High-quality teaching plan 1 of the fifth grade Chinese "Fishing in He Long"
Teaching objectives:
1, study the text, and read between the lines of the author to taste He Long's wit, humor and lofty qualities of putting others before oneself.
2. Read the text correctly, fluently and emotionally, and tell the outline of the story.
Teaching emphases and difficulties:
1, read the text with emotion and learn to tell the outline of the story.
2. Grasping the sentences describing He Long's language and actions in the article, we can realize He Long's optimism, humor and deep affection for his comrades in difficult times, and inspire his love and reverence for his revolutionary predecessors.
Teaching methods:
Learning-guiding interaction
Teaching preparation:
multimedia courseware
Teaching process:
First, the self-study guide
1, new lesson introduction (Let students show the information about the Red Army Long March collected before class and introduce the new lesson. ) Next, let's go into that difficult time, into He Long, and continue to learn the fishing text in He Long. (blackboard writing topic)
2. Show the guide's "brief tips" to understand the difficulties of the Red Army crossing the grass.
3. Show the knowledge questions of the tutorial, let the students learn independently, and the teacher will patrol and guide.
Second, cooperation and interaction.
Student-student interaction and teacher-student interaction
1, in the natural paragraphs of 1 and 2, guide students to grasp the three words of "almost complete severance", "weakness" and "increasing number of patients" to understand the hardships of the Long March.
2. Ask students to guide their imagination according to the pictures of the Red Army crossing the grass.
3. When dealing with yak meat in He Long, it is important for students to understand the "people-oriented" quality of He Long.
4. Read He Long's conversations with guards of different roles, and guide students to master the characters' language and demeanor.
Show the "inquiry questions" in the Guide and learn the text by yourself.
1, self-study by students, group discussion, and patrol guidance by teachers.
2 student representative reports and other supplementary materials for students.
According to the students' reports, the teacher leads the students to talk about their experiences of using cameras.
Presupposition 1: Turn from "He Long" to the back of the horse, pull off some ponytails at will, connect them very skillfully, take out a pin from your pocket, put it in your mouth and make a hook. He tied a ponytail and a hook to a branch and turned it into a fishing rod. "In these sentences and a series of verbs, we realized He Long's skill in making fishing rods and his simplicity.
Premise 2: almost "no empty hair", and soon caught a full string. I realized He Long's concentration on fishing and superb fishing skills.
Presupposition 3: Ask the students to imagine what He Long thinks when he looks at the water according to the illustrations in the text. Expand students' thinking.
Teacher's lecture:
1. What is the function of the memory part in the text?
2. The performance reading in the last paragraph of the text leads students to feel He Long's optimism and humor in combination with the scene at that time and appropriate actions.
3. Repeatedly read the sentence "This simple fishing rod embodies He Long's belief in the victory of the revolution and his deep friendship with his comrades." Contact the context, talk about your own experience and understanding, and feel the profound meaning contained in it.
Third, study guidance and induction.
The teacher pointed to the blackboard and guided the students to summarize the text.
Fourth, feedback training.
1. Retell the outline of the text in your own language.
2. What kind of person do you think He Long is through this lesson?
Verb (abbreviation of verb) expansion and extension
Recite Chairman Mao's poem "Long March" and experience the revolutionary optimism spirit of the older generation of revolutionaries.
Distribution of intransitive verbs
Primary school fifth grade Chinese He Long fishing quality teaching plan II
Teaching objectives:
1. Learn the new words and phrases in this lesson by yourself.
2. Read the text silently and tell the outline of the story.
3. Grasp the characters' language and movements to experience He Long's optimism and humor in the hard years, and inspire students' love and reverence for the revolutionary ancestors.
Teaching emphases and difficulties:
1, can understand the inner spirit of the characters through their language and actions.
2, can tell the story outline.
Teaching preparation:
Student: Collect stories of revolutionary predecessors such as He Long.
Teacher: Make the keywords into courseware.
Teaching time:
2 class hours.
Teaching process:
first kind
First, introduce conversation, ask questions and ask difficult questions.
1, Introduction: Although the era of bullets is a distant memory, the Red Army's 25,000-mile long March is an unprecedented feat in the history of the world, and the touching story that happened on the Long March will be recorded in history forever. He Long is a glorious name in the history of the Party's armed struggle. At the same time, photos of He Long are displayed in the courseware, and teachers and students exchange the collected information about He Long.
2. Read the questions together and ask questions.
As one of the top ten marshals, why didn't the author write about He Long's heroic galloping on the battlefield, but his fishing? Let's walk into the text with questions.
Second, the overall perception, learning words
1, read the full text for free. Think about what this passage mainly says.
2. Named feedback
3. Check the text for self-study.
★ Check each other's reading at the same table.
★ Show the new words that need to be written in this lesson and read aloud in groups.
Guide students to communicate with each other from three aspects: sound, form and meaning of new words.
Read the text silently and try to tell the outline of the story.
5. The teacher's lens guides how to tell the story outline: it is necessary to make clear the time, place, main characters, cause, process and result of the story.
6. Practice in groups of four.
7. Choose your most impressive or favorite paragraph and read it to everyone.
8. What impression did He Long leave on you? Let the students talk about their initial feelings.
Third, the class summary
What is the charm of He Long that people admire and love in fishing? Let's learn about taste again next class!
Fourth, homework
Read the text with emotion and accumulate good words and sentences in the text.
Second lesson
Teaching objectives:
1. Read the text correctly, fluently and emotionally.
2. Learn the fishing part of He Long, understand the hardship of the environment by using the method of context, and experience He Long's deep affection for his comrades-in-arms through speculation, so as to inspire students' love and reverence for the revolutionary ancestors.
3. Using the methods I learned, I realized the significance of "a simple fishing rod, which embodies He Long's belief in the victory of the revolution and his deep affection for his comrades".
Teaching focus:
Learn He Long's fishing part by using the method of context, and experience He Long's deep affection for his comrades-in-arms in difficult times.
Teaching difficulties:
Grasp the key words and understand the hardships of the environment in the context.
Teaching preparation:
Make courseware and collect information about the hard environment of the Long March.
Teaching process:
First, review the text and introduce the dialogue.
Today we continue to learn 25 lessons? Fishing in He Long. Which student can use the supplementary topic method to tell us what the text is mainly about?
Second, teach the method of linking context and learn the fishing part of He Long.
1. Grasping the theme and explaining the cause, process and result of things seems to be a good way to summarize the main contents. What paragraphs in the text are talking about fishing in He Long? ( 1 1? 14 natural section)
When it comes to fishing, you have to say fishing rod. Please read the document number 1 1? 14 natural paragraph, find out the sentences describing He Long's fishing rod and see what kind of fishing rod it is.
3. Ask the students to say (show the sentence) and read it together. Where can you see the simplicity of the fishing rod? (A few ponytails, a pin, a branch: common and rare)
4. Teacher's summary: A few simple quantifiers and common materials make us feel the simplicity of fishing rod. Let's read these words together and think while reading. What else can you experience through this simple fishing rod? Compared with fishing rods in our life, can He Long choose other materials to make fishing rods? What can be seen from it? (the hardship of the environment)
5. Where can we see the hardship of the environment? (second paragraph)
☆ (Show two paragraphs 1 and two sentences) Read freely and imagine while reading. What pictures do you see through the text?
(Food is almost completely cut off: some are dying, some are looking for wild vegetables to dig roots everywhere, some are killed because they can't stand hunger and eat poisonous wild vegetables by mistake, and more often they just have to tighten their belts and starve. According to the teacher's lens, the task of He Long troops is to patrol and cover, and the environment is even more difficult.
Weakness: sallow complexion, skinny, leaning on crutches, struggling to move forward, falling down while walking, and even never getting up. Talking about hunger and long-distance travel.
The number of wounded and sick people increased: the seriously wounded carried stretchers, and if the stretchers were not enough, they were carried one by one, while the lightly wounded helped each other. Combined with my own understanding of the Red Army crossing the grassland, there are mainly gastrointestinal diseases or food poisoning caused by hunger, hypoxia and dyspnea caused by the plateau, soldiers with thin clothes constantly getting sick due to weather changes, and comrades left behind by the troops in front. )
☆ Read 1 and 2 sentences in the second paragraph.
☆ Through words, we can think of so many difficult scenes, and I don't know how many difficulties there are. There is also a sentence in the article that directly tells us the difficulty of the environment. (Paragraph 13, sentence 1)
Just now, we have a more comprehensive understanding of the hardship of the environment by connecting with the context. It seems that the learning method in context is more conducive to our understanding of the content of the article.
7. (Presentation paragraph 12: The teacher reads aloud) He Long is squatting under a small tree by the stream with a fishing rod in his hand. He has a thick and short beard and lips, a big pipe in his mouth, and his eyes are fixed on the water. Please contact the context and think about it. At this time, what will he think? Please annotate this book.
8. communication.
Third, the use of methods to understand 14 paragraph
1, read paragraph 14.
2. Please use the method we learned today to tell us what other places you feel "He Long's belief in the victory of the revolution and his deep affection for his comrades"? Please find the sentence that you feel the most and sketch it down, and write a simple comment next to it.
3. communication.
4. The third one? Paragraph 10: Read aloud according to roles.
Draw sentences describing He Long's language and manners, so that students can experience the noble qualities of He Long through various forms of reading aloud.
Paragraphs 17 and 18: Through He Long's words and deeds, we saw a cheerful and optimistic He Long, and He Long's hearty, optimistic and touching laughter rang in our ears. Doesn't this show his belief in the victory of the revolution? Let's feel the feelings together. Read paragraphs 17 and 18.
Fourth, sublimate emotions and expand writing practice.
1. Choose one or more places you are most interested in, practice reading aloud and read out your feelings.
2. What do you think of after reading the story of fishing in He Long? Tell it to everyone.
Verb (abbreviation for verb) assigns homework.
In fact, many touching stories emerged when the Red Army crossed the grass, and the teacher also read some. Recommended reading: The Golden Hook, The Stubborn Little Red Army, Walking on the Grass at Night, A Bag of Dry Food, Seven Matches, Movies, Grasslands and Memories of the Long March. I hope you can consult the information or consult your elders after class and learn more about the stories of He Long and other revolutionary predecessors.
Blackboard design:
He likes fishing.
Sacrifice one's own interests for others
Care for comrades-in-arms
Optimistic humor
The fifth grade Chinese quality teaching plan III "Fishing in He Long"
Teaching objectives:
1. Learn the new words in this lesson by yourself and write the correct and beautiful words.
2. Grasp the content in general and tell the outline of the story.
3. Read the text with emotion, connect the context with real life, and grasp the key words to realize He Long's optimism, humor and deep friendship for his comrades in difficult times, so as to inspire students' love and reverence for their revolutionary ancestors.
Teaching preparation: the teacher makes the key words of the text into courseware; Collect stories about He Long or other revolutionary predecessors.
First, topic introduction, asking questions and asking difficult questions
1. Show photos of "He Long" and exchange collected stories about He Long.
2. Read the question and tell me what you know from it.
3. Read the topic again. What else do you want to know?
As one of the top ten marshals, why not write about his heroic galloping on the battlefield, but about fishing? Let's take these questions into life in He Long.
Second, read through the text, the overall perception
1, read aloud freely, think about what you have learned in the text, and read it several times when you encounter new words or difficult words.
2. Learn new words: First, the group members check each other and help each other.
3. Read the text silently and tell the outline of the story.
Third, read the text carefully and feel the experience.
1, the 25,000-mile long March is arduous. What can be seen from the text? Summarize it in your own words after reading it, and then read it aloud.
2. What impression did He Long leave on you? Draw related words and expressions, understand them and write comments.
3, communication, inspiration:
(1) Read paragraph 3- 10 by role, grasp He Long's language and manners, and understand his humor and the spirit of thinking for his comrades.
(2) Read paragraph 1 1- 14 and see what you have learned from it.
Self-reading comprehension, annotation.
Understanding of mastering key words.
Find out the part of these memories and talk about the role of joining this part.
The teacher quoted paragraph 1 1- 14 and asked the students to read aloud with emotion.
4. Show the last paragraph, grasp He Long's predictions and actions, and appreciate his humor and optimism.
5. Read the first paragraph. Why should we describe the beauty of grassland at the beginning of the article?
Fourth, emotional recitation, expand sentiment.
1. Choose one or more places you are most interested in and practice reading aloud. Read your feelings. Students communicate and evaluate each other.
2. What do you want to say after reading He Long's story? Write a clip.
Blackboard design:
Many sickly people went into the grassland without food.