Guilin landscape lesson plan

As a selfless and dedicated teacher of the people, it is usually necessary to use lesson plans to assist teaching. Teaching plans are the key point in the transformation from lesson preparation to classroom teaching. So how should we write lesson plans? The following are 3 Guilin landscape lesson plans that I carefully compiled. I hope they can help everyone. Guilin Landscape Lesson Plan Part 1

1. Teaching Objectives

1. Ideological education: inspire students to love the motherland's beautiful rivers and mountains, and cultivate their love for beauty.

2． Basic knowledge: Learn how the author carefully observes and describes the sceneries concretely and vividly.

3. Ability development: Cultivate students' observation ability, understanding and expression ability.

2. Teaching focus

1. Understand the second and third natural sections, and understand the characteristics of the Lijiang River and Guilin Mountain.

2． Learn to imagine while reading silently.

3. Teaching difficulties:

Understand parallel sentences.

IV. Teaching methods

1. Teaching methods: situational teaching method, language description method, a combination of "teaching-supporting-releasing" and other methods.

2． Study method: the writing structure of "total - points - total" and the method of first summarizing and then describing in detail by grasping the characteristics.

5. Teaching aids Computer courseware

Learn the second natural paragraph and imagine while reading to cultivate students' imagination ability. Are the author's feelings the same as ours? How did he describe the landscape of Guilin? Ask students to read the second natural paragraph silently and think: What are the characteristics of the water of the Lijiang River? What sentence patterns are used in the text to specifically describe the characteristics of the Lijiang River water? As you read and imagine, what kind of picture does it appear in your mind? Students read the text silently for twelve minutes

Experience the characteristics of contrastive description.

Question: Where is the water mentioned in the first sentence? Which place do you focus on the water? Why write about the sea and the water of West Lake? (Read the first sentence) Students answer the question (emphasize the unique beauty of the Lijiang River water by comparing it with the sea and the West Lake water)

Cultivate students' generalization ability. Ask: Where is the unique beauty of the Lijiang River water reflected? How did the author describe it? (Students read the second sentence together) Summary: The author grasped the characteristics of the Lijiang River water and described it in detail as quiet and green. Student answer (quiet, clear, green) The water in the Li River is so quiet, so quiet that you can’t feel it flowing; the water in the Li River is so clear, you can see the sand and gravel on the bottom of the river; the water in the Li River is so green , as green as if it were a piece of flawless jade.

Through comparison, students can learn to grasp the characteristics, summarize first and then describe in detail, and learn parallel sentences. Question: What is the benefit of the author writing this way? If you write this sentence in another way, students can compare which sentence is better? Why?

Compare with the original sentence:

1. The water of Lijiang River is so quiet, the water of Lijiang River is so clear, and the water of Lijiang River is so green.

2． The water in the Lijiang River is so calm that you can't feel it flowing; it's so clear that you can see the sand and stones at the bottom of the river; and it's so green that it seems like it's a piece of flawless jade.

3. The water in the Lijiang River is so quiet that you can't feel it flowing; the water in the Lijiang River is so clear that you can see the sand and stones at the bottom of the river; the water in the Lijiang River is so green that it looks like a piece of flawless jade.

Student answers:

1. It is not specific, so people only have a general impression of the water of the Lijiang River and cannot feel the specific beauty of the water of the Lijiang River.

2． The emotion is not strong. The original sentence uses an exclamation sentence with a strong tone, which expresses the author's praise for the water of the Li River and makes us feel the beauty of the water of the Li River strongly.

3. It feels confusing to read, but the parallel sentences of the original sentence read with beautiful language and bright rhythm, allowing us to deeply appreciate the beauty of the Lijiang River.

The last sentence of this paragraph once again highlights what characteristics of the Lijiang River water? Student answer (quiet)

6. Teaching steps and teaching activity design (see table below)

Teaching step design intention teacher activities student activity time

Introduction of new Use conversation methods to introduce new lessons in class to stimulate students' interest in learning. Conversation: Students, did your father and mother take you on a trip during the holidays? Where have you been? Have you been to Guilin? The text we are learning today is an introduction to Guilin’s landscape. Students answer questions. Two minutes

Study the first natural paragraph to cultivate students’ thinking and generalization abilities. Read this paragraph together and think: What is the main content of this paragraph? (Who, where, what) Why did the author want to boat on the Li River to admire the landscape of Guilin? What does "Guilin's landscapes are the best in the world" mean? Students answer the question. Two minutes

Understand the content of the article and understand the role of "Guilin's landscapes are the best in the world" to guide the full text. This paragraph has one and two The sentence "Guilin's landscape is the best in the world" plays a leading role in the whole text. Is there anything as beautiful as "The Best in the World"? Let's go boating on the Li River with the author to enjoy the landscape of Guilin. (Play the video) After watching the video, ask students to talk about their deepest feelings about the landscape of Guilin.

Students watch the video and then talk about their feelings. (Beautiful, graceful) Four minutes

Study the third natural paragraph to cultivate students' self-learning ability. Read the third natural paragraph freely, compare the writing methods with the second paragraph, and summarize the characteristics of Guilin's mountains.

Students answer the questions. Twelve minutes

Through reading, students are guided to learn language and experience feelings. Let’s revisit the water of the Lijiang River and the mountains of Guilin. (Show the slideshow) While watching the video, read the sentences describing the landscape of Guilin in the text, and experience the emotions in the text. Students look at the slides and read the sentences.

Study the fourth natural paragraph to develop students’ summarizing and understanding abilities. Question: "Such a mountain" and "such a water" refer to what kind of mountains and water respectively? Why "continuous picture scroll"? Find the sentence in this paragraph that best expresses the author's feelings. Students answer questions. Four minutes

Understand the meaning of key sentences. Show "The boat is sailing on the blue waves, and the people are swimming in the middle of the painting". Read together.

1. How do you understand this sentence?

2. What is the relationship between this sentence and the beginning?

Students answer the questions.

Summary to further deepen feelings and summarize study methods. This article not only describes the wonderful scenery of Guilin's mountains and rivers, but also expresses the author's love for the beautiful rivers and mountains of the motherland. At the same time, it also teaches us the writing method of grasping the characteristics and first summarizing and then describing in detail. You can take this as an example. Write a composition about the scenery you usually observe. Students doing class exercises. Guilin Landscape Lesson Plan Part 2

Teaching design description:

The teaching of this course must properly handle the relationship between teaching and learning, and establish the concept of "teaching for learning". While we attach great importance to improving teaching methods, we must also pay more attention to the guidance of learning methods; while allowing students to "learn", we must also guide students to "learn". In the teaching of this course, attention should be paid to the study of language and characters. Pay close attention to the training of language and writing, learn literature based on Tao, understand Tao through literature, and turn Chinese classes into real language classes.

Teaching objectives:

1. Learn the beautiful and vivid language in the text, feel the beauty of Guilin’s landscape, and inspire a love for the mountains and rivers of the motherland.

2. Learn the method of "starting with the central sentence" to study the text.

3. Learn new words in this lesson, understand and accumulate vocabulary.

4. Read the text aloud and recite the text with emotion.

Key points in teaching:

Guide students to feel the unique beauty of the water of the Lijiang River and the mountains of Guilin. Imagine the beautiful scenery of Guilin’s landscape.

Teaching hours: Two classes

First class period

1. Inspiring conversations and introducing new lessons

2. Directly revealing the learning text The method of "starting from the center" is to learn the text.

Reveal the steps:

1. Step one: Find the central sentence, understand its meaning, and explain its function.

(Students read the text in the way they like and underline the central sentence.)

Discuss and communicate after reading to clarify:

(1) The central sentence is : Guilin’s landscape is the best in the world

(2) Grasp the key words to understand the meaning of the sentence

2. Step 2: Focus on the central sentence, understand the content, and clarify your ideas.

Read the text by name and think; what content is written around the central sentence in the article? How did you write it step by step?

Discuss and communicate after reading to clarify:

(1) The text focuses on the central sentence and writes about the water of the Lijiang River and the mountains of Guilin.

(2) To clarify the ideas, first write about Guilin’s landscape as “the best in the world”, then describe the characteristics of the water of Lijiang River and Guilin Mountain, and finally summarize the overall feelings.

3. Read the text thoroughly

1. Second lesson

1. Review the content of the previous lesson and introduce new lessons

Students freely talk about their gains from the previous lesson

2. Focus on the central sentence and learn words and sentences. Understand emotions.

1. Read silently and think: From which words and sentences can we tell that the water of the Lijiang River is the best in the world, and what characteristics of the water of the Lijiang River are mentioned in the text? How was it written?

After reading, the group discussion and exchange made it clear:

(1) The article uses the method of "comparison" to write that the water of the Lijiang River is "the best in the world".

(2) Characteristics of the Lijiang River water: quiet, clear and green.

(3) Use a variety of methods to read feelings.

2. Instruct students to study the third section by themselves using the method of studying the second section

Thinking: From which words and sentences can we see that the mountains in Guilin are "the most beautiful in the world"? What characteristics of Guilin Mountain are mentioned in the text? How was it written?

After self-study, discuss and exchange, teacher guides, and provides reading guidance.

3. Learn key sentences and understand their meaning and function.

1. Read the fourth section to find the key sentences and understand the meaning of the sentences in context.

2. Understand the function of sentences.

4. Start a reading competition to once again appreciate the artistic conception and understand the author's emotions.

Guilin Landscape Lesson Plan Part 3

Textbook Analysis

"Guilin Landscape" This is a beautiful prose. If you ask students "What are your favorite texts?" many will mention this one. Its several characteristics are very distinctive:

1. First of all, it gives us the impression that it is short in length and rich in content:

The full text is only 500 words, and it is one of the most popular textbooks for senior grades. short story. Although the article is short, the content is very substantial. The two fragments "water of Lijiang River" and "mountains of Guilin" in the middle give people an immersive feeling after reading it.

2. On the basis of good content, the central expression of this article is clear and powerful:

"Guilin's landscape is the best in the world", which is well-known. There are many chapters in the textbook praising the great rivers and mountains of China. Guilin is well-known at home and abroad. After reading this text, the sense of pride of "there are so many arrogances in the country" goes deep into my heart.

3. The language is fluent and vivid, which is another feature of this course:

There are four paragraphs and more than a dozen sentences. It would be impossible to say that each of them is wonderful. Students don't need to be urged to read this article. The book sounds loud and clear in class and everyone can recite it.

In short, this is a rare essay to improve students' reading and writing skills.

Teaching requirements

How to teach a text, on the one hand, we must start from the teaching material itself, on the other hand, we must take into account the actual situation of the students in the class. I have been teaching this class since the first grade. Students are familiar with my teaching methods. Students have been exposed to various writing exercises in class. This is the premise for determining requirements and arranging the teaching process:

1. Through the study of this course, students can understand the beauty of China's mountains and rivers and make them love the great motherland even more.

2. Learn new words such as "fei (fěi) Cui" and "嶙 (lín) Xún (xún)"; review rhetorical methods; read and memorize the full text.

3. Combine fragment learning and guide students to imitate fragments such as "Water of the Li River".

The requirements 2 and 3 each have their own emphasis. Item 2: Mastering words, reviewing rhetorical methods, and memorizing texts are all basic skills of language training, and they must be solid during teaching. Item 3, instructing students to write excerpts, is more difficult, and the teaching process should be arranged more carefully.

Teaching process

This course will be taught and completed in three hours.

The first lesson

1. Since the full text is not long, in the first lesson, in addition to learning new words and reading the text for the first time, 10 minutes should be spent practicing reading and reciting. Yes, many things that need to be said have not been said yet, so just memorize them first and then talk about them.

2. Assignment content, arrange three items:

Write words; read and memorize the text; think about the question "Do you like this lesson? Tell me."

Second Lesson

1. Check and Review

1. Memorize the text together.

2. Dictate important words and assign two people (one each for top students and underachievers) to write in front of the blackboard. Other students practiced on this book at the same time:

Watching the spread of flawless emeralds

Climbing the mountains and arranging barrier bamboo shoots

Reflecting the misty blue waves surrounding the scroll

Dangerous peaks and jagged rocks

The top student wrote everything correctly, but the other student couldn't write the word "娳" and the word "LAN" was written irregularly. The whole class proofreads each other's work at the same table.

The teacher asked:

"Who found out that they had typos?" Several people raised their hands. Please tell me that you should pay attention to the writing of words.

2. Analyze the structure and summarize the meaning of the paragraph

"Students, this lesson is the most concise text, right? There are only four short paragraphs in the whole text, and the organization is very clear."

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1. Read silently first, then discuss.

2. Next, draw up an outline on the notebook.

3. Finally, focus on discussion and summary.

⑴ Beginning:

We came to Guilin, a city with unrivaled scenery.

⑵ The middle part:

① The water of Lijiang River is quiet, clear and green.

② The mountains in Guilin are strange, beautiful and dangerous.

⑶ Ending:

The boat is sailing on the river, as if swimming in a painting.

Compare the outline and read the text together.

3. Appreciate the wonderful clips

"The two clips about 'mountain' and 'water' in the middle part of this lesson are quite exciting, right? The structures of the two clips are exactly the same. Due to time constraints, I will only focus on analyzing and appreciating the first one.”

First name (two people) to recite this excerpt:

I have seen the magnificent water of the Li River. Regarding the sea, I have admired the mirror-level West Lake, but I have never seen water like the Lijiang River. The water of the Lijiang River is so quiet, so quiet that you can't feel it flowing; the water of the Lijiang River is so clear, you can see the sand and stones at the bottom of the river; the water of the Lijiang River is so green, as green as if it were a flawless piece of Jade.

The microwaves stirred up by the paddle spread out water ripples, making you feel that the boat is moving forward and the shore is moving backward.

Key points of appreciation:

1. Substantial content and complete structure:

This is a highly independent fragment that vividly depicts the beautiful scenery of the Li River. From a structural point of view, the three sentences have different functions:

The first sentence is "raise high", saying that the water of the Lijiang River is more beautiful than the sea and the West Lake. But what exactly is the beauty? I haven’t written it down in detail.

The second sentence is a specific description, which vividly expresses the scenery of the Lijiang River from the three aspects of "quiet", "clear" and "green".

The third sentence is dynamic observation. Only when the boat pushes the waves forward can you feel the beauty of the Lijiang River better.

2. Proper arrangement of the three characteristics:

The reason why this fragment is written so well has a lot to do with the arrangement of the three characteristics in the second sentence. To describe a thing, grasp its three characteristics and write it, both comprehensively and concretely. Here, when describing the beauty of the Lijiang River, the words "really quiet", "really clear" and "really green" are used in parallel to express it, which has a good effect. The author has used his brains to capture the three characteristics so accurately.

3. The sentences are vivid and catchy:

The fact that students like this class so much has a lot to do with the good language. In the fragment "Water of the Lijiang River", the three sentences have their own characteristics and each sentence is wonderful. The use of rhetorical methods such as contrast, parallelism and metaphor has produced a very good language effect, making it catchy and full of charm.

IV. In-class exercises

1. Excerpt sentences and pay attention to the writing:

People say: "Guilin's landscape is the best in the world."

< p>　(This is how to write a quote.)

2. Draw up an outline of this lesson.

3. Copy the fragment "Water of the Li River".

5. Assign homework

1. Read and memorize the full text, and the team leader will check and report.

2. Write "water of the Lijiang River" silently and talk about its structural characteristics.