xun's noble character of loving the working people and caring for the progressive youth.
Key points and difficulties in learning
Key points: 1, choose typical materials, and further understand the writing method of using appearance description to portray characters and reveal their ideological character.
Difficulties: 2. Understand Mr. Lu Xun's noble character of loving the working people and caring for the progressive youth. Teaching methods: self-study, firmly grasp the appearance characteristics of Lu Xun, and understand the personality characteristics of the characters. Never forget the dark line of Alei's emotional changes. Doubt-happiness-pain-sadness, doubt promotes thinking, reading brings enlightenment, and carries out a new understanding of Lu Xun. Grasp the central sentence at the end of the article: "Mr. Lu Xun is with us!" Deepen the article center.
Teaching process:
First, import
Students, pointing to the first light, who is this old man in the picture? Writing on the blackboard: Lu Xun talks about your understanding of him through the study of the first two classes.
Health: Mr. Lu Xun is a man with a clear distinction between love and hate. He thinks less about himself and more about others. Evaluation; Think about those people.
Health: Mr. Lu Xun is an upright and kind person. Evaluation; respect
Health: Mr. Lu Xun is an old man with hale and hearty spirit. Evaluation; line
Health: Mr. Lu Xun is a writer, thinker and revolutionary. Evaluation: literate and thoughtful.
Second, the topic of reading together: 19 __ plane (appearance characteristics)
After that encounter, what kind of Lu Xun did the author Alei know? Click on the second light and read the reading tips:
What did the text message say? (2) What are the characteristics of using "──" to underline sentences describing Lu Xun's appearance? (3) In addition to the description of appearance, what aspects did you write about Lu Xun? Mark where you feel and mark where you have problems.
Browse the text quickly, learn by yourself according to the prompts, and discuss and study in groups where you don't understand.
Do you have any questions after reading the text?
Classroom communication:
1. What did the message say?
The text tells the story that "I" met Mr. Lu Xun in the autumn of 1932 in Shanghai Neishan Bookstore.
2. Statement:
Students find six sentences describing Lu Xun's appearance.
3. Focus on learning three sentences describing Lu Xun's appearance, and point out the third film (understanding the appearance characteristics and learning writing methods). Appearance characteristics of blackboard writing: thin, hairy and bearded.
1, I looked inside-gloomy and dark, and I could only vaguely tell that the man sitting in the south head was thin and in his fifties.
China people. What are the characteristics? Blackboard writing: thin
2. His face is yellow and white, and his thinness is worrying. He looks like a man who has recovered from a serious illness, but his spirit is very good, and he doesn't look like tuí Tang. Hair is about an inch long. I haven't cut it for a long time, but I stand briskly one by one. The beard is striking, like the word "one" written in thick ink.
Teacher: The characteristics are:
Health: thin and energetic, with hair and beard, while reading, I imagine Lu Xun and feel the characteristics of the characters.
3, yellow with a white face, thin and worrying; Inch-long hair stands upright on the head; A robe with yellow feather yarn; A beard like a "one" in the official language; Holding a yellow cigarette holder in his left hand, one end of An Yan has been smoked (xūn) and turned black.
Characteristics: evaluation of thinness, hair and beard: carefully find out the similarities with the second appearance description; What is the difference? Health: gown, cigarette holder evaluation: more specific semicolons, after in-depth contact, repeated reading, a better understanding of Mr. Lu Xun's four semicolons process, five frozen pictures deeply imprinted in my heart. Reading, recalling, comparing and feeling the author's cognitive process.
Quote: If you compare the three sentences and focus on Lu Xun's appearance, you will find something new: Health: Evaluate in detail every time; Observe.
The writing methods are: from far to near, from simple to detailed, from whole to part.
Three, language, expression, action (blackboard writing)
Transition sentence: In the in-depth contact, in addition to appearance, from what aspects did Lu Xun be described?
Language: Read by role, read only dialogue.
Express key sentences:
Lu Xun gave me a look, and that kind of honest and kind eyes immediately made me feel moved by my father-like being touched by seriousness and love.
Point out the function of dashes and read the feeling of warmth and happiness.
Guide the students to sum up: the stranger in front of him does not hesitate to encourage and care about the progress and growth of the youth with his own body.
Chinese teaching plan for the sixth grade last semester 4
someone
Teaching objectives:
1 Understand the profound connotation of poetry and the application of contrast in poetry.
2. Learn from Lu Xun's great spirit and guide students to establish a correct outlook on life.
3. Instruct students to recite this poem with emotion.
Preparation before class:
1, collect and read Lu Xun's materials;
2. Mark the number of poems;
3. Review and read the key sentences in this unit.
Teaching keywords: live, die, bend and ride.
Teaching process:
First, talk before class.
Before class, the teacher wants to know how much you know about Lu Xun. (Students say)
Yes, China was a great thinker, writer and revolutionary in modern times. Lu Xun is known as our "soul of china". It is difficult to write such a great figure, and it is even more difficult to praise Lu Xun through a poem. In this lesson, we will approach the last paragraph of "I first met Lu Xun", and it is through a poem that we praise Lu Xun. These are some people of the poet Cang Kejia. Look at the topic together.
Second, the first reading is smooth and correct.
Three-point poem, seven-point reading. Please walk into these seven bars and twenty-eight lines and read them correctly and fluently. (Original reading)
Report the self-reading situation. (Students read the first six columns and the last column together) The teacher didn't judge your reading, so I invited an expert to play the courseware. Listen to the light, listen to the mood, listen to the rhythm) is a master? Tell me which sentence can you read better now? Let's make progress with him. Read this sentence.
Third, read the train of thought again.
Read the whole poem by yourself and see what writing skills are hidden in the seven bars. (After the presentation, slide show) Let's see if this is the case. The first section and the last six sections are the total score relationship, and the thinking is clear; The whole poem is written by contrast, and the emotional expression is more intense; 234 sections are coordinated with 567 sections respectively, and the structure is rigorous. With this schematic diagram, we are now like screwing on a rope, and every sentence of poetry is on this rope. This is called having the overall situation in hand and having an answer.
Fourth, read the first section.
Since the first section always begins with the whole poem, which words dominate the whole poem? Read and find. (blackboard writing: "death" and "living") Do two "lives" and two "deaths" mean the same thing? (Answer) Then look at the difference.
Yes, some people live like death, but they are walking dead; Although some people die, it is because their spirit lives on forever. Come on, read this thought-provoking feeling and read our warnings and appeals. (Read this section together)
Fifth, read Although Life Is Like Death.
Some people live a noble and great life, while others live a shameless and humble life. Let's see which sentences completely answer "Some people are alive, but they are dead".
Read raw. Read contempt (that is wishful thinking), curse (that is culpable of punishment), hate (as long as people with conscience will feel this way), and disdain.
Chinese teaching plan for the sixth grade last semester 5
My stage
Teaching objectives
1. Capability goal:
Develop the habit of observing, thinking and writing.
2. Emotional goals:
Understand whether music. Art or other art forms have shocking power.
Emphasis and difficulty in teaching
1. Understand the author's thoughts and feelings.
2. Whether the music is understood or not. Art or other art forms have shocking power.
Teaching time
1 class hour.
teaching process
First, import
1. "Mountain Flowing Water" and "Moonlight Song" soothe our hearts, and "Mona Lisa" brings us a "mysterious smile", which is the charm of art. Similarly, stage art has magical attraction. How attractive is the stage? Let's look at the text My Stage.
Blackboard: 28. My stage
2. Explain the topic and understand the "stage".
Second, introduce the author.
(Students introduce the teacher to supplement. )
Wu Zuguang and his new daughter, a famous singer. A playwright, she graduated from the Central Conservatory of Music in her early years and is a coloratura soprano. She studied western music in America for six years. The masterpiece "The Trilogy of Light": "Don't worry about your appearance". Women are beautiful. Father and daughter. He is the author of Don't Ask Who My Parents Are. Watch people and other works, as well as the TV series New Legend.
Transition:
Now let's feel the artists' unknown hard road to success together!
Third, scan the text and find the central sentence.
1. Students browse the text and draw sentences.
2. Read the sentences by name, show the sentences and read them together.
Excessive:
Life is a big stage, and students also have a big stage in their hearts! What did the author Sister Wu Shuang write about the magical stage in her heart? Read the text freely in the way you like.
Fourth, read the text freely.
1. Thinking: What did the text say?
2. Answer by name.
Transition:
The text revolves around the magical attraction of the stage to me, telling the author's growth and life on the art stage. Please read the text again.
Fifth, read the text again quickly and understand the content of the text.
1. Read and think:
Where is the author's stage? What are your experiences?
Show the blank form and give it to the students to fill in:
What does the stage do when and where?
2. Students fill in the blanks while reading.
3. Communicate, summarize, fill in the form and find out the content of the text:
What does the stage do when and where?
Before she was born, she took her mother's womb as the stage and "sang" and "The sky was noisy". When she first learned to walk, she used her crib as a stage to imitate her mother's "acting skills"
When you perform with your mother, you must go on stage to observe and learn words.
When I was six years old, I learned from my teacher on the stage of acrobatic carpet. I went to study hard in the cold. A few years later, I took the living room as the stage and held a "personal party" for the guests who arrived home.
Yes! The author's stage is everywhere, just as people say: the stage is as big as the heart. My audience is everywhere, which reflects my pursuit of art and the magical attraction of the stage. From this, we can see a child's love for Pingju, and it is not difficult to see that her success is inseparable from the influence of art and family, especially her mother's tireless pursuit of art, which deeply infected her. Do you want to listen to Flowers as Media sung by her mother Xin? Play the music of Pingju "Flowers as Media".
Transition:
Just now, we enjoyed the Pingju opera with northern local characteristics and felt the charm of China's drama art. Students, have you ever thought about the hardships and efforts made by artists after this wonderful music and success? Please read the text silently, find out the sentences that reflect my efforts and hardships, and criticize my feelings.
Sixth, analyze key sentences and deeply understand the text.
Chinese teaching plan for the sixth grade last semester 6
Golden footprints
Teaching objectives
1. Understand the content of the text, understand the feelings of the Fox family and their relationship with Masataro, and know how to love and help each other and live in harmony with other lives.
2. Be able to read the text with emotion.
3. Try to figure out how the author writes about the feelings between people and animals, and between animals.
Teaching emphasis: Understand the content of the text, understand the feelings of the Fox family and their relationship with Masataro, and know how to love and help each other and live in harmony with other lives.
Teaching difficulty: try to figure out how the author writes about the feelings between people and animals, and between animals. Teaching preparation: Collect true stories between people and animals, and between animals.
Class schedule: 1 class hour
teaching process
First, stimulate dialogue and introduce new courses.
1, Dialogue: Students, what kind of animal was the fox in your past literary works and life experiences? (Students briefly talk about their impressions of foxes. )
So, what impression did the fox leave on you through the preview of Lesson 24 yesterday? Please say it in one or two words or one sentence.
2. What made the students' impression of foxes change so much? We study the text "Golden Footprints" together.
Second, the preliminary reading of the text, the overall perception
1. Read the text and reading tips in a low voice, read the correct pronunciation and sentences, understand the main idea of the story, and outline the important tips.
2. Read the new words and check the preview.
3. Report the first reading.
(1) What is the main point of this article?
(2) What are the requirements of "reading tips" for us?
(Display requirements 1. Read the text quickly and think about ① What did the old fox do to save the little fox? (2) How has the relationship between the Fox family and Masataro changed? 2. Communicate the feelings after reading. )
Third, independent inquiry, discussion and exchange.
1. Think independently and circle comments according to the requirements of self-study; After thinking, you can communicate with your group.
2. Collective discussion and exchange:
(1) What did the fox do to save the fox? (The old fox and his wife made a plan to "lure the tiger out of the mountain" to rescue the little fox; The old fox went deep into the "tiger's den" to feed and rescued the little fox. )
What scenes moved you most when the old fox saved the little fox? Through communication, reading and experience between animals.
Affectionate for life and death, praising the greatness of love. )
(2) How has the relationship between the Fox family and Masataro changed?
(3) Why is the title of the text "Golden Footprints"? Guide students to explore in many ways.
On the surface, "golden footprints" refer to the footprints printed by foxes in the snow under the sunlight.
At a deeper level, "gold" is generally used to describe something that is very precious, meaningful or memorable.
Here, the fox family got people's concern and reunion, and started their beautiful life again; This footprint not only includes the fox family's deep affection for life and death and friendship for human beings, but also includes human beings' cherish and love for other lives.
3. Teacher's summary: Animals are cute, friendly and sensitive. When people give them benefits, they will do their best to return their love and respect. When animals have feelings for human beings, they are no less than the feelings that human beings show for human beings. This kind of feelings is even more touching and cherished.
Fourth, extracurricular extension, sublimation theme.
Chinese teaching plan for the sixth grade last semester 7
this land is sacred
First, read "Sacred" and recall the pictures.
1, read paragraph 1, and read or recite the second and third paragraphs with emotion.
2. Understand "sacredness" and explore paragraphs? This land is sacred, so precious and inviolable to us, so how can we preserve this sacredness and keep it sacred?
3. Read paragraphs 3 ~ 7 of the article and look for relevant sentences from the article. Read these sentences more, and you can write down your feelings and experiences beside them.
Second, focus on guiding the understanding of the following sentences:
This river is our brother as well as yours. You should treat our river like your brother. ① Exchange feelings. This river is very important to us.
② Why does the author say that we should treat rivers like brothers? Read the fourth paragraph and find relevant sentences to talk about your feelings. ③ Read the fourth and fifth paragraphs aloud.
(2) You should take good care of it, so that you can also taste the sweetness of the wind after crossing the grass.
Talk about your feelings. Air is very important to life.
(2) Tell me what is this smell? Which sentences in the article can appreciate this unique taste? (Read paragraph 5)
(3) Why should we take good care of it? Focus on understanding that "air is integrated with the life it nourishes." The breeze gave our ancestors their first breath and sent away their last sigh. " Because there is no air, or the air is polluted, it will directly affect people's breathing, biological growth and the existence of life.
④ Read paragraphs 6 and 7 with emotion.
You must take good care of the animals in this land.
1 Talk about your understanding in context. (Because elk, steed and eagle are our brothers)
Focus on understanding that "the fate that befalls animals will eventually befall human beings." Because we belong to the same home as the mountains, rivers, animals and plants on the earth.
③ Read the eighth paragraph with emotion.
(4) You should love it as much as we do. For future generations, you should devote all your strength and emotion to protect the earth. ① Communicate your own understanding and feelings. We love our land very much.
(2) How do we love and care for this sacred land?
Why do we love and care for this land so much?
Focus on understanding that "anything that befalls the earth will eventually befall the children on the earth." If our home is destroyed, we can't remedy it in time, and the harm to the earth will turn into harm to human beings themselves. How can humans live alone when their homes are destroyed? )
④ Read paragraph 9 and 10 with emotion.
Clear "sacred" and condense emotions-
Because we love this land deeply, you need to give all your strength and emotion to protect it for future generations. Because we deeply know that the earth does not belong to human beings, and human beings belong to the earth.
Third, focus on understanding that "the earth does not belong to human beings, and human beings belong to the earth."
(1) Didn't the third paragraph of the article emphasize that the earth is a part of us? Why do you say "the earth does not belong to human beings"? (because no one has the right to own the earth, and it is impossible to have control over it; No one can treat the sacred earth with his own preferences, good and evil, and destroy and damage the integrity and solemnity of the earth.
(2) Why do you say that "human beings belong to the earth"? Didn't you emphasize that "we are part of the earth"? Because there are all kinds of substances on the earth that are conducive to the growth of life, human life can multiply, grow and continue.
(3) Emotional reading in the last paragraph.
Fourth, read the full text and recite the paragraphs.
Read the text with emotion and recite the deepest part.
Five, clever expansion, enhance understanding