Whether the classroom can be taught efficiently, whether students and teachers can achieve tacit cooperation, and whether teachers can reasonably distribute the content of a class in every detail of the classroom, all of this depends on the teacher. Whether the teaching plan design is consistent with the overall situation of the students. Below is the complete lesson plan (New) People's Education Press version of the first volume of seventh-grade Chinese that I carefully compiled for everyone, for reference only.
Seventh Grade Chinese Language Volume 1 Complete Lesson Plan (New) People's Education Press (1)
Wisteria Waterfall
1. Learning Objectives
①Read the text emotionally and understand the content.
② Try to figure out the words and sentences, and understand the clues of the author’s emotional changes.
③Learn and use learning methods of observation, feeling, association, and thinking.
④Understand the author’s unique feelings about life, appreciate life, and understand life.
2. Learn important and difficult points
Understand the content through emotional repeated reading.
Try to figure out the expressiveness of words and key sentences, and deepen your thinking about life.
3. Preparation before class
Teachers prepare multimedia courseware, students make full previews and check relevant information
4. Teaching content
< p>This prose is about the author's emotion about life when he sees the wisteria in full bloom again. The article starts from the beauty of the wisteria that attracts people to stop and dazzles the eyes. The blooming wisteria flowers are like brilliant lavender waterfalls, well-proportioned, jumping and flashing in the sunlight, giving people a feeling of "flowing, laughing, and growing continuously". The wisterias do not compete with the other fragrant flowers. They bloom quietly in the season when the spring flowers have faded. Spring outings have no intention of lingering around, and bees and butterflies do not come to visit. However, they are still in full bloom, showing their vitality. Although it is quiet, the prosperity of close unity gives people the thought of the tenacity of life.5. Self-study design
(1) Overall perception
①Careful introduction
(The big screen shows the picture of purple wisteria flowers, Play a piece of light music. )
Students, when you face the beautiful nature, you will feel that nature has given us a lot. There are a variety of flowers and plants in nature, and the same flowers and plants may evoke different aesthetic feelings for different people. Some people like the rich peonies, some pay attention to the lotus that emerges from the mud without staining, and some praise the pride of the lotus and the bravery of the wintersweet. However, the female writer Zong Pu pays more attention to lilac, February orchid, hosta, hibiscus, and purple. Flowers like wisteria. Although these flowers are ordinary and weak, they possess the dignity and vitality of life. The purple wisteria described by the author has a dazzling beauty and a jumping and sparkling life. The author unearths many beautiful characters from these little lives, and uses them to express his pursuit of beautiful humanity. Let us taste this prose and see how the author conveys such a pursuit.
Show the goals and write the topics on the blackboard.
②Perceive the content
a. Check the preview "read and write".
b. Sample reading with music, students think while listening and reading.
Question group:
a. What is the content of this article?
b. What are the author’s thoughts and feelings? What changes have there been?
< p> c. What insights did the author have about life from Wisteria Waterfall?Students listened to the reading with questions, then discussed and answered. You can ask students to comment and supplement each other after listening to the answers. Teachers read and help students perceive and understand.
(2) Study and Appreciation
①Teacher’s Guidance
A good article always has some wonderful fragments. Reading these fragments well is a concrete understanding of the connotation of the article. Grasping is also an exploration of the author's thoughts and feelings.
②Independent inquiry
The large screen projects a set of questions for students to think about and understand.
Question group:
a. Learn to summarize the content of this article in your own words.
b. Find the paragraph or sentence that touches you the most, read it over and over again, and experience the author’s emotional changes.
c. Appreciate the use of beautiful sentences in the passage, and understand what kind of insights the author had on life from the Wisteria Waterfall?
After students read the text by themselves, they can discuss it in groups , *** will discuss the above issues together.
[Teacher’s Summary] The author uses delicate brushstrokes to describe the vibrant and brilliant scene of a tree with wisteria flowers in full bloom, expressing his own mood that transformed from anxiety and grief to tranquility and joy. The author traces back the history of changes in wisteria over the past ten years, and leads to thinking about life through wisteria. Although the long river of life has twists and turns, it always moves forward. (Teacher guides reading).
③Study guidance
The projection shows reading methods: stress, rhythm and pauses, focusing on internalization and emotion. Savor the good words and sentences carefully, and clarify the core of the content.
a. A simple summary of the content:
Looking at flowers? Blooming flowers
Recalling flowers? Thousands of thoughts｝Life is eternal
Thinking about flowers? Boost your spirits
b. Students can have different choices and different reasons, and are allowed to think divergently, as long as they are reasonable.
Teacher summary: Facing the Wisteria Waterfall, why did the author’s feelings change like that, and why did he have such a perception of life? 1982 was an era shrouded in ultra-leftist arguments. More than ten years ago, A large purple wisteria plant was demolished on the grounds that "there is some necessary relationship between flowers and the corruption of life." Only by understanding this background can we understand the emotion of the article. In fact, the author's feelings are like the fate of the purple wisteria. From the flowers being sparse to being torn down, to now blooming in full bloom, it is a reflection of the country's fate over the past ten years. The author has experienced emotional changes and insights into life.
C. Students can express their own opinions and start thinking based on their own understanding.
[Teacher’s Summary] (Pay attention to the six words “mystery of life and death, brotherhood” mentioned in the article, and give a brief introduction based on the author’s resume.) The author realized after reviewing the fate of Hana and Ren , "Flowers and people will encounter all kinds of misfortunes, but the long river of life is endless." That is to say, when encountering misfortune, you cannot be overwhelmed by bad luck, and you must maintain a firm belief in the longevity of life; After the misfortune has passed, don't let the grief weigh on your heart for a long time, but face a new life, cheer up your spirit, and devote yourself to your career. The author sighed, "In this light purple brilliance and light purple fragrance, I speeded up my pace unconsciously." From this, we can feel the author's perception of life.
④Cooperative exploration
Through cooperation and exploration, we can further appreciate the language of the article, guide students to explore and learn, find exquisite language fragments, and conduct exploration and appreciation.
Collaboration and communication between peers and groups.
For example: try to figure out the sentences and appreciate the beauty of describing the scenery.
“Each blooming flower is like a small full sail, with a pointed bottom cabin under the sail, and the cabin is bulging; it is also like a smile that can’t help but laugh, just like "It looks like it's about to bloom." After the students' discussion, the teacher's guidance concluded: This is a metaphor of a sail and a cabin, which describes the blooming state of wisteria in detail, giving people a feeling of vitality; comparing it to a smile, it is beautiful and lovely. Feelings also express joy.
Students can find many places to understand, taste, appreciate and grasp from the content and writing characteristics.
(3) Reflection on experience
① Questioning and communication
What thoughts and experiences have you had through reading?
a. Student orientation Teachers can ask questions and participate in students’ learning discussions.
b. The teacher questioned the students: Can you use your own experience or knowledge to prove the sentence "Flowers and people will encounter all kinds of misfortunes, but the long river of life is endless"
Students can have different opinions when discussing, and teachers will inspect and provide guidance.
②Expand and extend
a. Ask students to observe the pictures on the big screen (you can show a group of pictures of flowers and trees, such as: chrysanthemums, plums, lotus, pine trees, peonies, etc.) .
Guidance: People often endow some flowers and trees with certain symbolic meanings. After returning home, you can collect some articles about flowers and trees, communicate with classmates, and put forward your own new associations and insights.
b. Use a physical flower (not necessarily a precious flower, it can be a flower with strong vitality but inconspicuous), let students observe on the spot, make associations, and write an oral composition: "I see ()flower".
[Teacher’s Summary] Wisteria Waterfall shows us a picture of life: Wisteria does not compete with the crowd, blooms alone when the flowers fade, no one loves them during spring outings, and the bees and butterflies do not care, but they enjoy themselves Showing your life, rejoicing in your beautiful life with pride and confidence. However, looking back on ten years, the "anxiety and grief" in my heart will make people feel a kind of heaviness and sadness. Reading this short article carefully makes people realize that only those who have experienced suffering will cherish life. As Zong Pu said, "The long river of life is endless." Everyone should be like Wisteria. Like flowers, they devote themselves to the long river of life with full vitality, making life more colorful.
(4) Extended homework
①Observe flowers, plants and trees, observe life
②Write an observation diary with your own questions.
p>1. Learning objectives
①Recite and translate the full text.
② Understand the author’s spiritual experience? “The interest outside things”.
③Understand the author’s whimsical ideas and enrich your own imagination.
2. Important and difficult points in learning
① Master classical Chinese words and sentences,
② Feel the "interest outside things".
3. Preparation before class
① Preview the text and understand the main idea.
②Master the words.
The first lesson
1. Teaching content
① Read aloud repeatedly to clarify the meaning of the text.
②Understand the text content.
2. Self-study design
1. Introduction
My classmates, children are innocent and full of curiosity and fantasy about the world.
Everyone knows the idiom "childhood sweetheart". But do you know what the "bamboo horse" means? There is a poem by Li Bai that goes: "A man rides a bamboo horse and goes around the bed to make green plums. Living together in a long road, the two children have no doubts." The "bamboo horse" is the child who crosses the bamboo pole. Riding it like a horse under the crotch. This kind of imagination and approach is very interesting.
Today we will study the short essay "Childlike Interest" by Shen Fu, a writer in the Qing Dynasty. The interesting things in the article may bring back many childhood memories, and many fantastic ideas may bring us unexpected inspiration.
Writing topics on the blackboard.
2. Introduction to works and authors
3. Teacher guidance
Classical Chinese is an ancient written language, characterized by simplicity and elegance. It is in the same vein as modern Chinese and is not difficult to learn as long as you have confidence. Learning classical Chinese is to inherit the cultural heritage of the nation, help us understand history, and enrich our language. The key to learning classical Chinese well is to develop a sense of language. The first is to read and recite it thoroughly; the second is to understand it carefully; the third is to continuously accumulate classical Chinese vocabulary.
To study this article, you must first understand the meaning of the text. Secondly, we should pay attention to reading and reciting. When reading aloud, you must grasp the tone and rhythm well, read aloud, read a bit of classical Chinese, and read the main idea of ??the article.
4. Read the text aloud
Read the text repeatedly in a variety of ways to gain an overall understanding of the text content. In terms of reading methods, teachers should provide guidance and advice to students in terms of pronunciation, tone, rhythm, emotion, etc.
Explain the meaning of words and clarify the meaning of the text
①Read the text silently, figure out the content of the text, and try to explain the following highlighted words. If something is unclear, a group of four people can discuss it and work together to solve it.
a. Be able to open your eyes to the sun and see everything clearly. b. I plan to make a group of cranes dancing in the air.
c. Look at it with your head raised, and the item will be strong. d. He also left the mosquitoes in the plain tent and slowly sprayed them with smoke.
e. The fruit is like a crane in the clouds. f. Catch shrimps and toads, whip them dozens of times, and drive them away to other courtyards.
g. When you see something small, you must carefully examine its texture. h. I plan to make a group of cranes dancing in the air.
i. Look at it with your head raised, and the item is strong. j. Spray smoke slowly.
k. Use grass as a forest. l. As soon as the tongue is rolled out, both insects are swallowed up.
②With the help of the teacher, try to let the students translate the text into modern Chinese.
③Read the text repeatedly and let students try to divide the reading rhythm.
3. Homework
①Complete "Research and Practice" 2.
②Write an outline that retells the content of the text.
③Thinking questions: What does the "interest outside things" mentioned in the text refer to? Why does the author have "interest outside things"? What inspiration does this have for you?
Second Lesson
1. Teaching content
① Understand the "interests outside things" expressed in the text.
② Understand the significance of the spiritual experience of "interest outside things".
2. Self-study design
1. Check homework
Repeat, recite, and translate the text.
2. Study and Appreciation
①Teacher’s Guide
a. What is the purpose of this text?
b. Please Briefly tell us which "interests outside things" the author describes?
②Cooperative exploration
Four people discuss in groups, and the teacher inspires, enlightens, and guides in a timely manner.
a. Referring to the annotations, try to explain what the author refers to by the "interest outside things"?
[Hint] "Things outside" refers to something beyond the thing itself. "Interest in things" is the pleasure the author derives from creating new images in his mind that go beyond the original characteristics of things based on the images of natural scenery in front of him. It is a spiritual experience. It should be understood that the author magnified, beautified, emotionalized and idealized these three natural objects, and felt that they were endlessly mysterious and enjoyed them. This is the "interest outside the objects". This shows that the author already had spontaneous aesthetic consciousness and aesthetic taste when he was young.
b. How do you think this "interest outside things" comes about?
[Hint] It is created with the help of rich associations and imagination.
3. Experience and reflection
a. Have you ever had a similar experience? Try to show your imagination and creativity.
Encourage students to speak openly. Teachers should guide students to talk about their experiences around the center and make evaluations.
b. Discussion: How does this text inspire you?
[Tip] Association and imagination are the basis of innovation. If we want to cultivate innovation ability, we must first cultivate our own ability of association and imagination. We must maintain the unique curiosity and fantasy characteristics of teenagers, have the courage to practice, and be a person who dares to think, do, and pioneer.
c. What do you think makes an interesting person?
[Tip] Love nature and life; be rich in association and imagination, have certain aesthetic ability, and be able to Discover beauty and recognize beauty.
The answer does not require uniformity, as long as it makes sense. Students' unique feelings should be respected, and teachers should give enthusiastic encouragement to creative answers.
Thinking from multiple angles
"I" fight against the injustice of the bug, why do I just "drive it away" instead of killing the toad?
Tips: a ,Cherish life. b. Handle appropriately
3. Homework
a. Complete "Research and Practice" 1.
b. Write "Experience Reflection b" into a short essay of 300 words.
IV. Summary
My classmates, "Children's Fun" is an interesting article. The author's fantastic ideas trigger many beautiful associations and imaginations in us. In fact, many major inventions in the world were created through association, imagination and even fantasy. Children and adolescents have a natural curiosity, and we should fully develop it to make our lives and studies more colorful. At the same time, I hope that students can gradually arouse their interest in classical Chinese, accumulate more classical Chinese vocabulary, and lay a solid foundation for learning classical Chinese in the future.
5. Blackboard writing design
Natural scenery
Way of thinking
New image
Interest outside of things
Summer mosquitoes turn into thunder
Association and imagination
Groups of cranes dancing in the sky
Joyful joy
Grass, Insects, mosquitoes, gravel
Forests, wild animals, hills and valleys
Contentment
Toads
Huge creatures
Delight people's hearts (whipping, driving away)
6. Information feedback:
Seventh Grade Chinese Language Volume 1 Complete Lesson Plan (New) People's Education Press Edition (3)
Ideal< /p>
1. Learning Objectives
① Read and recite this poem emotionally and understand its visual language.
②Contact life reality and personal experience to understand the theme of the poem.
③Establish lofty ideals and strive for them
2. Learning important and difficult points
①Reading training.
② Understand the theme of the poem.
③Appreciate the language of poetry.
3. Preparation before class
①Collect famous quotes and outstanding deeds about the struggle for ideals.
② Preview the text and prepare speech materials on issues that you have problems and interests.
③Teachers prepare audio tapes and can make courseware if conditions permit.
The first lesson
1. Teaching content
① Read this poem repeatedly.
② Grasp the structure of poetry.
③Understand the theme of the poem.
2. Self-study design
1. Introduction
Students, in the first unit, we studied the modern poem "Beyond the Mountain". The poet wrote in his poem: "Beyond the mountain is the sea! It is a sea formed by faith." Students, what does the "sea" here refer to? It refers to the ideal state. So, what is an ideal state? Why should we have ideals in life? What kind of ideals should we establish? How can we realize our ideals? The famous poet Liushahe's philosophical poem "Ideal" will also "illuminate you in an instant s eyes".
2. Blackboard writing topics.
Overall perception
① Model reading
It is best for teachers to model reading or play audio tapes, and students listen, read and appreciate. Teachers do not need to make any requirements, allowing students to mobilize their emotions, correct their pitch, taste the tone and intonation, and grasp the rhythm and rhythm.
② Pronunciation, orthography, and interpretation
③ Silent reading
Perception of the text content:
a. What is the main idea of ??this poem? ?b. From what aspects does the poem express the theme? c. Try to analyze the structure of the poem
④Group reading and cooperative exploration
The group discusses the above issues, and the teacher guides on tour.
⑤Classroom Speech
The group representative gave a speech to solve the above problems and gradually clarify the theme and structure of the poem.
3. Writing on the blackboard:
Ideal significance (1)
Historical significance (2, 3)
Personality significance (4, 5, 6, 7)
Meaning of life (8, 9, 10, 11)
Encourage people to establish lofty ideals and strive for them (12)
4. Discussion and Appreciation (Part 1)
① Intensive Reading
Understand and study paragraph by paragraph (1 to 7 verses), think deeply, chew and comprehend the profound meaning and exquisiteness of the poem simile.
②Class discussion
Discuss the ideological content and figurative language of poetry:
Section 1, what are the characteristics of language expression? It is useful for expressing thoughts What is the function of the content? What role does this section play in the entire poem?
Tips: Use metaphors, thimbles, and figures of speech. The function is to make the language vivid and vivid, interlocking in form, and advancing step by step in content. This section always says that ideal is the direction of progress; it plays a leading role in the whole poem.
Section 2, what does it mean? Can you try to give examples?
Teachers should inspire students to give examples to prove.
Section 3, from what perspective does this section talk about ideals? Talk about the metaphorical role of "string of pearls" and "backbone".
Related tips: Different ideals in different historical periods, connected together, are like a "string of pearls", driving the progress of history. Ideals are also like the "backbone", the spiritual pillar and driving force that drives history forward.
Section 4, how are the levels arranged in terms of content? What is the profound meaning of the third and fourth sentences?
Section 5, try to figure out the meaning of each sentence, understand and establish a lofty ideal The significance of ideals.
Tips: a. Ideals make people positive and optimistic. b. Ideals make people strong-willed. c. Ideals make people forever young. d. Ideals make people full of vitality.
Section 6, how to understand "acquisition" and "sacrifice"? Do you have a deeper understanding of the "ideal" mentioned in the poem?
Section 7, " What is the essence of "by-product"? Why do people with ideals also feel "sour and bitter"?
Relevant reminder: lofty ideals pursue social progress, human happiness, etc., and are by no means personal honor. The realization of the ideal may bring honor to the individual, but this, just like the "by-product", is not the main thing. The author here tells us that honor should be treated correctly.
After solving the above problems, you will basically master the content you have learned. Teachers can add or delete the above questions according to their needs, but they cannot give out all the conclusions, nor can they just use a simple question and answer format. They must pay special attention to the discussion and analysis process. Teachers should give guidance and guidance, allowing students to independently discover, ask questions, collaborate to explore, analyze, and solve problems. Unique discoveries and insights should be valued. The same should be true for teaching and seminars in Sections 8 to 12.
5. Homework
① Copy and memorize words.
②Recite this poem.
③Complete "Research and Exercise" 2 (preparation for classroom communication).
④Preview the remaining content.
The second lesson
1. Teaching content
① Check the homework.
②Continue to discuss and appreciate.
③Language use.
2. Self-study design
1. Check homework
① Memorize words. ②Read and recite.
2. Discussion and Appreciation (2)
Class discussion (sections 8 to 12) on the ideological content and figurative language of poetry.
Section 8, can you find examples from real life or personal experience to illustrate the meaning of "Ideals make loyal people often suffer misfortune; ideals make unfortunate people survive in desperate situations"? What is " Capitalized person?
The teacher guides students to give examples to deepen their understanding of the text and understand the ideal meaning of life.
Section 9, what is the relationship between this section and the previous section? What are the characteristics of the sentence structure of the third and fourth sentences? What is their function? The author lists examples of "sinners" and "prodigal sons" What is the typical meaning?
Tip: The parallel relationship is about the meaning of ideals in life. The previous section was written from the front, and this section is written from the reverse. The third and fourth sentences are two inverted sentences, respectively emphasizing "giving sinners new life" and "calling the prodigal son back." The typical meaning is that even "sinners" and "prodigal sons" have changed themselves because of their ideals, let alone ordinary people.
Stanzas 10 and 11, what is the structural relationship between these two poems? What are the differences in content? Can the word "slough" be changed to the word "change"? Why?
Tip: Hierarchical relationship. Section 10 writes from the passive side about what should be done if ideals have been misinterpreted, tarnished and ruined.
Section 1l writes about the consequences of some people voluntarily giving up their ideals. It cannot be changed, "sloughing" means transforming from good to bad, while "changing" can be good or bad.
Section 12, what is the main content of this section? What is its role in the whole poem? What kind of thoughts and feelings do the first and second sentences express?
3. Reading experience
Organize students to compare texts, contact themselves, and talk about how to establish lofty ideals and work hard for them.
Teachers should allow students to talk freely, and teachers should give necessary guidance to enable students to establish a correct world outlook, outlook on life and values.
4. Language use
① Language use and communication (imitate the first verse and write a few sentences)
Teacher example:
< p> Love is the wind, blowing in dense clouds;Love is the clouds, turning into timely rain;
Love is the rain, nourishing the trees that have been in drought for a long time;
Love is a tree, supporting you with a green shade.
This exercise is relatively difficult. Teachers should help students analyze the structural characteristics of this text, encourage students to try more, and give more appreciative comments.
②Rhetorical training
This poem uses a large number of metaphors, which are appropriate and vivid to visualize abstract things. Teachers should guide students to deeply understand, learn and master, and improve their imaginative thinking ability and language expression ability. The training method can be for teachers or classmates to point out some things, let everyone draw analogies, and conduct rhetorical training to see who expresses them vividly.
5. Teacher’s summary
Students, we read, discussed and appreciated this poem, mastered the basic structure of the poem, understood the main content of the poem, and experienced the meaning of the poem. Use figurative language and talk about learning experience in depth. Ideals are like beacons, they guide our journey in life. I hope everyone will establish lofty ideals from an early age and work hard to realize their ideals. I think that a person with ideals must be a person with a fulfilling spiritual life and a very noble person.
6. Homework
① Complete "Research and Practice" 1. ② Organize the "exchange of ideas" into a 300-word essay.