The first volume of Chinese teaching plan template for the fifth grade of primary school 202 1- teaching material analysis;
A brief analysis of the text
The author returned to his alma mater after more than ten years' absence, and the scene was touching, which evoked sweet memories of his childhood study and life and expressed his incomparable love for his alma mater. The text is divided into three sections according to the location of the author's travel: entering the school gate-going to the playground-leaving the school gate. The second paragraph is the key content, and the first and third paragraphs echo each other as the pen to point the topic.
The main contents of this paper are two aspects, that is, what the author saw and heard when he returned to his alma mater and the memories and feelings caused by it. With the change of what he saw and heard, the author had all kinds of feelings, first excitement, then joy, and finally nostalgia. Feelings gradually deepened and intertwined.
The article has beautiful language and sincere feelings, which easily resonates with the fifth-grade students who are about to say goodbye.
Second, a brief analysis of the sentence.
1. "Like the jubilant tide that gushed out after the gate was opened, the students rushed out of the classroom and rushed to the wide playground with a smile."
The scene of students walking to the playground with a smile is vividly compared to the tide when the gate is opened, and the metaphor is put in front, emphasizing the lively scene of students walking to the playground.
2. "I strolled on the playground, admiring the flowers and trees, stroking the seedlings and listening to the sound of reading from the classroom. Five years of joys and sorrows, like a flapping swan, flew from the depths of memory. '
On the playground, the author vividly linked the feeling of five-year primary school life with what he saw and heard, comparing it to a swan flapping its wings and flying. Make the context natural.
Teaching objectives:
1. According to the change of location, clarify the structure of the text, understand the main contents of the text, and realize the author's love for his alma mater and nostalgia for his childhood study and life.
2. According to the language environment, choose appropriate verbs and realize the importance of using verbs accurately, and accumulate relevant sentences.
3. Be able to develop a reasonable imagination and learn to write visualized sentences according to the language environment.
4. Summarize the main contents of the text according to its structural characteristics.
Teaching emphases and difficulties:
Clear up the structure of the text, understand the main content of the text, and realize the author's love for his alma mater and nostalgia for his childhood study and life. Summarize the main contents of the text according to its structural characteristics.
Teaching time:
Two class hours
Teaching preparation:
1. Read the following sounds in bold and read the text aloud.
Curvature () Stone () Corridor () Winding path () () Pine and cypress ()
2. Vocabulary accumulation
Write idioms with the word "love" and understand the words.
② Words expressing psychological attachment.
3. Read the text, fill in the appropriate verbs orally and read the sentences fluently.
The gate, the stone tunnel, the garden full of autumn chrysanthemum and evergreen pine and cypress, and the wide stone steps open a wide playground.
I was on the playground, watching flowers and trees, watching seedlings, listening to the sound of reading from the classroom, five years of joys and sorrows, flapping my wings like a swan, flying from the depths of my memory.
4. Be familiar with the full text and write the different positions of the text according to the changed positions.
Teaching process:
first kind
First, get to the point.
1. Time flies. In another month, you will leave your alma mater and enter middle school. Say in a few words how you feel at this moment.
Yes, your alma mater is the cradle of your growth. When you first entered the school, you were still a childish urchin. When you step out of school, you are already a youthful teenager. Today, let's take a look at our alma mater and see how the author feels after returning from his alma mater for ten years.
3. Show the topic and watch it with your alma mater.
Design intention: The study of this course is the moment when students face primary school graduation, and there are some real feelings in their hearts: they are afraid to leave their good friends and their familiar alma mater; I am glad that I will be a middle school student. A few words before learning can stimulate inner feelings and help students enter the learning state quickly.
Second, the overall perception of the text
Read the text by yourself, correctly read the pronunciation of the new words in the text, and fill in the blanks initially.
What you see and hear, what you think.
Call the students to communicate, and the teacher will write it on the blackboard at will.
(mainly explain the order of the text, and the rest of the students can say as much as they can)
I saw what I heard and what I thought. When I entered the school gate, I saw the emerald arch. I seem to smell the faint smell of paint again, and I seem to have nostalgia when I stepped out of school for the last time.
1, enjoy the flowers and trees, touch the seedlings and listen to the sound of reading coming from the classroom.
As soon as the bell rang, an article on the playground boiled.
I saw a long rope race in the middle of the playground. I thought of the tug-of-war in the fourth grade. We also work hard and strive for collective honor.
When I left school, I looked at the figure dragged by the sun. Thousands of emotions come to mind.
According to the contents of the above table, find the corresponding summary in the article and see which part of this article focuses on.
(What I saw, heard and thought on the playground, sections 2-8)
In what order did the author record what he saw, heard and felt? Students review the full text and communicate.
Display: place conversion sentence
"Walking into the gate, along the stone aisle, through the garden where Qiu Ju stands proudly and the pine and cypress are evergreen, and stepping on the wide stone steps, you will come to the wide playground."
"I slowly came to the arch ..."
Find a series of verbs in the sentence. Read and understand the functions of several verbs;
Design intention: Grasp the text as a whole in the activities of reading, communicating and filling out forms, and sort out the context of the text, so as to lay the foundation for the follow-up study.
Third, learn the key parts of sections 2-8 of the text.
Read verses 2-8 silently. Which sentence can explain that this part is related to what you see?
Call the roll and guide the reading.
According to the exchange of classmates, I was on the playground, watching flowers and trees, watching seedlings, listening to the sound of books coming from the classroom, five years of joys and sorrows, like a swan flapping its wings, flying from the depths of memory.
1. Fill in the appropriate verbs.
2. "I walk on the playground, enjoy the flowers and trees, touch the seedlings and listen to the sound of reading." Can "appreciate" in the sentence be replaced by "moved"? Why?
3. Read the sentences.
4. Imagine: five years of joys and sorrows, like a swan flapping its wings and flying out of the depths of memory. What can you be like besides being like a swan? Like the summer wind; Like the fragrance of flowers; Just like the geese returning to the south, there is a long queue. )
5. Make sentences complete and specific.
Design intention: The key part is written in two parts: "touching the scenery" and "feeling", and the figurative sentence associates what you see and hear with nature. Reading, experiencing and imagining words make students understand sentences thoroughly, not only learning knowledge, but also knowing writing skills.
Four. Preliminary summary
In this lesson, we read the text preliminarily, knowing that the author returned to his alma mater after leaving it for more than ten years, and looked at the familiar school appearance and students, which evoked a series of memories of students' childhood life according to the change of location.
Verb (abbreviation for verb) assigns homework.
1. Learn the text.
2. Copy the words in the text.
Second lesson
First, review the introduction.
1. According to which two parts is this text described? (Narrating from two aspects: "touching the scene and feeling". )
2. Read the relevant sentences.
Second, continue to study text 2-8.
Transition: Walking on the playground, admiring the flowers and trees, stroking the seedlings, listening to the sound of books in the classroom, five years of joys and sorrows, flying from the depths of memory like a swan flapping its wings. What does the author see?
show
Look, there is a long rope competition in the middle of the playground. A dozen energetic boys are preparing, and their sportswear is particularly conspicuous. As soon as the long rope was thrown, a boy in the middle tripped over it, and the pupils around him smiled kindly. The arrested boy hung his head, blushed and scratched the back of his head. Start jumping again
I looked at it and couldn't help laughing. At that time, for the sake of collective honor, we also worked hard and struggled.
Fill in the blanks with imagination
1. The boy who was caught hung his head, blushed, scratched his head and thought, so he jumped up again.
I can't help laughing when I look at it, because.
3. Group learning and large group communication.
4. Assign one student to read aloud, and the rest of the students close their eyes and imagine the scene at that time.
5. What can be seen from the actions and demeanor of the little boy and me? (Strong sense of collective honor)
6. Instruct students to read sections 5 and 6 with emotion, and interested students practice reciting.
7. What did I think of from this? How did everyone perform in the tug-of-war in the fourth grade? (also strive to win glory for the class)
Find out the relevant sentences and words and exchange reading.
Read freely and convey everyone's performance.
Students read and comment by name.
8. Read Parts 2-8 together. Feel the joy of the author.
9. Do the following two metaphors have the same meaning? Why did the article use the first sentence?
Like the jubilant tide that gushed out after the gate was opened, the students rushed out of the classroom with a smile and rushed to the wide playground.
(2) The students rushed out of the classroom with a smile, like the jubilant tide after the gate was opened, and flocked to the wide playground.
10. Summary: The author is on the playground, admiring the flowers and trees, stroking the seedlings and listening to the sound of reading from the classroom.
Then I wrote down the scene of boiling long rope competition on the playground when the bell rang, which was related to the tug-of-war competition in grade four. These descriptive features can be summarized in one word. (touching the scene)
Design intention: Figurative rhetoric devices appear many times in the unit, but the sentence patterns are different from those learned before. In the process of learning, it is necessary to understand figurative sentences. In order to meet the needs of expression, the order of ontology and vehicle can be changed.
Third, learn the beginning and end of the text.
What did the author write besides what he saw, heard and related to the playground?
1. Read the beginning of the text softly.
2. Communication: Look at the "Jade Arch"
I seem to have tasted the joy of running into the arch hand in hand with my friends, and I seem to smell the faint smell of paint. It seems that when I stepped out of school for the last time, my heart was full of nostalgia. "
3. The teacher introduced reading to understand the author's excitement at that time.
According to the text, say another sentence like this.
Looking at it, I seem, like, like.
Read section 9- 1 1 again.
Teachers and students communicate, read aloud, and experience the author's homesickness.
Fourth, learn to summarize the main contents of the text.
1. What is the writing order of the text? What are the structural features? (According to the change of location, the clues are entering the school gate, in the playground and leaving the school gate, which are described from two aspects: "touching the scene" and "feeling". )
2, suggestive summary: I went back to my alma mater and touched the scene. When entering the school gate, I see thinking in the playground and thinking in it; Walk out of the school gate, look and think.
3. Speak freely and communicate individually.
Design intention: reading the text, choosing appropriate methods from different places because of the text, and summarizing the main contents of the article correctly and skillfully are the key points of unit training. According to the writing order and structural characteristics of the text (according to the change of position, it is described from two aspects: "touching the scene and feeling" to gradually improve the ability in this respect.
arrange work
Design intention: Homework exercises allow students to choose independently, stimulate students' learning desires at different levels, meet the needs of different types of students, and give full play to their learning potential.
The first volume of Chinese teaching plan template for the fifth grade of primary school is 202 1 2 1. Create teaching objectives
1, guide students to understand the main content of the text, and help students realize that learning a narrative written in the order of events should distinguish all the causes and effects of events.
2, improve the ability to grasp keywords, read the text in context, and experience Zhuge Liang's outstanding talent.
3. Summarize the meaning of the text in sections and read the text with emotion.
4. Learn new words by yourself.
Starting point of creation: the process of borrowing arrows from grass boats.
Create training points: Understand that the reason for Zhuge Liang's success is to have courage, plan and cultivate students' unique thinking.
Creative training strategies: guiding method and self-study method to train students' profound thinking.
Second, the preparation of teaching AIDS
Video Slide of "Grass Boat Borrowing Arrows"
Third, teaching time.
Three class hours
Fourth, the teaching process
(A review of the previous introduction of new courses:
1. How did Zhou Yu embarrass Zhuge Liang?
2. How did Zhuge Liang do it? Answer: 1, make 100,000 arrows in three days.
2, set a military order.
(B) review the lead-in, keep thinking activities:
Talking about "preparing for war by borrowing arrows" is closely related to jealousy and talent.
1, why did Zhou Yu do this?
2. How did Zhuge Liang do it?
3. What words can be seen that Zhuge Liang is quite talented? (It has its own magical function)
1. Read the text, think freely, find out what Zhou Yu embarrassed Zhuge Liang and mark it in the book.
2, experience the mood, self-study and self-practice.
Read what Zhuge Liang said and feel the mood.
Guide students to understand the essential reasons of borrowing arrows through reading analysis and cultivate students' unique thinking.
Fifth, learn to "borrow an arrow to pass the customs" and highlight "clever calculation"
1, read the official sentence by name, what did Zhuge Liang do near Shuizhai?
Spread out a word, bang drums and shout.
2. What did Lu Su say? Explain what? What did Zhuge Liang say?
3. Cao Cao's words and deeds.
What did Zhuge Liang say and do at this time? What does the comparison show? 4. What happened after Zhuge Liang borrowed an arrow?
The sample is made.
Abstract of intransitive verbs
1. Read the text freely and underline what Zhuge Liang did and said with "-".
Underline Cao Cao's words and deeds with ~.
2. Watch the video (spread out one word, beat drums and shout) 3. Look at the slides and compare "definitely not dare" and "not necessarily dare" to understand Zhuge Liang's grasp.
4. Watch the video, understand their expression and emotions when they speak, and imitate the expression and reading of different roles.
5. Understand the meaning of "thank you" and read this sentence together.
6. To understand "its own magical effect", you should understand Zhou's mood, read it aloud and say with a sigh ...
Let students learn independently under the guidance of teachers and improve their autonomous learning ability.
Chinese teaching plan template for the fifth grade of primary school Volume I 202 1 III. Teaching objectives
1. He can recognize six new words such as "Mo" and "Kuang" and write nine new words such as "Li", "Dawn, blush and colorful clouds".
2. Read the text correctly and fluently, recite the text, and experience the unique charm of the beauty of the four seasons written by the author.
3. Learn the writing methods described in chronological order.
Second, the focus of teaching
1. Master the new words in this lesson.
2. Read the text correctly and fluently, recite the text, and learn the writing method of chronological narration.
Third, read the text for the first time and master the content of the text. (Show Courseware 3)
1. Read the text and summarize its main contents in one sentence.
2. The full text consists of four paragraphs. What does each paragraph mean?
Student Summary and Report (Show Courseware 4)
This article describes the different beautiful scenery of the four seasons.
The author described the different beautiful scenery in each season.
Blackboard writing:
Dawn of spring
summer night
Autumn dusk
Winter morning design intent: let students solve new words in their favorite way, which not only improves students' self-study ability, but also improves students' participation. Let students become the masters of learning.
Design intention: By setting questions, guide students to think and solve, so as to understand the content of the text. This method can improve students' problem-solving ability and their interest in learning.
Fourth, read the text aloud and appreciate the beauty.
1. Students read the text aloud. (Show Courseware 5)
Instruct the teacher to read aloud: when reading aloud, pay attention to reading feelings. This article describes the beauty of the four seasons and expresses the author's love for the beauty of the four seasons. Therefore, when reading, you should read out this kind of favorite mood. We should express our feelings through changes in reading and speaking speed. Next, let's read the text and see who reads well.
2. Students can read the text freely.
3. Read the text in groups, recommend the students who read well, and read it in front of the whole class. Other students commented in time.
Design intention: This article is beautifully written, and this beauty should be reflected in reading, so reading guidance is very important. Teachers' guidance on reading aloud can not only improve students' reading level, but also help students master the main content through reading aloud and produce beautiful feelings. Course Summary and Extension (minutes)
Verb (abbreviation of verb) course summary
In this lesson, we understand the main content of this article. Through reading aloud, we are familiar with the content of the text. This class is still rewarding.
Distribution of intransitive verbs
1. Master vocabulary after class.
2. Recite the text.
3. Read the text aloud and experience the beauty of the four seasons.
Seven, the new design of classroom assignments
(1) Read Pinyin and write words.
1. When Ye Mi () came, the crow flew back to its nest.
2. A happy hóng yón () appeared on the girl's face.
(2) Write words according to the meaning.
1. Open-minded and cheerful. ( )
2. The way butterflies fly. ( )
3. The cold is biting. ( )
(3) Summarize the main content of the article in one sentence.
_______________________________________________________________。
Reference answer
(1) 1. The second night. blush
(2) 1. Feel relaxed and happy. Dance 3. Cold.
(3) This article introduces the beautiful scenery of the four seasons.