Teaching Design of Color Wings of Chinese, the first volume of Grade Six

"Colorful Wings" comes from the seventh lesson of the first volume of sixth grade Chinese published by People's Education Press. This is a paper. How can teachers teach this lesson well? I have compiled the teaching design of the first volume of the sixth grade of the People's Education Edition, "Colorful Wings of Chinese". I hope everyone will gain something in the reading process!

Teaching design of colorful wings, the first volume of sixth grade of People's Education Press, 1

Teaching objectives:

1. On the basis of reading the text, guide students to understand the noble character of island soldiers who love, take root and build islands, and stimulate students' thoughts and feelings of loving the motherland.

2. Continue to understand the role of keywords in expressing character quality.

Teaching emphasis: understand the content of the text and feel the noble character of frontier guards who love, take root and build islands.

Difficulties in teaching: Understanding the relationship between the harvest of fruits and vegetables and insects in nature.

Teaching preparation: read the information about the relationship between fruit and vegetable harvest and insects in nature before class.

Teaching process:

First, introduce the new course:

Students, there are many islands in the territorial sea in the south of the motherland. In order to defend the motherland, PLA soldiers are stationed on these difficult islands far from the mainland. The text we are going to learn in this class is a beautiful and moving story, which tells the story of an island soldier. Please look at the topic written by the teacher (blackboard topic). Please read the topic together: colorful wings.

Second, read the tips and make clear the learning objectives.

1. Please turn to page 25 of the book. First, read the conjunctions in this article. Ask a student to read aloud. Other students listen and think. This course has two learning tasks. What are they? Draw it with lines and write the serial number.

2. Who will talk about the two learning tasks of this class? What are they? . Communicate while living. The teacher opens the courseware and shows the learning task: 1. Why did Gao Xiao bring insects to Gemstone Island? 2. Exchange experiences after reading the article.

3. Read the task together

Third, read the text for the first time, feel the whole thing and complete the first task.

1 below, let's challenge the first task: read words silently at a faster speed. Why did Gao Xiao bring insects to Gemstone Island? Read and think, (pay attention to the information read before class, and consider using … because … to answer).

2. Who will challenge the first task and tell me why Gao Xiao brought insects to Gemstone Island?

Fourth, read the text intensively and experience the exchange of key words.

(1) How do you feel after reading the text?

The blackboard says: Soldiers love the island.

(2) From which words and phrases in the article did you get these feelings?

Now, please read the text carefully again, wander between the lines of the article, read it quietly and carefully, draw a sentence that best reflects the soldiers' love for the island, read it several times, make comments next to it and write down some of their feelings.

(3) student communication:

How carefully the students read, and the teacher was deeply moved. Let's finish the second learning task. Grasp the key words and exchange your own experiences.

1, Gao Xiao threw his big bag aside, but held a cardboard box tightly in his arms.

(1) Oh, that big bag can hold many good things, including crunchy pine nuts and hazelnuts, which are his favorite local products in Heilongjiang, made by his mother. These things are the best in the world on an island with difficult conditions! However, Gao Xiao, who was seriously seasick, threw his big bag aside, but held the cardboard boxes full of unpalatable and useless insects in his arms and held them tightly. Gao Xiao really likes this island!

Is there a paper box in Gao Xiao's arms?

(3) You see, as long as you grasp these keywords, you can realize the soldiers' love for the island.

2. They opened pieces of "Teru Shimada" under rocks and roadside, and sowed vegetable seeds brought from their hometown with their love for the island.

(1) Talk to two classmates.

(2) Oh, the soldiers' love for the island makes this rocky island have fertile fields and this barren land full of vitality. They sow seeds, but what is it? The beautiful wish to transform the island is the fiery heart of loving the island!

(3) Boys, read this sentence.

They take care of this small melon like a baby, watering and fertilizing it, and they are not careless at all.

(1) Talk to two classmates.

(2) Students, have you ever helped adults take care of babies? Do you know how difficult it is to take care of such a delicate baby?

(3) The soldiers on the island love this melon like a weak baby. What do you think will happen on an island with bad conditions? What did the soldiers do? What did the soldiers do when there was a severe drought on the island? What did the soldiers do when the typhoon blew? What did the soldiers do when it began to rain?

(4) Who will read this sentence? Read the soldiers' love for melons.

The soldiers all laughed, picked up a small piece with two fingers, studied it carefully, smelled it gently, bit it slowly, and groaned endlessly.

(1) The soldiers' love for the island created a miracle. The first watermelon ripened on this desolate island. What sentence did you find impressive at the melon tasting? What did you realize?

(2) How do students eat watermelons on weekdays? At this time, the soldiers smiled, held them between two fingers, studied them carefully, bit them slowly and sighed: (talking to the students while doing the action) What did you learn from them?

Please read your feelings. Look for students to read together, read together.

I don't believe that these elves won't love our motherland's islands and want to live and work here.

(1) Just now, we tasted the sweetness of the first watermelon on the island with the soldiers, and realized the deep affection of the soldiers who loved and built the island. I believe that with the efforts of many soldiers like Gao Xiao, more watermelons will be produced on the island. Now, what about the bug belt in the small high belt? Let's read paragraph 14- 17 of the text together. The male students read the author, the female students read Gao Xiao, and the teacher read the narrative.

(2) What did you learn from your childhood? Can you understand this feeling of Gao Xiao with your reading?

6. Suddenly I found a butterfly on the window pane, facing the morning sun and flapping its colorful wings.

(1) Gao Xiao was right. These lovely elves, like our soldiers, live and work in peace and contentment on the island of the motherland. Where did you see it? Read this sentence together.

(2) Use "colorful wings" at the end of the article. These colorful wings not only represent butterflies and other small insects that have settled on the island, but also represent what? Think about the island under the construction of border guards. What color will it be? It also represents the colorful revolutionary life of the soldiers who built the island and loved it. Soldiers' love for the island is also their deep love for the motherland!

Fifth, read the text beautifully.

Soldiers' love for the island and the motherland, waving their colorful wings, flashed between the lines of the article! Students, next, let's read the text again. You can read any paragraph you want, reading about the soldiers' love for the island of the motherland. Read it, class, and read all your feelings, ok?

Teaching design of the first volume of the second grade Chinese "Colorful Wings" published by People's Education Press.

Teaching objectives

1. Perceive the main content of the text and understand the double meanings of the topic.

2. Guide students to look for several characteristics of the gem island between the lines.

3. Understand the content of the text, learn the patriotic feelings of island soldiers who took root and transformed the island under difficult conditions, and stimulate students' patriotic feelings.

4. Understand the relationship between the harvest of fruits and vegetables and insects in nature.

5. Learn to imitate and practice writing by describing the details of the text "Eating Watermelon"; Use the last paragraph of the article to practice writing with imagination.

Teaching emphases and difficulties:

Teaching emphasis: 1. Understand the unique way that frontier guards love the island of the motherland, and experience the feelings that soldiers love the island and the motherland.

2. Understand the relationship between the harvest of fruits and vegetables and insects in nature.

3. According to the characteristics of the text, use Unit 1 "Expression of Association and Imagination" to deepen writing practice.

Difficulties: Understand the meaning of soldier Gao Xiao's last words, and feel the soldiers' love for the island and the motherland.

The teaching time is one class hour.

Teaching step

First, the reading questions are in doubt

1, import: students, Mr. Ji Lao, who is studying abroad, miss his grandparents all the time; The border guards stationed on the island expressed their love for the treasure island of the motherland in their own way. Today we are going to learn a new text "Colorful Wings" (the title of blackboard writing) and see what words are used in the text to express our determination to take root in and build an island.

2. Read the questions by name. Whose wings? The wings of small flying insects, such as butterflies. Does the word color only mean that the wings of small insects are colored? What else does it mean?

3. Read the tips and make clear the learning objectives.

Read the tips and think about what the learning task of this lesson is.

Why did Gao Xiao bring insects to Gemstone Island? 2. Exchange experience after reading the article)

(intention: in skimming the text, the function of conjunctions is the same as that of after-class questions in intensive reading class. They are a guide for students to skim the text, suggesting the learning requirements and methods of skimming the text. But these requirements and methods are often not particularly clear and obvious in front of students, so after students extract information from conjunctions, I guide them to sort out and process the information they find. In this way, students can make clear their reading objectives, focus on reading difficulties, study with a clear aim and improve their learning effect; It can also make the whole teaching process look atmospheric and concise, and avoid involving all aspects of teaching content. )

Second, check preview and communication.

1, understand the following words: blue sky, squat, clear, elf:

2. Exchange the following questions:

(1), what does this passage mainly say?

(2) Why did Gao Xiao bring insects to Treasure Island?

(3) How do you feel after reading the text?

(through the preview check, sort out the content of the text, form an overall idea, and pave the way for the study and understanding of the text. )

Third, explore the island.

We have Taiwan Province Island in China, which is the largest island in China. There are Sun Moon Lake, Alishan and Butterfly Valley. Hainan Island is the second largest island in China, where there are "Tianya Haijiao", Wuzhishan and coconut trees. Zhoushan Island in Zhejiang is the fourth largest island in China, and Putuo Mountain in Zhoushan is one of the four famous Buddhist mountains in China. These islands are not only beautiful in scenery and outstanding in people, but also rich in products. So, what kind of island is the gem island in the article? Please find out the characteristics of this island between the lines of the text.

1, barren land

The teacher explained "Teru Shimada": Gem Island belongs to coral reef (an island formed by coral reef deposition) and is not suitable for growing vegetables. Soldiers take soil to the island, and ships take it to the island to build a field where crops can be planted.

2. Hard conditions: "Watermelon thinks our island is hard and doesn't want to settle here."

Drinking water mainly depends on rainwater, and living materials need to be transported from the mainland.

3. Away from the mainland: "The island is far from the mainland, and there are no bees or other insects."

Soldiers are far from home, so it is inconvenient to contact relatives and friends.

Form a blackboard writing: the barren land is hard and far from the mainland.

The article describes the hard living environment of the island with a few concise and extremely inconspicuous words, but it is these words that set off the patriotic heart of the border guards to take root and build the island from another side, giving people a sense of relief. Therefore, it is of great significance to do these words well and feel the deep connotation behind them for understanding the patriotic actions of border guards. )

Fourth, love this island deeply.

(Pointing to the blackboard) Gem Island is far from the mainland, with harsh conditions and a barren land. Why build an observation communication station here? Although the gem island is small, it is also a part of the territory of the motherland and is sacred and inviolable. The purpose of establishing observation and communication stations is to effectively guard the territory of the motherland. )

So, can soldiers stay here at ease?

According to the students' communication, understand and read the following sentences:

He threw the big bag aside and held a cardboard box tightly in his arms.

This strongly shows the important position of small insects in Gao Xiao's mind. The "throw" and "hug" in the sentence are in sharp contrast.

(2) They opened pieces of "Teru Shimada" under rocks and roadside, and sowed the vegetable seeds brought from their hometown together with their deep feelings for building and loving the island.

The meaning of "sowing" in the sentence is not only to plant seeds, but also to keep the true feelings of building and loving the island on the island forever.

They look after melons like babies, watering and fertilizing them, and dare not be careless at all.

Love melon means love island.

(4) The soldiers are laughing, ... as if a sweet spring water had flowed into every soldier's heart.

These two sentences show the joy, excitement and pride of the soldiers after harvesting watermelon, and show that they cherish the fruits of their labor.

How does the detailed description of this paragraph help our writing? Please write a paragraph on the topic of "eating".

⑤ "I don't believe that these elves will not love the island of our motherland and will not live and work here."

On the surface, this sentence praises insects, but in fact it is Gao Xiao's inner confession: he loves the island of the motherland and is determined to build it into a beautiful home with both hands. This sentence points out the center of the article.

Fifth, introduce writing practice and think about the quiet beauty of stone horse;

Yes, how can these elves not live and work here? Look-let me see:

Woke up the next day, it was already dawn. Suddenly I found a small butterfly on the window pane, facing the morning sun and flapping its colorful wings. "

From "Colorful Wings", I realized that insects in the small high zone live and work in peace and contentment on the island. Besides the colorful wings of insects brought back by Gao Xiao, what else is colorful? The island is built more beautifully and richly, and it is colorful; Soldiers build islands in various ways, and their love is colorful; The soldiers' hopes for this island are colored, and so is the future of this island. ) At the beginning of class, some students asked why the wings were colored. What does "colorful wings" mean? Do you understand now?

Practice writing:

I am a little butterfly.

This little butterfly with colorful wings, facing the first ray of sunshine in the morning, came to the window to visit the soldiers who had worked hard all day, because this is a lovely group of soldiers. They use their youth and dreams to transform the isolated island of the motherland. The barren island began to show green vitality, and the island also had a colorful life! At this moment, dear students, if you are a small butterfly, let us also flap our colorful wings and let our imagination fly. Think about it, after the efforts of more than ten generations of island guards, what kind of new scene will the island be now? Please pick up your pens and write them down.

(1) Students practice writing.

(2) Communication between teachers and students

(Contrast can best reflect the essence of things. Feeling the contrast between the past and the present of the island in the form of practicing calligraphy not only improves the students' ability to express themselves in language, but also strengthens the border guards' understanding of being loyal to the motherland, the people, defending the island, building the island and dedicating their youth and blood. )

Verb (short for verb) responds to the topic.

Read the question again. Why is the title of the text "Colorful Wings"? (It is pointed out that the beauty and cuteness of small insects also reflect the soldiers' good wishes, that is, to build islands, take root in islands and protect them. )

Teaching design of the first volume of the sixth grade Chinese "Colorful Wings" by People's Education Press 3

Teaching objectives

1. Read the text with emotion, and understand the harsh natural environment of the island and the hard living conditions of border guards from between the lines of the article.

2. Read the text carefully, and experience the true love of the border guards for the treasure island of the motherland from the words and deeds of the soldiers.

Situation introduction

1. Show the article and let the students read freely:

Small melons really bear a lot of fruit. They are so watery and lovely. Unexpectedly, after a heavy rain, huge waves rushed to the island, knocking the melons to the ground one by one. Later, when I checked, I found that only one melon seedling was planted behind the big stone, and there was a small melon left.

2. Read this article by naming several students. The teacher simply evaluates the degree of investment in reading, and the camera asks the students:

1. What does "disability" mean?

B, what words can replace "disability" here?

C, through the "residual", what kind of scene is displayed in front of your eyes?

3. reveal the topic.

Teacher: Do you have any questions after reading this article?

Default student question:

Did the remaining melons finally grow up and mature?

Why do you want to grow melons on the island?

How will the owner react when the melons are knocked off one by one?

(The teacher chooses the questions that can be answered in the text and writes them on the blackboard. )

Teacher: (writing on the blackboard: Cai Yi) The questions raised by the students are very level! Please think about this question again: What is the connection between a small melon and "colorful wings"? Please open your textbook and read the text "Colorful Wings" carefully. We should not only read through the text, but also sort out our problems just now, see what problems the text can solve and draw relevant sentences.

Constructing the image of "island"

1. According to the blackboard, report the post-reading feeling by name, guide students to answer questions through reading, and ask students to read relevant sentences correctly, fluently and emotionally.

2. Guide students to construct the image of "Gem Island".

Teacher: What kind of island is the "Gem Island" in the text? Can you find the answer carefully between the lines of the text?

Students can read the text freely, and the teacher helps them patrol.

4. Report the gains after reading by name.

Key points that students can report:

The island is far from the land.

The island is small in area.

The natural environment of this island is so bad that there are no insects.

There seems to be no one else on the island except a group of lovely soldiers.

……

When reporting by roll call, teachers need to do everything possible to guide students to read the relevant sentences aloud emotionally, and try not to do too much analysis and preaching. )

Focus on guiding the reading of the following sentences:

Two years ago, soldiers came to Gem Island and set up this new position. They opened pieces of "Teru Shimada" under rocks and beside roads, and sowed the vegetable seeds brought from their hometown together with their deep feelings for building and loving the island.

(Teacher's Instruction Reference: The desert island began to show green vitality, and the island finally ushered in a lovely army! The soldiers laughed, and so did the island! )

The melon seedlings have been unearthed, the seedlings have been dragged, and the small yellow flowers have opened. But in the harvest season, there is not even a small melon. Some soldiers were discouraged and pursed their lips and said, "Watermelon thinks our island is hard and doesn't want to settle here."

The sea is salty, the land is barren, there is no breeze and drizzle, and there are many storms and high waves. Watermelon Watermelon is really hard for you, but we are really unwilling! )

The island is far from the mainland and there are no bees or other insects.

Small melons really bear a lot of fruit. They are so watery and lovely. Unexpectedly, after a heavy rain, huge waves rushed to the island, knocking the melons to the ground one by one. Later, when I checked, I found that only one melon seedling was planted behind the big stone, and there was a small melon left.

Island "Guagua Club"

1. Find out the sentence describing "eating melons" in the ninth paragraph of the article, read and think, and observe the stationmaster of the communication station. If you ask everyone: This is a hard-won big watermelon on Gemstone Island, who should I try the first watermelon today? Why?

Students can express their opinions freely, and teachers will summarize them-Ray.

Teacher: Yes, without the agricultural knowledge in the minds of radar soldiers, I'm afraid the soldiers on Gem Island can't even eat their own watermelons! Before Ray Dabing takes the first bite of the big watermelon, we should ask him to introduce us to the process of finding the answer, don't you think? So, how would he introduce it? Please develop rich associations and write an introduction to Lei's "exploits"!

3. Practice writing in class. Teachers patrol, guide and organize students to exchange performances with cameras.

Know the soldier "Gao Xiao"

Teacher: Gao Xiao is the correspondent of Zhenbao Island Observation Communication Station. He accompanied me to Gem Island. This soldier is very interesting. Please draw some words describing Gao Xiao in the text and read more. Tell me what characteristics do you think this soldier has?

1. Students can read the text freely, sit at the same table or discuss in groups.

2. Tell the students' impression of the soldier "Gao Xiao".

Focus on guiding the reading of the following sentences:

Gao Xiao was talking and laughing on the dock. At this time, he fell silent, closed his lips and stared blankly. He threw the big bag aside and held a cardboard box tightly in his arms.

Teacher's Guide Reference: One side is a big bag, and the other side is a paper box. Students, can you find the difference between these two things? -Different things have different distances from Gao Xiao, and Gao Xiao pays different attention to them ... Read this sentence, what a lovely Gao Xiao! )

Gao Xiao nodded and told me that he had put all the insects in the carton before dinner. He smiled and said, "I don't believe that these elves will not love the island of our motherland and will not live and work here."

Sublimation of cognition

1. In a word or two, what kind of island is this and what kind of soldiers are there on the island.

2. After the roll call, the teacher asked: Do you have any questions to ask?

Students may ask the following questions:

Why do soldiers live on such an island?

What's the point of soldiers guarding such a bad island?

……

Teacher: The question asked by the students is very good. These questions are what the teacher has been thinking about. Let's pay attention to two more questions:

First: Where can this island be located in the motherland?

Second: If there are no soldiers stationed on this island, what will be the serious consequences?

3. After the students speak, play "Speak from the Heart" to end the text teaching.

arrange work

1. Extract words and sentences from the text.

2. Write a letter to the soldiers of Gem Island, which can be published on the blackboard or submitted to the editorial department, and post the letter on the website conditionally.