The sixth grade Chinese teaching plan template 1 the teaching goal of "Lu Walking in Taohua Village";
1, learn the new words 12 and read the text correctly and fluently.
2. Understand the content of the text and clarify the context of the article.
3. Feel the chivalrous image of Lu Yongwu.
4. Learn the author's concise and vivid description of characters.
Key points and difficulties:
Feel Lu's chivalrous image of wit, courage and intelligence. Learn from the author's concise and vivid description of characters.
Teaching process:
First, the song import, revealing the theme
1, songs are imported, leading to characters.
2. Look at the topic together, grasp the topic and understand the meaning of "Xia".
3. Question the subject.
4. Introduce the origin and background of Lu.
Second, the preliminary reading of the text, the overall perception
1, read the text by yourself, read the correct pronunciation and read the sentences. After reading: Why is Lu a chivalrous man? What's the matter, knight? What was the result of Ranger?
2. Check the new words.
Tell me why I am a chivalrous man. How to be a knight? What was the result of Ranger? The lens permeates the method of "reading long articles and reading short ones" to summarize the main content.
Third, read the text intensively and feel the characters.
1, autonomous learning.
Read the natural paragraphs of text 3-7 silently and think about it. In which languages did Luneng feel his chivalrous image? Then underline the relevant sentences and tell me what you feel from them. Write comments and communicate with the group members.
(Show self-study skills)
2. Feedback communication
(1) Fine product III "Q"
Catch "deliberately", he wants to say ... but he deliberately says. ...
Catch the "commotion". Does Mrs. Liu think it's a nuisance? Why do you say that?
Different roles read aloud.
(2) think about it.
What's he thinking? Create situations and taste the characters portrayed in language. Read aloud in various forms and reproduce the characters.
3. Contrast language
(1) He only asked a question to the kind Liu Taigong, but said a word to the mountain king who robbed others. Browse the natural paragraph of the text 8- 1 1 to find out the language description of Lu.
(2) Taste the characters in Drinking Loudly.
(3) Deeply feel the characters in comparative reading.
(4) It supplements and expands the language description of Lu Dui.
Fourth, summarize the full text and learn to write.
Fifth, expand and extend, and sublimate emotions.
1. Introduce Water Margin to stimulate reading interest.
2. sublimate feelings.
Blackboard design:
Lude traveler Taohuazhuang
Usually careless
Listening to languages is smart and brave.
The teaching goal of the sixth grade Chinese teaching plan template 2 "Lu Walking in the Peach Blossom Garden";
1, learn the new word 12.
2. Read the text correctly and fluently and repeat the story accurately.
3. Understand the deeds of Lu Taohua Zhuang's chivalrous man and feel the image of Lu's witty, brave and clever chivalrous man.
Teaching emphases and difficulties:
Understand Lu's chivalrous deeds in Taohua Village and feel Lu's witty, brave and intelligent chivalrous image.
Teaching preparation: Understand Water Margin.
Instructional design:
Read the questions in chorus. What do you know from the title?
1, (who? Lou, what are you doing? Ranger, where is it? -Taohuazhuang)
2. Read the topic again. What else do you want to know?
Why did Lu go to Taohua Village to be a knight? What was the result? )
Second, read the text for the first time and perceive the text as a whole.
1, students browse the text, briefly answer the questions raised, and then ask students to contact the topic and summarize the main contents of the text.
2. How did Lu help Liu Taigong?
Third, understand the characters' inner thoughts and feel their spiritual images.
1. Read paragraphs 3 to 7 of the text and write sentences describing the Lu language with "-".
2. Instruct students to read these sentences aloud, and pay attention to understand the characters' hearts and images from their language.
Demonstration guide:
He felt very strange when he heard this. He deliberately said, "Look at your glum look, it's not because I bother you."
(1) Read the sentence and think: What kind of expression does the word "glum" describe Liu Taigong?
(2) What kind of personality did Lu realize from Look at You Unhappy?
(Careful observation, sincere enthusiasm for people)
(3) Did Lu's arrival "disturb" Liu Taigong? He knows that Liu Taigong is a hospitable person. Why do you say that? What did you learn from this sentence?
Take the initiative to blame Liu Taigong for being unhappy, and let Liu Taigong take the initiative to tell him the real reason for his troubles. This is a clever performance. Therefore, Lu is a chivalrous man with knowledge and courage. )
(4) Reread this sentence of Lu, and imagine the image of the characters in reading the characters' language.
3. Instruct students to learn other languages of Lu according to the above-mentioned learning methods, and experience the spiritual image of Lu.
Fourth, deduce the story and reproduce chivalrous heroism.
1, read the part of Lu's chivalrous deeds intensively, and ponder the movements of the characters while reading.
2. Play a role and interpret the "hero" plot.
3. Students independently evaluate the performance of each role.
4. Guide the students to pass the evaluation, and then draw the characters, so that the characters will leave a clear impression on the students' minds.
The sixth grade primary school Chinese "Lu Walking in Taohua Village" lesson plan template 3 lesson 1.
course content
1, learn new words.
2. Understand the main content of the text.
Preset goal
1, learn the new word 12.
2. Read the text correctly and fluently and repeat the story accurately.
Emphasis and difficulty in teaching
Understand the deeds of being a knight in Taohuazhuang, and feel the image of a knight who is witty, brave and smart.
Teaching preparation
Understand the outlaws of the marsh
teaching process
Read the questions in chorus. What do you know from the title? (who? Lou, what are you doing? Ranger, where is it? -Taohuazhuang)
Second, read the topic again. What else do you want to know? Why did Lu go to Taohua Village to be a knight? What was the result? )
Third, students browse the text, answer the questions briefly, and then let the students contact the topic and summarize the main contents of the text.
4. How did Lu help Liu Taigong?
Second lesson
course content
Retell the content of the text
Preset goal
Understand the deeds of being a knight in Taohuazhuang, and feel the image of a knight who is witty, brave and smart.
Emphasis and difficulty in teaching
What kind of person is Lu?
Teaching preparation
Understand the outlaws of the marsh
teaching program
First, understand the inner thoughts of the characters and feel the spiritual image of the characters.
1. Read paragraphs 3 to 7 of the text and write sentences describing the Lu language with "-".
2. Instruct students to read these sentences aloud, and pay attention to understand the characters' hearts and images from their language.
Demonstration guide:
When Shen Zhi heard this, he felt very strange. He deliberately said, "Look at your glum look, it's not because I'm bothering you."
(1) Read the sentence and think: What kind of expression does the word "glum" describe Liu Taigong?
(2) What kind of personality did Lu realize from Look at You Unhappy? (Careful observation, sincere enthusiasm for people)
(3) Did Lu's arrival "disturb" Liu Taigong? He knows that Liu Taigong is a hospitable person. Why do you say that? What did you learn from this sentence? Take the initiative to blame Liu Taigong for being unhappy, and let Liu Taigong take the initiative to tell him the real reason for his troubles. This is a clever performance. Therefore, Lu is a chivalrous man with knowledge and courage.
(4) Reread this sentence of Lu, and imagine the image of the characters in reading the characters' language.
3. Instruct students to learn other languages of Lu according to the above-mentioned learning methods, and experience the spiritual image of Lu.
Second, deduce the story and reproduce chivalrous heroism.
1, read the part of Lu's chivalrous deeds intensively, and ponder the movements of the characters while reading.
2. Play a role and interpret the "hero" plot.
3. Students independently evaluate the performance of each role.
4. Guide the students to pass the evaluation, and then draw the characters, so that the characters will leave a clear impression on the students' minds.