Teaching plan design of the first volume of the sixth grade Chinese ancient poetry

As a selfless and dedicated people's teacher, we often have to write an excellent teaching plan to help students understand and master systematic knowledge. How to focus on lesson plans? The following is the lesson plan design of "Two Ancient Poems", the first volume of the sixth grade Chinese of Jiangsu Education Edition, which I helped you organize. For reference only. Let's have a look.

The teaching plan design article of the first volume of the sixth grade Chinese "Ancient Poetry" 1 teaching objectives

1, can recognize 4 new words and write 7 new words. Can read and write the words "Jasper, Makeup, Scissors, Colorful" correctly.

2. Recite two poems and express the meaning of the poems in your own words.

3. Experience the poet's love for spring and nature and the beauty of nature.

Emphasis and difficulty in teaching

Understand the content of the poem, understand the author's thoughts and feelings, and memorize the poem.

Teaching time

2 class hours.

teaching process

first kind

First, the introduction of new courses.

Recall what spring looks like in your memory and tell us about it.

Second, check the preview.

1, read the new words by yourself and note the new words in the text.

2. read.

3. The little teacher teaches to write new words.

Error-prone: makeup, waterfront, tailoring.

Easily confused: swim, swim, swim, cut, purple.

4. Read aloud in chorus.

Third, learn Liu Yong.

1, Brief Introduction He: A poet in the Tang Dynasty, whose masterpieces include The Return of the Native and Lotus Picking.

2. Solve the problem:

What are willows like in spring? What is it like to have flowers blooming all day in spring? Can you describe it in words or poems you have learned? Look at how ancient poets describe spring scenery. Look at the topic together.

Chanting willow: Chanting is a compliment.

3. How does the poet praise the willow? Read ancient poems by yourself and tell me what you have read. (Read in combination with notes), and mark the places you don't understand.

4, communication report 1, 2 sentences:

(1) Jasper: Green jade. Make-up: dress up. A tree: full of trees.

Ten thousand: Multi-branch. Tapestry: a kind of ribbon.

The first two sentences mean that the tall willow is covered with new green leaves, which looks like it is decorated with jasper.

(2) Thinking:

What does the author compare to? Is this a good metaphor? Guide students to imagine that when everything recovers in spring, willows will also send out new leaves, and the color of new Ye Gang is close to jasper.

(3) Read aloud.

5, exchange report 3, 4 sentences:

(1) Fine leaves: delicate leaves. Like: like. Cut: cut.

Who cut this thin young leaf? It turns out that scissors were cut by the spring breeze in February!

(2) Thinking:

What form did these two sentences take? (Ask yourself and answer yourself) What to compare with what? What have you learned from this metaphor?

(3) Guide reading.

6. Read the whole poem aloud and feel poetic.

The first two sentences are about willow, and the last two sentences are about willow to spring. From the description of the whole poem, what kind of feelings do you have for willow trees and spring? Recite it repeatedly, and experience the poet's mood of praising willow and singing praises.

Fourth, read deeply.

Speak at a moderate speed, be full of emotions, have a high tone, and pay attention to the pause.

Five, recite the whole poem

Second lesson

First, check the import.

Review Liu Yong and recite it collectively, and introduce Spring Day.

Second, solve the problem.

1, Zhu: Southern Song Dynasty thinker, educator and writer.

2. Spring is in spring.

Third, first reading, first understanding poetry.

1, read the whole poem by yourself and then read it.

2. Discuss and study in groups; Mark what you have read, mark what you don't understand and tick the words you don't understand.

3. communication:

Put forward words you don't understand, write them on the blackboard and look them up in the dictionary.

Defeat the sun: a sunny day, a sunny day.

Search for fragrance: visit and enjoy the beautiful scenery.

Surabaya: water name.

Shore: water.

Scenery: Scenery.

A moment: the description time is very short.

New: fresh and wonderful.

4. Think from the meaning of words:

What kind of weather is the poet in, where is he going to play, and what is his mood? Where did you read it?

5. Sort out the meaning of the first two sentences:

On a sunny day, the poet went to Surabaya to see the scenery, where the scenery was infinite, and suddenly many fresh and wonderful scenery came into view.

6. Tell me what you learned from one or two sentences. Then guide reading aloud.

7. Learn 3 or 4 sentences in the same way.

Read, tick the words you don't understand, discuss, communicate, interpret the words, and then interpret the meaning.

Idle: ordinary, casual.

Know: I know.

East wind: Spring breeze.

Colorful: describe the scenery with a hundred flowers blooming.

Always: both.

Poetry: Usually people know that there is a spring breeze, but what is it like? After seeing the colorful scenery, I realized that it was the spring breeze that brought this boundless scenery.

Guide students to read 3 or 4 sentences, talk about their own experience, and guide students to understand the philosophy contained in poetry.

Fourth, reread and feel the poetic realm.

Contact poetry, talk about your own understanding, and experience the poet's praise for spring.

Fifth, guide reading and reciting.

Brief introduction to the teaching plan design of the first volume of the sixth grade Chinese ancient poetry

This lesson is two poems about spring written by Tang and Song poets. The content and observation angle are different, but we can all see the characteristics found by the author. Grass is a poem describing the object, which vividly shows the tenacious vitality of weeds. Su Xinshi Xugongdian depicts the vibrant late spring scenery that poets saw when they lived in Xugongdian, a new city. When teaching this lesson, students should feel in reading, feel in reciting and enter the state in reciting.

learning target

1. Can know 7 new words and write 9 words.

2. Read and recite the text correctly, fluently and emotionally. Feel the tenacious vitality of grass; Imagine the joy of children catching butterflies among flowers. Experience the poet's love for spring and life.

3. Interested in reciting ancient poems.

teaching process

first kind

First, import:

Son, you must have recited many poems since you were a child. Today, let's see who can recite many poems, and we must recite the names without repeating them.

Second, read as a whole and read independently in the context.

(1) Read the text freely and circle the words you don't know or are easy to mispronounce.

(2) Self-cognition combined with language environment.

(3) The teacher checks the reading and corrects the pronunciation at will. Be careful not to send "róng；;" For "Ang"; "Su" is a polyphonic word, so read it in this lesson; "Sparse" should be pronounced with the tongue. (4) Check and read each other in the group.

2. Learn to read in real life.

(1) Show pictures of different grasses in spring, summer, autumn and winter, and think about which picture should be depicted for "withering" and "glory" respectively.

(2) If there is a classmate surnamed Xu in the class, or a classmate knows the surname Xu, ask him to teach you how to recite the word "Xu".

3. Group the words to be read. Such as accommodation, accommodation, dormitory.

4. Learn to read with familiar words and new words, for example, if you leave the fence, the food will be tasteless.

5. Writing instruction.

(1) Consolidate the sound shape. Of the nine words to be written in this class, there are more words with flat tones; Chasing (zhuī Ι) burning (shā) glory (ró ng); Pingyin: eat (cài) and stay (sê). It is suggested that students be guided to read these words again before writing to consolidate their pronunciation.

(2) observation found that. The nine words in this lesson contain five structures, so we should guide students to observe and find out carefully and guide them to write correctly.

Monograph: No.

Left and right structures: withering, spreading and burning

Upper and lower structure: accommodation and vegetables

Upper, middle and lower structure: capacity

Semi-closed Structure: Pursuit and Storage

(3) focus on the explanation.

No: You can review the word "taste" first, and then guide your writing. The upper cross should be short and the lower cross should be long; Stretch while skimming.

Rong: The horizontal direction of the grass prefix should not be too long, the bald cover should be wide, and the horizontal direction of the word "wood" should be short and extended.

Sue: The cover should not be too wide.

Burn: change the point next to the word fire; Don't write "Ge" in the upper right part, and the second oblique hook should have a radian; The word "Wu" below should be short horizontally and the angle of the vertical hook should be round.

Second lesson

First, import

1, report the information that students are looking for and learn about Bai Juyi, a great poet in the Tang Dynasty; Let the students recall the poem Xiao Chi written by Yang Wanli, a famous poet in the Song Dynasty.

Second, read aloud.

2. Students read ancient poetry by themselves, perceive the content of poetry with illustrations, and experience the emotion of poetry and the rhythm of reading aloud. Teachers can solve students' learning problems at will, such as combining the words "years, peace through the years, farewell to the old year" to understand "years" (the meaning of "years"), and combining the words "running to tell each other" and "looking at flowers in a hurry" to understand "walking" (the meaning of "running") in poems.

3. The teacher reads aloud and feels the beauty of rhythm and rhythm of ancient poetry.

(1) Reading "The First Grass", the tone is soothing, showing the lush weeds and the vast grassland; The second line highlights "withering" and "glory", feeling that weeds wither and flourish year after year; The three-line tone is slightly raised, showing the ruthlessness of wildfire and the tenacity of weeds; The fourth line is steady and powerful, showing the vigorous vitality of weeds.

(2) The first two lines of Su Xincheng Xugong Store are a few faint sketches. When reading aloud, the tone can be smooth and soft, and the speech speed is good, rendering the quiet and soft environment of the countryside; The third line shows the joy of children running and chasing yellow butterflies with a cheerful jumping rhythm; The fourth line "Nowhere to Find" reads slowly and steadily, showing disappointment and profound artistic conception.

4. Guide students to read aloud, understand the poet's feelings and cultivate students' imagination.

(1) When reading Grass, images of wildfires burning hay and spring grass coming back to life should come to mind.

(2) When reading Xugong Store in Suxin City, imagine: golden cauliflower, elegant fragrance of flowers, butterfly-faced children looking for the west in the middle east among cauliflowers, unable to tell which is yellow flower and which is Huang Die.

5. Read two ancient poems aloud, imagine the picture while reading and experience the feelings.

6. Use your study partner's words to guide students to make up a story for the second poem.

Third, accumulation and application.

1. Practice reciting two poems.

2. Read and remember the last four lines of the original poem Grass.

Copy down the famous saying "Wildfire won't burn them completely, they will grow taller again in the spring breeze".

Fourth, practical activities.

"I know" shows exchange activities.

1. Show and communicate your understanding of this lesson.

2. Recite other poems by Bai Juyi and Yang Wanli or poems about spring written by other poets.

3. As a group, I wrote, directed and acted the sitcom Xugong Store in Su Xin City.