Lily 1 teaching goal sixth grade Chinese teaching plan;
1. By reading the text aloud, I can feel Lily's persistent, confident and strong image.
2. Learn how to use personification and layers of foil to shape the image of lily.
Lily is a symbol of faith. Understand the value of faith to life.
Teaching emphasis: learn to use anthropomorphic and contrasting writing techniques to shape the image of lily. Teaching difficulty: understanding the value of faith to life. Teaching process:
First of all, holiday imports
As we all know, tomorrow is Women's Day. Some students sent flowers to their teachers and mothers today, including carnations and lilies. In this class, let's enjoy a beautiful lily. (Title on the blackboard: Lily blossoms. Please look at the topic together. (Students read the topic together: Lily Blossoms)
Second, clear your mind.
Scan the text quickly and think: (1) What setbacks did Lily encounter in the text?
(2) How does it face it?
(3) What was the result?
Qing dynasty: (1) harsh natural environment: "remote valley" and "counting thousands of feet cliffs";
The ugliness of its own appearance: "it looks exactly like a weed";
Weeds, bees, butterflies and birds laughed and teased: "It's grass", "Even if beautiful flowers bloom, no one appreciates them".
(2) Lily is still trying to bloom. I felt Lily's efforts from "Lily tried to absorb water and sunshine, took root deeply and stood upright".
(3) Under the disdain of weeds and bees and butterflies, "Wild Lily strives to accumulate internal energy" finally blooms and finally forms "Lily Valley".
Third, study the text.
Please read the third paragraph aloud with emotion--11. How do you feel about the process of lily flowering? Clear: difficult, not easy, full of setbacks.
Question: Since it's so hard, why do lilies blossom so hard?
(key analysis: dialogue between weeds, bees, butterflies, birds and lilies; The function of parallelism; The connotation of "tears" and so on. )
The discussion of 1 is clear: there is an inherent pure thought: "I am a lily, not a weed. The only way to prove that I am a lily is to produce beautiful flowers. "
Lily said, "I want to blossom ... I want to blossom ..."; I want to blossom ...; No matter whether anyone appreciates it or not, no matter how you look at me, I will bloom! " It embodies Lily's firm belief and tenacious will.
Through various forms: reading by name, reading together, reading lily's language by different roles, and the characteristics of parallelism, we deeply feel lily's persistence and tenacity. )
Fourth, deepen the text.
"Countless people have seen the beauty they have never seen before, moved to tears and touched the pure and gentle corner of their hearts." Why would someone be "moved to tears" for lily?
The discussion was clear: I saw the beauty I had never seen before: (1) the beauty revealed by the lilies all over the mountain.
(2) The process of lily's efforts to blossom is beautiful.
(3) I believe that the lily blooms silently to show its own value and is beautiful, not for others to appreciate.
Fifth, in-depth exploration
1. Since the lilies have blossomed and won the praise of countless people, why do all the lilies in the mountains "bloom silently and wholeheartedly"?
The discussion is clear: in the face of praise, we should be neither arrogant nor impetuous, but we should still do our duty well.
2. What does Lily's story tell us? Students are free to speak, as long as it makes sense. )
The discussion is clear: in good times and bad times, we must not forget to strive to realize our own value.
Keep faith in adversity and never give up.
In the midst of prosperity, in the face of praise, we still have to "bloom silently."
Sixth, summarize the full text.
This is a confident, persistent and tenacious wild lily. It has realized its own value through its own efforts and is worth learning. May this beautiful lily bloom in our hearts forever.
Seven. distribute
What do weeds, bees, butterflies and birds think when they see lilies in full bloom? Please write a paragraph in their tone, 100 words or so.
The teaching goal of the sixth grade Chinese teaching plan "Lily" 2;
I will learn to taste the fresh, beautiful and philosophical language style of this article by reading aloud, so that I can read aloud with emotion, grasp the image of Lily, and then understand the value of faith to life. Teaching focus:
Read aloud with emotion, understand key words and phrases, and understand the value of faith to life. Teaching difficulties:
Through reading aloud, taste the fresh, beautiful and philosophical language style of this article. Teaching process:
First, the introduction of new courses.
1, enjoy the lily. (slide show)
2. Introduce the author Lin Qingxuan.
Second, the overall impression of casual reading.
Third, appreciate the taste.
Closely following the theme of this unit, "Cheer for life", think: A lily blooming is such a common thing, why should we cheer for it? Find the basis from the text.
1. Experience the harsh natural environment where lily grows in 1 natural section.
Grasp the word "thought" in the third paragraph and talk about the understanding of Lily's words here. (slide show)
2. Thinking: Under what circumstances did Lily say "I want to blossom"? (Laughing at weeds, advice from bees, butterflies and birds) Find relevant sentences. Let's exchange lily's words in the ninth paragraph and see what we have a deeper understanding and experience. Read the text in different roles. (soundtrack)
Read paragraphs 3 and 9 together at the right time to read Lily's firm belief.
3. Thinking: How did Lily do it in such a bad environment? What was the result? ("trying to absorb water and sunshine", "accumulating internal energy" and so on. ) Find out the relevant sentences and read and comment aloud.
Find out the sentences ("the most beautiful", "the deepest joy", etc. ) Lily blooms in it and enjoys its beauty. (slide show)
4. Are paragraphs 1 4 and1redundant? Tell me why. Why are countless people "moved to tears and touched the pure and gentle corner of their hearts"? Discuss and communicate in groups. Thinking: Since the lily has blossomed and won the admiration of countless people, why should the lilies all over the mountain remember the message of the first lily and "bloom silently wholeheartedly"? Communication.
"Keep in mind" in paragraph 16 means to keep in mind. 17 paragraph "wholeheartedly" shows the persistence and persistence of lily in its efforts to bloom. "Silence" shows Lily's qualities of not making public and showing off.
Fourth, thinking expansion.
We cheer for Lily, what can we get from it?
Verb (abbreviation for verb) assignment
1, extract fresh, beautiful and philosophical sentences worthy of appreciation.
2. Write a paragraph about what has inspired you deeply in your own life.
The sixth grade Chinese teaching plan "Lily" 3 teaching objectives;
Read five new words and talk about the experience of lily before and after opening. You can write what you feel after reading. Know how to stick to your beliefs in any predicament, and you will succeed as long as you stick to it.
Teaching emphasis: know how to stick to your beliefs in any difficult situation, as long as you stick to it, you will succeed.
Teaching process;
First, import:
Show me the picture: What kind of flower is this? Please describe your feelings in one sentence.
Second, read the text for the first time and understand the main content.
1. Read the text and know new words and phrases.
2. Write the main content
Write a lily, resist ridicule in the process of growing up, firmly believe that you can blossom, and finally, open a beautiful flower. )
Teacher: Then let's share the experience before and after it blooms!
Third, read the text carefully and understand the content.
1, read the text by yourself to understand the experience of lily before and after blooming. Divide into paragraphs
The first paragraph (1-9) Lily knew from birth that she was not a weed. In the face of ridicule, she never wavered and strengthened her belief.
In the second paragraph (10- 12), lilies finally produce beautiful flowers and are loved by people.
The third paragraph (13-16) Decades later, people came from all over the world to enjoy the lilies, but the lilies were not proud, just blooming silently.
2. Read the text silently and think: What experiences did Lily have before and after flowering? Draw relevant sentences and make comments.
Step 3 communicate
Fourth, review the full text and write your own feelings.
1. How do you feel after reading the text? Write it down.
Step 2 write independently
3. Students evaluate each other, teachers and students evaluate each other.
4, modify
Teaching reflection:
Students like this article, like the beautiful sentences in it, and have a high interest in learning. Students read aloud with tones. Through reading aloud, let students feel that as long as they stick to their beliefs, they will succeed and constantly reflect their own values.
The sixth grade Chinese teaching plan "Lily" 4 teaching objectives;
1, understand the image of lily and its deep meaning.
2. Understand the profound meaning contained in the article and be able to express your feelings and inspiration.
Teaching process:
First, import
Bing Xin's poem "Successful Flower", a successful flower. People only admire her talent now. However, at the beginning, her bud was soaked with tears of struggle, and the blood rain of sacrifice was scattered. Read aloud and say the meaning. Success requires hard work; Today, with a rational interpretation of this poem, let's look at a flower blooming in people's hearts and see how exciting the story is behind it.
Second, read the text
Read the text together and ask: Is this a successful flower? Where did you see that this lily succeeded? Answer: "White lilies are blooming everywhere", "After decades, people from hundreds of miles away come from cities and villages to enjoy the blooming of lilies" and "It is called Lily Valley".
Teacher: People come from far away to appreciate lilies, because lilies are blooming and successful. People come here to see its bright appearance. So how did its bud go through? Let's read the text carefully.
Third, read lilies.
Show the problem: read the article carefully and think with specific sentences.
1. What difficulties did Lily encounter in the process of flowering, and how did she overcome them?
Lily went through a lot of hardships and finally blossomed white flowers on the edge of the cliff. Do you think it's worth it? Why?
Clear: it has encountered environmental obstacles. Objectively speaking, the natural environment is extremely harsh, and "remote valleys" and "cliffs as high as several thousands of feet" have become the natural resistance of lily flowering. Secondly, the disharmony of human environment: the ridicule, satire, disdain and sarcasm of the wild grass bee butterfly also brought Lily a lot of mental pressure. Its own weakness and obscurity also bring it some psychological pressure. In the face of all this, Lily never wavered. With firm faith, self-confidence without fear of sarcasm, perseverance and a high sense of mission and responsibility, it has been persistently resisting the obstruction from weeds and bees and butterflies on cliffs, and finally proved its existence with flowering, and declared its victory with flowering. Worthy, flowering can realize your wishes; Can decorate nature and give beauty to the world; Completed the mission entrusted by nature, proved himself to the world and realized his life value.
Fourth, I feel the lily.
Teacher: On the way, we learned about a special kind of lily. With strong spiritual strength and unremitting efforts, it overcame the resistance from the outside world and itself, successfully opened bright flowers, and proved its existence to the world with its white spirit and graceful charm. Facing such a lily and thinking about its successful process, what life inspiration have you got? Can you describe your experience in a paragraph?
Program: Listen to the psychological process of lily blossom. What do you think of life? Please tell me about your experience.
Requirements;
1, the language is concise and fluent.
2, can combine the content of the article, you can choose any angle to talk about experience.
Example: internal factors determine the importance of success; Create a harmonious society, provide a stage for others to develop, encourage and support others; To realize personal value, we must be ourselves and stick to our own nature.
Verb (short for verb) praises Lily.
Teacher: After everyone's interpretation, we saw a lily in a harsh environment, a lily ridiculed by others, a weak and humble lily, but at the same time we also saw a strong lily, a confident lily, a persistent lily, a responsible lily, a lily that inspired us a lot, and a lily that bloomed in our hearts. Is this lily worthy of our praise? Then let's sing a hymn for this lily.
Let me see the problem: write a hymn with the theme of "Lily blooms in my heart" in any form.
Requirements;
1, which can obviously highlight the image of lily.
You can choose any aspect of lily's spiritual quality.
3. You can choose the sentences or words in the text appropriately. Let's talk about the characteristics of poetry first: concise and short; The language is vivid and implicit; Sincere feelings; The rhythm is distinct; Branch writing, etc. The teacher will demonstrate first: you, a lily on the edge of the cliff,/weak and inconspicuous. /But you are strong and confident,/You answer others' disdain with a smile,/You prove your value with flowers. /The cliff is beautiful because of your existence,/Life is wonderful because of your blooming! Students' Writing, Communication and Evaluation
Read the text together
After reading everyone's hymns, we can see that everyone's praise for Lily is from the heart. Let's feel the charm of lily together with this love for lily. Read this article together.
Conclusion:
Today, we enjoyed a lily blooming on the edge of a cliff. I believe that after everyone's interpretation, this lily will certainly bloom in each of us. Finally, I send you a lily, wishing you a successful flower of your own as soon as possible.
"Lily" sixth grade Chinese teaching plan 5 teaching material analysis:
"Lily Blossoms" is the text of Unit 3 of the sixth grade next semester in the Chinese Shanghai Education Edition textbook. The training focus of this unit is to grasp the key words and sentences of the article, combine the content of the article, contact life practice and understand a philosophy of life. This article is an essay by Taiwan Province writer Lin Qingxuan. The text is about a lily, which resists all kinds of difficulties and firmly believes that it can blossom and eventually produce beautiful flowers. Tell us that under any hardship, we must stick to our beliefs and make unremitting efforts, and we will certainly succeed.
Teaching objectives:
1, be familiar with the text, master six words, and learn to use the parallelism sentences emphasized in the table.
2. Through the clue of "blooming" and the training of reading, writing and understanding, let students know the whole process of lily blooming, and understand and learn lily's firm belief, persistent pursuit and perseverance.
3. Through learning, let students feel and establish correct values and a positive outlook on life.
Teaching emphases and difficulties:
1. Key points: Taste the key words of the article, explore the image of lily, learn the hard course of lily blooming, and realize the philosophy contained in the article.
2. Difficulties: Through practice and study in various ways, we can understand the excellent quality of lilies written by the author, as well as the emotion and appeal brought to students.
Teaching process:
First, the physical import, stimulate interest
Teacher: Today, the teacher brought you a small gift (show us lilies). Do you know that?/You know what? Now I want to do a small survey to see how much you know about lilies. Teacher: The students talked a lot about lilies. Today, we are fortunate to learn an article by Lin Qingxuan, a writer from Taiwan Province Province (lilies bloom on the blackboard). What a beautiful and moving story did Sayuri play? Let's study it in depth.
Second, read the text for the first time, check the preview, review the new words, and feel the whole.
1. Listen and dictation. What experiences did you have during the growth of wild lily? (Ask questions to attract students' interest) 2. Check the preview. (Pinyin and understanding of words)
2. Ask the students to talk about what kind of process Lily went through. Fill in the blanks according to the text.
3. Students sketch (randomly) weeds-buds-lilies-lily valley.
Please divide the article into three layers with blackboard writing? Transition: Through this growing process, I believe this kind of Sayuri must have left a deep impression on you, so please read the text carefully and tell me what kind of lily you have in mind.
Third, read the text, explore in cooperation, perceive the process and feel the quality.
1, group study and discussion
(1) Draw the unfavorable environment (nature and society) around the wild lily with a straight line; Draw the belief, language and action of wild lily with wavy lines.
(2) Students exchange reports and teachers guide them (according to students' answers)
(3) Preset: Where does the lily grow? How is this place? From which words can it be reflected?
(4) Presupposition: When lily is a weed, what is it thinking? How did you do it? What was the result? (Draw with wavy lines)/Guide the weeds on the blackboard and add "weeds" (double quotation marks stand for special meaning) (double quotation marks on the blackboard)
(5) Presupposition: What tone should weeds, bees, butterflies and birds use? Why? From which words can it be reflected? (Circle the words) (PPT5) (Guide with answers) (6) How does Lily face it?
Fourth, interpret Lily's Heart Talk and experience the personality charm endowed by Lily.
1. Read Lily's Heart. Do you know Lily's heart? What experience do you have?
2. What qualities have we learned from Lily's words and deeds? (blackboard writing: firm belief, persistent pursuit, perseverance)
Five, experience application, training feedback, extension, theme induction, full text summary.
1, continue to write parallelism sentences (I want to study hard because ...); Filling (the use of words); Make sentences (as the exercise unfolds).
2, summarize the main idea (combined with blackboard writing, summarize the spiritual quality)
3. Summary of the full text: (1) See the last sentence (2) Summary: In fact, there is a lily in everyone's heart, and everyone sometimes faces difficulties and setbacks, as long as we persist in our faith and remain silent wholeheartedly.
Silently go to faith, then every lily will bloom white and charming flowers, thus proving its existence. The power of faith is magical. Dear students, please stick to your dreams, and success lies ahead!
Assignment design of intransitive verbs
1, copy the word twice;
2. Copy section 8 and sections 14 and 15;
3. Write a comment of about 300 words according to "Lily Blossoms" and your own situation.
Blackboard design:
Weeds-Bud-Lily-Lily Valley (the first one is firm in belief, the second one is persistent in pursuit, and the third one is persistent)
"Lily" sixth grade Chinese teaching plan 6 teaching material analysis:
Lily is an essay by Taiwan Province writer Lin Qingxuan. The article reveals the philosophy of life of "firm faith" with beautiful language and anthropomorphic writing techniques. Therefore, it is necessary to teach students how to use anthropomorphic writing techniques when they feel the beauty of the language of the article through reading aloud and get inspiration from it.
Analysis of learning situation:
When reading the narrative, senior students can basically understand the outline of the event, simply describe the scenes, characters and details that impress them the most, and express their feelings of love, dislike, reverence, yearning and sympathy. I hope that by training students to think attentively, read with their mouths open and feel personally under the guidance of teachers, they can realize knowledge, emotion and reason.
Teaching objectives:
Cognitive goal: Through reading, we can tell the kinds and experiences of lilies before and after opening.
Ability goal: cultivate students, read aloud, discuss problems and exercise students' language expression ability.
Emotional goal: With the text as the carrier, let students understand the importance of firm belief and persistent struggle to realize the value of life.
Teaching focus:
To truly understand and grasp the significance of firm belief and persistent struggle to realize the value of life, it is necessary to deeply explore expressive and meaningful sentences in the text.
Teaching difficulties:
Through students' individual reading, we can understand the importance of faith and unremitting struggle to realize the value of life.
Teaching preparation:
multimedia courseware
Teaching process:
First, import
Teacher: Students, do you remember the ugly duckling? The story that an ugly duck was repeatedly pushed out, laughed at and chased, and finally grew into a beautiful white swan touched countless people. Today, let's walk into a valley and see the blooming process of a lily with a similar fate to the ugly duckling. You will feel a tenacious power and see the light of struggle. Write "Lily Blossoms" on the blackboard. )
Second, reading the text for the first time
1, so what is the process of lily flowering? Read the text freely and find the answer.
2. Interlanguage: What kind of lily has been shown to us through this growth process? Come and study again.
Third, study the text.
1, read silently, how do lilies grow to full bloom like weeds? Draw the relevant sentences. (evaluation, pay attention to the whole. ) Xiu: With this in mind, Lily tried to absorb water and sunshine, took root deeply and straightened her chest. Under the contempt of weeds and bees and butterflies, Lily tried to release her inner energy. Every spring, lilies strive to blossom and bear seeds. Its seeds fall with the wind on the edge of valleys, grasslands and cliffs, and white lilies are everywhere.
2. Read these three sentences in a low voice. What did you find? (evaluation)
3. What kind of lily can we learn from its every effort? Back to the text, please read it carefully and comment briefly. ) Exchange experience: With this in mind, Lily tried to absorb water and sunshine, took root deeply, and stood tall.
★ How to make lily? Read this sentence. Understand deeply and directly.
★ Is this kind of effort easy to do? Let's talk about the growing environment. The remote valleys and cliffs thousands of feet high indicate that Lily's pursuit of good wishes is bound to be difficult, but it is still stubbornly fighting against the natural environment. Read it again. )
★ This is not easy to do. Why does Lily still try to do it? Read ideas. For this idea, Lily tried to absorb water and sunshine, took root deeply and straightened her chest. Read lily's strength. )
★ Do you realize what kind of lily this is after reading this? After lily's unremitting efforts, finally in a spring morning, the top of the lily bears the first bud.
Lily tried to release her inner energy. Combine this effort and talk about your own experience.
◆ How is lily made? (trying to release inner energy)
◆ Under what circumstances do you try to release your inner energy? Under the contempt of weeds and bees and butterflies. Teacher transition: the top of the lily bears the first bud, but the weeds privately laugh at it: pointing to reading; Tease in public: refers to reading; Occasionally, bees, butterflies and birds fly by, and they will dismissively discourage them. Faced with these cynicism, Lily said: (read together) I want to blossom, because I know I have beautiful flowers; I want to blossom, in order to complete the solemn mission as a flower; I want to blossom, because I like to prove my existence with flowers; No matter whether anyone appreciates it or not, no matter what you think of me, I will blossom!
Teacher: What rhetorical method is used in this article? What does the parallelism in Lily's mind express? (I want to blossom) At this time, the idea in my heart has become the belief that it strives to pursue.
◆ How does Lily express the belief of "I want to blossom" more and more strongly? Read this passage again, contact the context and combine the key words to realize it. Refers to reading, guidance and evaluation. Students understand that Lily is a confident, responsible, persistent and self-respecting person by combining context and keywords.
◆ What kind of lily is this? At this time, you are such a lily. Let us respond to the ridicule of weeds and the disdain of bees and butterflies. Let's watch it together: weeds privately laugh at lily and say; In public, he laughed at Lily. Occasionally, bees, butterflies and birds fly by, and they will be dismissive and dissuaded, Lily said.
◆ In the face of the ridicule of the wild bee butterfly, Lily's firm belief has never wavered. Let's remember this passage from Lily. Fill in the blanks: I want to blossom because (); I want to bloom for (); I want to blossom because (); No matter whether anyone appreciates it or not, no matter what you think of me, I will blossom!
Try it yourself. Read it together. Transition: The remote valley is as high as the precipice of thousands of feet, as the poem says, "The orchid grows in the valley, and no one knows it". But lily has a pure idea in her heart: "I am a lily, and the only way to prove that I am a lily is to produce beautiful flowers." Lily works hard for the pure thoughts in her heart; Under the contempt of weeds and bees and butterflies, Lily continued to work hard for the firm belief in her heart; Finally, one day, it blossomed. (Photo demonstration) Its spirit is white and its charm is graceful, making it the most beautiful scenery on the cliff. This flower is the crystallization of faith and the condensation of painstaking efforts. How hard-won this beauty is, Lily finally realized her value. But did Lily stop trying? Every spring, lilies strive to blossom and bear seeds. Its seeds fall with the wind on the edge of valleys, grasslands and cliffs, and white lilies are everywhere. Let the students read by themselves. What does Lily want to do? What kind of lily is it? Read by name.
Read it together: Every spring, lilies strive to blossom and bear seeds. Its seeds fall with the wind on the edge of valleys, grasslands and cliffs, and white lilies are everywhere. The teacher continued: (Music) Transition: Decades later, people from hundreds of miles away came from cities and villages to enjoy lilies. Many children knelt down and sniffed the fragrance of lilies; Many couples embrace each other and make a vow of "a hundred years of harmony"; When countless people saw the beautiful scenery they had never seen before, they were moved to tears. As the poem says, "Just for the sake of incense, those who seek Tao are everywhere." At this time, you are in this Lily Valley. What kind of lily do you see and what do you think of? What do you feel? What do you want to say to Lily? Practice oral English.
However, no matter how others appreciate it, the lilies all over the mountain will always remember the teaching of the first lily: show it: students read it together-we should wholeheartedly bloom silently and prove our existence with flowers. How to understand this sentence? Through this process of lily, we can see: Is this a lily?
Fourth, the teacher summary
Through this course of Lily, we really feel that whether it is flowering or being a human being, if we firmly believe and make unremitting efforts when pursuing our dreams, we can bloom beautiful flowers, which is our own success. This is the inspiration brought by The Blooming of Lily, and also the pursuit of Lin Qingxuan's "dedication is perfection".
Conclusion: May each of us have a beautiful lily in our hearts. Let's read this poem again with emotion and feel the tenacity and courage of Lily.