3 lesson plans for the 10th lesson in the second volume of the sixth-grade Chinese language compiled by the Ministry of Education

Every sixth-grade Chinese teacher should create a democratic atmosphere and base teacher-student activities on friendly, In a friendly and harmonious atmosphere. The teaching work of sixth-grade Chinese teachers is inseparable from the sixth-grade Chinese lesson plans, which are the guarantee for their teaching activities. Are you looking for and preparing to write the "10 Lesson Lesson Plans for the Second Volume of Chinese Language for Grades Sixth Grade" edited by the Ministry of Education? Below I have collected relevant materials for your reference in writing! 10 Lesson Lesson Plans for the 10th Lesson in the Second Volume of Chinese Language for Grades 6 of the Ministry of Education Edition 1

Learning Objectives

1. Read the text aloud and accumulate language.

2. Understand the content of the text, clarify the order of expression, and understand the philosophy of life that "failure is the mother of success".

3. Through the description of the characters’ movements and expressions, understand the characters’ inner activities and perceive the author’s way of expressing emotions.

Key points of teaching

Grasp the main content and find out how the young boy with the top bowl faced failure, persisted in performing again and again, and finally succeeded.

Teaching Difficulties

Understand the inspiration that the author received when watching the performance.

Teaching preparation

Preview the text and collect famous quotes about courage to face failure.

Design Intention

Allowing students to clarify the learning purpose of the class can enable them to use their time more effectively to complete learning tasks. With questions, students can clarify the main content of the text through silent reading, group discussion, emotional reading and other forms, the writing sequence and the author’s inspiration from this incident. The purpose is to enable students to actively engage in thinking and emotional activities. , deepen your understanding and experience of the text, be inspired by it, and enjoy the fun of reading.

Teaching process

1. Introduce the text and clarify the learning tasks

1. Today we study Lesson 4 "The Boy Who Holds the Bowl", which is written by the Chinese writer Zhao Lihong Mr.'s work. Please share your understanding of Mr. Zhao Lihong with classmates.

2. Take a careful look at the "connections" in front of the text and see how we can study the text?

(First, read the text silently and think about what the author saw. The acrobatic performance? The second is to talk about what you read from the ellipsis at the end of the article?)

The design intention is to understand the author and clarify the purpose of learning.

2. Read silently and think, what kind of acrobatic performance did the author see?

1. What the author saw was a thrilling performance.

(1) Which natural paragraphs in the text describe the performance process of the teenager? (3~7)

(2) Read the natural paragraphs 3-7 freely, and sketch while reading Comment, think about it: Why is this a very difficult acrobatic performance? You can also discuss it in groups.

(3) Whole class communication. ① The difficulty of the performance can be seen from the fact that the boy failed to perform twice; ② The difficulty of the performance can be seen from the audience's reaction when watching the performance; ③ The use of personification to describe the "bowl" reflects the difficulty of the performance. big. You can understand it by combining specific sentences in the text.

(4) Read aloud with emotion. From the boy's two failed performances, we felt that what the author saw was indeed a very difficult acrobatic performance! With this feeling, he read paragraphs 3 and 4 aloud.

2. What the author saw was a performance full of care and tolerance.

This can be felt from the girl's movements, the old man's demeanor and movements, and the changes in the boy's performance before and after.

Sentence:

① "A girl came out, swept up the broken porcelain pieces on the ground, and held out a large pile of bowls, which were also white porcelain bowls with gold rims and red flowers. Ten, one is a lot."

②"The same girl came out and swept away the broken porcelain pieces on the ground."

③"A short and sturdy one. The white-haired old man walked from the backstage into the light... and whispered something. The young man calmed down, held the new bowl in his hand, and bowed deeply to the audience. "From the look and movements of the girl and the old man. You can feel their encouragement and care for young people.

(1) After the first failure, the boy "did not panic and did not lose his grace", but after the second failure, "he stood blankly, with beads of sweat on his face. He was a little confused." At a loss.” If you were this young man, what would you think when faced with two failed performances? What might the old man whisper to the young man holding the bowl?

I have experienced that the girl swept up the broken porcelain twice, and it was right The silent support of the young man and the tolerance and encouragement of the old man are the final success of the young man!

We must learn to care and encourage others when they fail.

(5) With this feeling, read three sentences aloud.

Design intention

Let students understand that this is not only a thrilling performance, but also a performance full of understanding, care and support. Understand that success requires your own efforts and the understanding and support of more people. Learn to be more understanding and encouraging when others fail.

3. Reflection on writing, what can you read from the ellipses at the end of the article?

1. Guide writing.

The author said at the beginning: - Read the first natural paragraph. What philosophy of life did the author learn from this incident and the boy holding a bowl? Please read the first natural paragraph and the last natural paragraph together and think about what you read from the ellipsis at the end of the article. Write down what comes to your mind.

2. Write and communicate, and experience life philosophies such as "failure is the mother of success", "success comes from hard work", "tolerance and care can help others succeed".

3. Summary: This thrilling performance allows us to see a thrilling struggle and gives us inspiration in life!

Design Intention

Understand the article The main point to be expressed: No matter how many difficulties and twists and turns you encounter, don’t back down. As long as you persist, you will achieve success.

4. Excerpted words

1. Accumulation of words. There are many words worth accumulating in the text. Ask the students to copy down the words that you think are worth accumulating.

2. Word recommendation. Recommend a word to share with everyone.

3. Conclusion. I believe that students will remember these words in their minds and use them in our exercises.

Design intention

Guide the accumulation of words and learn to use them. Part 2 of the 10th Lesson Lesson Plan for the Second Volume of Chinese Language for Sixth Graders compiled by the Ministry of Education

Teaching objectives:

1. Learn the 9 new words in this lesson and read and write the new words correctly.

2. Understand the content of the text, understand the profound principles of educating people through the metaphor of planting trees, and be able to talk about your own experience in connection with real life.

3. Read the text emotionally and recite your favorite parts.

Teaching focus:

Understand the content of the text, understand the profound principles of educating people through the metaphor of planting trees, and be able to talk about your own experience in connection with real life.

Teaching preparation:

Multimedia courseware

Design concept:

Reading teaching is based on reading, and teachers should allow students to learn at different levels In the reading activities, students should enter the text themselves and start an effective dialogue with the text with their own hearts; they should strive to create situations similar to students' lives and shorten the distance between text and students' lives; they should pay attention to the individual differences of students and cherish their unique experiences. , so that students can comprehend and think through personalized reading, be emotionally influenced, and obtain personalized reading gains.

Teaching process:

1. Reveal the topic and exchange information

1. Reveal the topic and write on the blackboard and read the topic together.

2. Students exchange the collected information about mahogany, and the teacher uses courseware to display relevant pictures and texts to supplement the introduction.

3. Students must really want to know what is written in the text titled "Mahogany", so let us read it quickly!

(Design Intention: Life Children in Jiangnan know very little about mahogany trees. Teachers and students work together to collect information and introduce rich and thick information into the classroom, which shortens the distance between the text and students and arouses students' interest in learning. .

)

2. Read the text for the first time and understand the content

1. Students read the text in the way they like. Requirements: Read the text correctly and fluently, and think about the text written around mahogany. What content?

2. Communication

(1) Read the text aloud in natural sections on a voluntary basis, and use camera inspection to guide the reading of new words.

(2) Communication issues, summary: A kind of tree - mahogany, an ordinary but weird tree planter, contains intriguing truths. Now, let us pick up the textbook and savor it carefully!

(Design intention: Enter the text with questions, take a first look at its appearance, outline the main points, and the first dialogue with the text lays the foundation for deeper learning below. )

3. Read the text and answer questions

1. Read carefully and prepare to introduce the mahogany tree and the tree planter in the article.

2. Inspirational communication: Through the study just now, we got to know the mahogany tree and also met a tree planter who behaved strangely. Who can introduce it to you? You can use the words in the article Describe it in sentences, or introduce it in your own words.

3. The strange behavior of the tree planter made everyone full of doubts. If the teacher is this tree planter, right in front of you, what questions do you want to ask?

4. The author, like you, also has a lot of questions to ask the tree planter, see——

The courseware shows relevant sentences: "I couldn't help but ask him, when should he come? How long should he water? Water once? Why did the mahogany wither for no reason? If you watered it every day, wouldn't the mahogany seedlings wither so easily?"

Guide students to read out the deep questions in the author's mind.

5. The students must be eager to solve their doubts. Now, let us go into the text together, approach the tree planter, and listen to his answer.

6. Read what the tree planter said and discuss the issues just raised.

7. Two people at the same table play the role of the author and the tree planter, and solve the problem through dialogue.

(Design intention: In this link, students will go from doubting to questioning, from questioning to solving doubts, and have close interaction with the text in independent and lively learning activities such as independent inquiry, cooperative communication, and role play. The second dialogue brings the students' hearts closer to the tree-planting man in the article)

4. Study the text with concentration and understand the main idea

1. The simple words of the tree-planting man. The light of wisdom shines in it, which has benefited us a lot. The author understood the profound truth after listening to the words of the tree planter.

Multimedia courseware provides: "Not just trees, but people too. People who live in uncertainty can better withstand the test of life and will develop an independent heart. In uncertainty By deepening your feelings and emotions about the environment, you can learn to convert little nutrients into huge energy and strive to grow."

2. Read silently and inspire thinking: Can the students understand? You can relate to your own life or famous examples you know to understand the meaning of the sentences. If you have any difficulties, you can discuss them in a group.

3. Communication report

(Since students have little experience, teachers can simply supplement the deeds of Zhang Haidi and others through courseware to deepen students’ understanding of this passage.)

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4. Summary reading: In this passage, the author thinks of the growth of people from the growth of trees. How philosophical! Do you like it? Then please read it emotionally!

(Design intention: The extension of Chinese learning is equal to life. We strive to shorten the distance between text and life, allowing students to connect with their personal life reality or add typical examples to start a dialogue with the text again, so that the profound truths that were originally far away from students become Vivid, real and accessible)

5. Return to the text and deepen your feelings

1. The words of the tree planter have given the author a lot and also given us a lot. Enlightenment. And what happened to the saplings that were only knee-high at the beginning? The courseware shows -

"Now, the mahogany trees in front of the window have grown as high as the roof. They are so elegant and comfortable, showing their vitality. vitality.

”

2. If you were one of the mahogany trees that has grown into a big tree today, what would you like to say?

(Guide students to talk about their own experiences from different perspectives. Feelings: Say to the person who planted the tree...; Say to the companion who has withered...; Say to the partner who grew up together...; Say to the people who come for a walk...)

3. Summary: Classmates We, the flowers in the greenhouse cannot withstand the test of wind and rain, and the birds under the eaves cannot fly into the vast blue sky. Constant self-improvement in the face of adversity is a way to become talented.

(Design intention: pay attention to students. Individual differences, cherish students' unique experiences, and guide students to express their understanding of the text from different angles, which not only enriches and sublimates the main theme of the article, but also makes the classroom full of vigorous personality and shines with the light of smart wisdom.) 10th Lesson Lesson Plan Part 3 of the Second Volume of Sixth Grade Chinese Language

Teaching objectives:

1. Read accurately and accumulate the words in this lesson: strange, exquisite and colorful, condensed, delicate, and present; Understand the word "exquisite and colorful".

2. Know the aspects of Wucai Pond in the text.

3. Be able to understand the sentences correctly and feel the context of the article. The closeness of the connection.

4. Use blackboard writing to summarize the strangeness of the pool and accumulate relevant sentences.

Key points and difficulties:

1. Able to understand sentences correctly by connecting them with context, and feel the close connection between the previous and later parts of the article.

2. Feel the wonder of the colorful pool by using blackboard writing. , accumulate relevant sentences.

Teaching process:

1. Introduce the topic and reveal the topic.

(1) Appreciate the pictures and feel the wonder of the colorful pool.

1. Appreciate the pictures and experience the magic of the colorful pool

(Media music, show: Appreciate the pictures)

(2) Reveal the topic. p>

An author turned this beautiful scenery into words after the tour. This is the text we are going to study today (Blackboard Writing: 17 Colorful Pond) Read Together

2. Feedback Preview. , sort out the context of the article.

(1) Feedback preview, understand the general function and summary function of sections 1 and 4.

1. Feedback preview, exchange and write the characteristics of Wucaichi. Words.

(Show preview requirements) After reading the article, what impression does Wucaichi leave on you?

2. Guide students to pay attention to the beginning and end of the article, and sort out the structure of the article. Study Sections 1 and 4.

Communication: (Blackboard: Strange) Yes, this is the overall impression Wucaichi left us. The author introduced the characteristics of Wucaichi at the beginning and summarized it again at the end. Now that we know its characteristics, let us pick up the book and read Sections 1 and 4.

(2) Understand from what aspects the author introduces Wucaichi.

1. Communicate from what aspects the text introduces Wucaichi.

In the middle two sections, which two aspects of Wucai Pond did the author introduce to us?

2. Communicate and write on the blackboard. (Write on the blackboard: pool, pool water)

3. Summarize and clarify the learning purpose of this lesson.

This article focuses on the two aspects of the pool (click on the topic "pool") and the colorful water in it (click on the topic "five colors") to introduce the strangeness of the colorful pool. When we read this kind of article about scenery, we must first understand from what aspects the author introduces the scenery. Now let us study in depth and see how the author describes the strange characteristics of Wucaichi in detail.

3. Study Section 2, understand the strangeness of the size and shape of the colorful pool, and accumulate relevant passages.

(1) Understand that this section is written around that sentence.

1. Read verse 2 by name, in correct pronunciation.

Let’s first look at the description of the pond in the article. Read verse 2 by name. (Media: Pinyin of "Linglong, Just Like, One Acre, Blooming") Correct pronunciation.

2. Read Section 2 silently and think about which sentence this section is centered around.

Which sentence is this section based on? Underline the sentence with a straight line.

3. Guide students to identify which sentence this section is written around by connecting it with the context.

Communication: (blackboard writing: large and small, exquisite and colorful)

Reading experience: There are countless colorful pools all over the hillside here. These colorful pools - big ones - small ones - the edges of the pools are golden, like circles of golden ribbons surrounding the pools into various beautiful shapes -

(2) Guide to grasp the key words in the sentence, understand the meaning of the sentence in conjunction with the context, and understand the author's feelings.

1. Read Section 2 and get a preliminary impression of how the author describes Wucai Pond.

(Show: Pictures of mountains and ponds) If you were a tourist, what would you do at this time? If you couldn’t use a camera and were asked to describe the beautiful scenery in words, how would you write it? Let us Let’s see how the author uses words to attract us. (Show: "These five-colored ponds are large and small? Lotus flowers.") Read this passage again and experience it.

2. Show sentences to guide you to feel the surprise revealed in the author's description.

(1) Media: music; normal school reading, student imagination. The author said in the article - (Production: The largest area is less than one acre, and the water depth is less than three meters.) Does this large pond look very big to the author?

(2) Communication .

Comments: “One acre” is equivalent to the size of 14 of our classrooms! Maybe we feel it’s big. But it is also a pond. Tianchi in Xinjiang is as big as 7 acres. As for Wucai Pond, the big one is not big. A "insufficient, insufficient" expresses the author's feelings.

(3) What about the small ones - boys and girls read two sentences separately. What did you find? (The size of the pool is very different)

3. Summary: The author used The strong contrast makes us feel the strangeness of the pool. (Writing on the blackboard: comparison)

(3) Feel the different shapes of the pools, and read the relevant sentences with emotion

1. Know that the author uses metaphors to introduce the shape of the pools.

What method does the author use to introduce the shape of the pool? (Written on the blackboard: metaphor) Read the relevant sentences.

2. Connect with the text content and understand the "exquisite and colorful".

After reading the sentence, do you understand what "exquisite and colorful" is? (Small and exquisite, with different shapes)

3. We just read the sentence and understood the meaning of the words Meaning, I also felt the beauty of Wucai Pond. Let’s read verse 2 again.

4. Study Section 3, understand the strangeness of the water in the colorful pool, and briefly summarize "the strange color of the water in the colorful pool".

(1) Understand the structural characteristics of the third section and summarize the key points of each level.

1. Read Section 3 silently, layered.

We followed the author to appreciate the wonder of the pool. Let’s go and see the bright and colorful water! (Writing on the blackboard: Bright and colorful) Read verse 3 silently and think about the two aspects from which the author comes. Introducing the pool water? Mark the layers.

2. Inspection, (the media will provide the answers)

3. Understand the reasons for such stratification. Communication: (Write on the blackboard: Phenomenon, cause)

(2) Understand the strangeness of the water in the colorful pool, and briefly summarize it according to the prompts on the blackboard.

1. Understand and briefly introduce the strangeness of Chi Shui.

(1) In this lesson, we will first follow the author to understand the strange phenomenon of pool water, and extract the key content and briefly explain it to others. Quotation: Stand on the mountain and look down - read it yourself and pronounce this passage correctly. (The media shows the original second floor)

(2) Read by name.

(3) (Media: hide the second half) This pool of water is really amazing - (boys read)

(4) Guide students to use grasping in communication Keywords are used to summarize the strangeness of the pool.

(5) Ask students to circle a word from this sentence that reflects the strangeness of the pond water. (Writing on the blackboard: different)

What other conditions are needed? (Writing on the blackboard: same stream) Now can you talk about it together? (Guide students to use "Although? But?" when communicating. This related word is used to make the strangeness of the pool clear.

)

(6) How does the author further describe to us the different colors of the pool water? Quotation: Yes

——Some——Some—— Yes -

(7) Understand that there are several situations where the author means "different".

(8) Communication:

? The first situation: the pools are different and the water in the pools is different. (Write on the blackboard: Different ponds, different pond water) ? The second situation: the same pond, different colors. (Writing on the blackboard: the same one)

(9) Now can you connect the two to introduce how the water in the pool is different?

2. Read the relevant content emotionally.

You have understood the text, and you have also clearly introduced the strangeness of Chi Shui by using key words. Let us read these sentences again. (Read together) If you scoop up the water in each pool and take a look -

At this time, you can't help but want to admire the water in Wucai Pool -

5. Summary of the text, Assign homework.

1. Summarize and introduce the content of the next lesson.

2. Homework:

Use "Although...but..." to introduce the strangeness of the pool water.

Choose one of these two sentences and copy it in a notebook with a pen.

Think about it in connection with the following: Why does the text say "Sunny Day" at the beginning?

Blackboard writing:

Large and small (comparison)

(Strange) Ponds: different and the same one

Pond water phenomena are the same stream, but different

(Bright and colorful) Although? But? Pond water Different causes