Teaching Design of Summer Reading for Middle School Students

L from the internet, for reference only.

Teaching objectives

1? Teach yourself new words, understand their meanings and use them.

2? Read the text with emotion, taste the charming language, experience the characteristics of summer, and experience the author's thoughts and feelings of praising summer, nature and workers.

3? Recite the first paragraph of the text.

Teaching preparation

Teacher: Prepare pictures or videos about summer.

Student: Read books about summer before class.

Teaching design

First, create situations and introduce new lessons.

1? Show summer photos, including the water towns in the south of the Yangtze River, the Great Wall of Wan Li and the Yellow River valley. Ask students to distinguish which picture is the summer scene described in this lesson.

2? Write on the blackboard and read together.

Second, read the text for the first time and communicate in groups.

1? People love to recite spring flowers and autumn moon, and the whiteness of winter snow is also praised by people, but summer is rarely mentioned. When it comes to summer, people always think that the sun is like fire. How does the author write in the article? Read the text freely and ask words or questions you don't understand.

2? Read the text and exchange previews.

3? Underline the sentences that directly express the author's feelings and read them carefully.

Third, read the text carefully and praise summer.

1? The article praised Xia from several aspects. Read the text freely and draw sentences that best reflect the characteristics of summer.

2? Feel the summer atmosphere.

What is the warm atmosphere in summer? What does the author compare "summer, green grass and forest belt" What can we feel in this boiling summer, with dense green grass and lush Woods?

(2) Are these cicadas really so annoying? Here, the author wants to tell us what the characteristics of summer are through cicada singing.

(3) "After half a year's savings, the spirit of spring has become a majestic trend, rolling in the fields and rising between heaven and earth. Summer is here. " What do these two sentences mean?

(4) Read the first paragraph with emotion.

3? Appreciate the colors of summer.

(1) "From the perspective of painting, this makes sense." What does this mean? What is the truth? (Show sentences: "The color of spring is cool and green, like blue waves, like tender bamboo, full of hope; The color of autumn is fiery red, such as sunset, such as red leaves, full of mature breath. " Comparative study, profound experience. )

(2) Fill in the blanks according to the understanding of the words "hope" and "maturity":

Summer, right in the middle, is a good peak season. (Chunhua Qiushi inherits the past and the future, and life alternates)

(3) Contact the following to understand the meaning of the sentence "Summer is a peak season for connecting the past with the future and alternating life".

(4) What crops grow in the field? How did they grow up?

4? Feel the melody of summer.

(1) "Tianjia has few free months, and people are twice as busy in May." It's from Bai Juyi's "Looking at Wheat Cutting". According to the information collected, talk about the meaning of this poem. (Show "Tian Jia is less idle, and people are twice as busy in May", with summer and autumn on their shoulders. "Guide the students to read this sentence. )

(2) Talk about people's busyness and nervousness in summer in their own words.

(3) Read the whole paragraph with emotion and read the tense melody in summer.

Four, intensive reading of the full text, expand the accumulation

1? Read the last paragraph of the article and tick the words that describe the characteristics of summer.

2? Read the whole article with emotion and experience the author's praise for summer.

3? Recite the first paragraph of the text.

4? There are many sentences in the article that vividly describe the summer scene. Read and copy them.

Blackboard writing:

summer

Enthusiasm-a magnificent trend

Gold-exuberant vitality

Nervousness-people are twice as busy praising the golden season between spring and autumn.

Qiu Hairong, Qinye Middle School, Changzhou City, Jiangsu Province

learning target

1, through reading, solve the problems in the text and sort out the meaning.

2. Through autonomous learning and group cooperative learning, summarize the structure of the article and tell the author's thoughts and feelings.

3. Through a lot of comparative reading, we can distinguish different authors' different feelings about summer.

4. Take this article as the research object and write about the summer on the grassland.

Learning process:

lead into/introduce

There are four seasons in a year, and they are different. Who wants to talk about which season do you prefer among the four seasons of the year? (Students say and briefly explain why) Then can you guess which season the teacher prefers? Students guess. Teachers just don't like summer, because in our local area, hot summer is more difficult. There is a local proverb, "Three winters are not as good as one summer". Take these two days as an example, the surface temperature has reached 400C, so when some teachers heard that I could come to Xilinhot, a summer resort and grassland city, they were very envious.

Although the teacher doesn't like summer very much, in an article we studied today, the author's feelings for summer are very warm. How does he feel? After learning the article, we will certainly understand. However, this article is more difficult. In the next study, students must be very focused and devoted.

First of all, sort out the meaning:

1, instruction: (1), please read the article carefully, underline the sentences that you don't understand or have questions, read and think carefully, and try to solve the problem by yourself. If it's really not good, discuss and communicate with nearby students. We will have a class discussion later. Let's see what problems our classmates have solved and what problems remain.

2. Student activities: Students read the text according to the reading requirements. Teachers patrol and provide support and help.

3. Class discussion: ask questions and express opinions on them. (Note: Just now, everyone read it carefully and devoted themselves to the discussion. Now let's have a class exchange and discussion. There are two contents: 1 has solved the problem. If you think it is valuable, share your solving process and current understanding with you; 2. If you can't solve any problems, just ask them and ask others for help. The students who speak try to speak louder and clearer, and the other students listen carefully. )

Note: Students' communication and discussion are randomly guided and evaluated.

Second, clarify the structure.

1, Guidance: (Transition) After everyone's concerted efforts in Qi Xin, I basically understood the meaning of the article. Let's further sort out the structure of the article on the basis of understanding. Ask the students to think about this question: from what aspects does the article describe summer and express the author's feelings? Please read the text again and work in groups to solve this problem.

2. Student activities:

(1) students read independently (note: give everyone two minutes to read and think independently around this problem)

(2) After two minutes, the group will study together. Note: The purpose of cooperative learning is to clarify and summarize the structure of the article after group discussion. If the group is willing to show it in the form of a structural diagram, we also welcome it. )

(Guidance: Now let me explain the points for attention in group cooperation: five people in the same row form a study group and choose a group leader. So shall I appoint the team leader, or shall the team choose for themselves? In the following group cooperative learning, our group leader has both rights and obligations. On the right is the cooperative learning of the leading group; The obligation is to care about the members of the group and organize cooperative learning in the group. What the group leader should do is: first, determine the order of speaking and organize the group members to speak one by one. Secondly, when a classmate speaks, the team leader must keep order in the group and ensure that other team members can listen carefully. Third, the team leader should also guide other team members to supplement their opinions and express their views in their speeches. Finally, the team leader also needs to appoint a group representative to summarize the group's views and prepare to show the group's learning results. )

Note: Teachers patrol, participate and talk.

3. The representatives of each group speak, with the participation of teachers and students to clarify the structure of the article.

Magnificent

scenery

Praise is golden.

Nervousness, enthusiasm, haste

People-hardworking and busy

Third, questioning and exploring.

1, guidance: after reading this article, everyone has a certain understanding of the structure of the article and the author's feelings. Now we must study it further. I wonder if you have any questions about the article itself? (1, the author said, "The color of summer is golden." Is the color of summer just gold? How to understand this sentence? 2. The author thinks that "carefree people naturally don't like this tense melody". Do you agree with the author? Tell me your understanding. )

Fourth, expand learning.

1, guidance: In this article, the author "loudly praises this golden summer between spring and autumn". His feelings are warm, but different people have different feelings about summer. Now let's look at two poems. How do these two poems express the author's feelings about summer? (slide show)

Student activities: reading, thinking and talking (fidgety/carefree/enthusiastic)

2. Description: Different places have different summers: different people will have different feelings about summer. In your eyes, what is the scene of grassland summer? What do you feel? Please write a composition on the topic of "Summer on the Grassland", learning the language in which the author writes landscapes. (Homework after class)

Summary and reflection on verb (abbreviation of verb);

Learning gains and losses.

First, the teaching purpose requirements:

1. appreciate the author's thoughts and feelings.

2. Understand the thinking of the article.

3. Feel the charm of language.

Second, the difficulties in teaching:

Teaching emphasis: objective requirements 1, 2

Teaching Difficulties: Purpose Requirements 3

Third, teaching time: one class hour

Fourth, the teaching content and process:

first kind

Introduce new courses:

Students, from primary school to junior high school, we have learned a lot of ancient poems reciting the four seasons. Beautiful ancient poetry is really beautiful! Demonstrate multimedia images (spring, autumn and winter). After each picture, ask the students to recite the poems belonging to that season.

Teacher: Students, have you noticed which season is missing?

Health: There is no summer.

Teacher: Good. Recite the poems about summer first! (born back to back). Students, today, we are going to study the essay "Summer" by contemporary writer Liang Heng. Writing on the blackboard, author.

(2) Introduction to the author:

Liang Heng, (1946-

), from Huoxian County, Shanxi Province. Mainly engaged in prose creation and prose theory research. His works have won the Youth Literature Award, Zhao Shuli Literature Award and National Excellent Popular Science Works Award; The essay "Suddenly Listening to the West" published in Foshan Literature and Art 1996 won the Excellence Award of "Heart to China" prose jointly organized by Mei Wen, Literature Freedom Talk and Foshan Literature and Art. Three essays, Jinci, Finding the Ferry, Finding the Ferry and Where to Cross, and Summer, were selected as middle school textbooks. His main works are News Trilogy (three volumes), Popular Romance of Mathematics and Physics (two volumes), and prose collection Heroes and Ghosts.

(3) When reading the article, students should imagine the picture in their minds and read out the key points and feelings when reading aloud.

(4) Students can read freely.

1. Clear the text barrier. Ask questions freely about words and phrases you don't know or understand.

After the students express their opinions, the teacher writes on the blackboard while summing up.

Writing on the blackboard: Jingmei Diligence} Praise

Nervous, enthusiastic, eager} praise

(5) Intensive reading of the text:

1. Read the first paragraph together:

Which words in this sentence summarize the characteristics of summer?

② What role does it play?

2. Read the second paragraph by name. Students summarize the meaning of this paragraph. What pictures highlight the characteristics of summer?

The boy read the third paragraph of the article:

(1) Find out the sentences that use contrastive techniques.

Which sentence echoes the second paragraph?

4. The girl read the fourth paragraph of the article:

(1) Where are the hardships of farmers?

Please summarize the fourth paragraph in one sentence.

All the students read the fifth paragraph:

(1) Find out the sentences that use contrastive techniques.

Ask students to talk about the feelings contained in this paragraph.

6. Why does the author praise the "Golden Summer" between the Spring and Autumn Period?

(6) Students summarize the full text. (Students discuss and summarize in groups)

(seven) the writing characteristics of the article:

1. What content in the text reflects the contrast technique and what role does it play?

2. This paper also uses metaphor and personification. Try to analyze with examples.

(8) Teachers and students summarize the theme of the article:

This paper captures the characteristics of warm, tense and hurried summer, and gains have been made but hopes are not exhausted. It depicts the scene of summer heat transpiration, wheat waves rolling and everything thriving on the golden land in summer, expresses the love for summer and deeply praises the hard-working farmers.

(9) Transfer:

What is the summer in your heart?

① Students dictate the summer in their hearts.

② Write the exercise "Summer in My Heart".

③ Textbook 136 Page Exercise 1 and Exercise 2.

"Xia" teaching plan

Yu Guiyan of Suzhou Hushuguan Middle School

(1) Requirements for teaching purposes:

1. appreciate the author's thoughts and feelings.

2. Learn to compare and compare.

3. Feel the charm of language.

Teaching difficulties:

Teaching emphasis: objective requirements 1, 2

Teaching Difficulties: Purpose Requirements 3

(3) Teaching time: one class hour.

(4) Teaching content and process:

first kind

Introduce new courses:

1. From the ancient poem "Summer in the Mountain Pavilion" [Tang] (The trees grow dark in summer and the balcony reflects the pond. The crystal curtains are blowing gently, and the roses are fragrant. ) import.

2.

This poem depicts a summer picture with a clear mood, and shows the poet's leisurely interest. The article "Summer" that we are going to study today expresses a tense and urgent melody, which shows the author's yearning for this passionate life.

(B) the preliminary reading of the text, the overall perception:

1. In the author's eyes, what are the characteristics of summer?

2. What thoughts and feelings does the article highlight?

(3) Learn the text and understand the content:

(1) What paragraphs are about summer enthusiasm?

(paras. 2 and 3)

(1) Which word in the second season follows the word "warm" in the first season?

The word "boiling".

(2) By comparing the scenery in spring and summer, the characteristics of summer are highlighted: "The fine sandy grass on the hillside has grown into thick hair, and the faint blue smoke on the forest belt has also condensed into a long black wall. ..... Summer is here. "

In the author's opinion, why is the color of summer golden?

"...-the harvest is there, but the hope is endless. It is a peak season of connecting the past with the future and alternating life. "

The colors of spring are compared with those of summer.

(4) How to understand that "the harvest is there, and the hope is not exhausted. It is a peak season for connecting the past with the future and alternating life." This sentence?

(2) Which paragraphs are nervous about writing summer melodies?

⑤ Description: "... every nerve of people is tense."

⑥ Write summer in two ways: day to night/all summer.

(3) Why doesn't the author praise the spring flowers and the autumn moon, but the summer full of tension and rapid melody?

In contrast, the reason why the author writes about summer is to praise labor and hardworking farmers.

(4) Summarize the theme of the article.

This paper captures the characteristics of warm, tense and hurried summer, and gains have been made but hopes are not exhausted. It depicts the scene of summer heat transpiration, wheat waves rolling and everything thriving on the golden land in summer, expresses the love for summer and deeply praises the hard-working farmers.

(5) Taste the language:

1. Metaphors are used in many places in this article. Please find it in the article and make a brief analysis.

2. Textbook 1 Exercise on page 361and Exercise 2

Postscript of teaching:

Teaching two lesson plans of "Summer", trying to impart knowledge to students from two different styles. The purpose is to let students grasp the characteristics of summer and firmly grasp the author's feelings in the text. Use this feeling to subtly infect students, so that students can truly realize this feeling.

Both kinds of teaching plans are based on the difficulties and difficulties, and combined with the characteristics of students in teaching. It not only dissects the knowledge in class, but also extends to extracurricular activities.

I read a lot of successful lesson plans when I wrote them. Thank you!

Summer teaching design II

summer

Yang Yuxuan Sheyang county teyong high school

Teaching objectives

1. Feel the characteristics of summer and the language charm of the article.

2. Experience the thoughts and feelings expressed in the text.

3. Learn how to grasp the characteristics of writing and write about scenery.

I. Introduction to Poetry

1. Let's play a guessing game. I recite a poem and guess which season it describes. Answer first, don't raise your hand. Listen to the topic: Su E, a young woman, is cold-resistant, and first frost is fighting in the middle of the month ... Everyone's poems are quite rich, so you can recite the poems you know about the scenery of the four seasons for everyone to guess.

Transition: I found that there were not many Xia poems mentioned by everyone. In the writings of literati of past dynasties, summer is either an artistic symbol of heat and depression, or a trace of helplessness revealed in Yang Wanli's "ruthless thinking of sleeping in the sun".

However, the contemporary writer Liang Heng (writing on the blackboard: Liang Heng) dares to explore new things. Judging from what people say, he loudly praised this summer between the Spring and Autumn Period, which made people sincerely admire. Today, we will enjoy Liang Heng's Summer.

Second, reading the text, the overall perception

1, please open your textbook and read the text by yourself to see what summer is like under the author's pen. In the process of reading aloud, use dictionaries to solve word barriers. And think: what kind of summer is the author describing?

2. Summer. (blackboard writing: warm, nervous and urgent)

Third, study the text and understand the content:

Transition: This paper grasps these three characteristics and describes them in detail.

1, please discuss with each other in groups of four: What sentences are used in the second and third paragraphs of the text to express summer enthusiasm?

(1), group discussion

2. Say their names and take the opportunity to guide girls to read sentences describing the summer scenery of the earth, and boys to read sentences describing the peak season.

2. Who did the author write about when he changed from writing about scenery to writing about people? What is the natural stage? Ok, let's read the fourth paragraph together.

Find out which sentences are written in a hurry.

Fourth, walk into the text and reproduce the picture.

Transition: Just now, the author showed us a vivid picture through the 234 natural section, as if we could feel the scene and ears in front of us.

Please talk about your feelings in the following form.

I seem to hear it;

I seem to see it;

I feel it;

1, handwritten

2. Name it.

Fifth, focus, point sublimation.

Transition: the author's delicate and vivid description makes people feel as if they were there. Does the author write about summer just for the scenery?

Four people discuss: Why does the author write about summer? (blackboard writing: Jingmei) (blackboard writing: diligent)

1, summary blackboard (golden summer)

2. Imitate sentences.

Spring is warm, summer is full, autumn is full and winter is full.

Sixth, read the taste carefully.

1, the author grasps the characteristics of things, and reproduces a warm, nervous and hurried summer by using comparative techniques and personified figurative rhetoric. Please choose your favorite paragraphs or sentences, read them to your deskmate, and explain the reasons for your liking (imagine the pictures in the text while reading, and read out the rhythm and feelings)

2. Read by name.

Seven, expand sublimation

According to the situation described in the article and the author's feelings, combined with his own unique feelings, write a few words with "summer is"

Eight, homework:

Look up the information and find out the famous articles and sentences describing summer.

Blackboard writing:

Hot and quiet beauty

Golden summer tense golden summer

Diligent and diligent