Litchi takes litchi as a clue to run through the whole article, praising the greatness of mother and expressing the kindness that the author never forgets her mother. The description in this article is very delicate and touching. For example, when writing about mother washing sand fruit, on the one hand, she wrote about the excellent quality of mother's diligence, simplicity and frugality, on the other hand, she also wrote about the quality of mother's incomparable care for her son, and there was praise, love and nostalgia for her between the lines. Another example is my mother eating lychee for the first time. In this paper, her movements are described in detail, from which we can understand her mother's love for litchi, and we can also realize that when her mother sees litchi, it is like seeing her son's filial piety and she is very happy. For another example, the article describes that the mother took the opportunity of drinking tea and realized that the mother was always thinking about her son. Although she bought litchi herself, she took it away, which naturally eliminated her son's embarrassment and safeguarded his self-esteem. I also realized my mother's humor. In the text, there are many such detailed descriptions. In teaching, teachers should guide students to grasp these nuances, grasp some key words and paragraphs for students to read and think, and deeply understand the deep feelings between mother and son in the article.
First, the teaching objectives
1, learn the new words in the text 10, and know the new words such as "Li, Tang and Scar". Can read and write the following words accurately: "salary, comfort, tendon, stripping, suitability and comfort"
2. Read the text correctly, fluently and emotionally. Recite your favorite part.
3. Understand the content of the text, feel the mother's deep love for her children and grandchildren, and arouse her love for her parents.
Second, the focus of teaching
Through emotional reading and reciting, I can understand my mother's love and the author's thoughts and feelings of missing her.
Third, teaching preparation.
1. The students collect famous sayings and poems praising their mothers.
2. The teacher prepares the illustrations in the text.
Fourth, the schedule is 2 class hours.
Teaching process of verbs (abbreviation of verb)
first kind
First, introduce new lessons to stimulate reading interest.
Students, what do you think of when you see this topic?
2. Does the text focus on the shape, color and taste of litchi?
Let's read the text carefully and find the answer in the text.
Second, teach yourself the text.
1. Practice reading the text correctly and fluently.
2. What is written in the text about litchi? Choose one and tell me about your experience.
3. Practice reading aloud your most emotional feelings.
4. Ask questions that you still can't understand after careful thinking.
Third, exchange self-study
1, in the form of reading natural paragraphs in turn, check each other's reading situation.
2. Communicate the second question and let the group members fully express their feelings with specific examples.
3. After discussing what is the most touching thing in the group, practice reading aloud with emotion.
4. Discuss and solve problems you don't understand.
Fourth, the whole class exchanges and discussions.
1, each group of students discuss and see which problem you solve best, and report back to you.
2. The group sent representatives to exchange reports.
Memorize new words and write new words.
Second lesson
First, review the old knowledge.
1. Today, we will continue to learn Lesson 6, Litchi, a teacher's blackboard writing topic.
2. This lesson is about litchi. Is it mainly about litchi? What's the main point? What kind of thoughts and feelings are expressed?
(Borrow things to think about people, entrust things to send feelings. From litchi to eating litchi, we can see that mother and son are deeply in love.
3. Talk about the method of proposition in combination with the exercise proposition in Unit 1.
Second, the election is typical, and the whole class understands it.
1. Tell your experience in concrete sentences. Every student will look at the same sentence from different angles, and then they will have different experiences. (There are a thousand Hamlets in a thousand audiences) Encourage students to express different opinions.
2. Show the sentences.
Mother kept stroking litchi with abrupt hands, then cut off the branches with the fingernail of her little finger, carefully peeled off the skin to prevent it from falling off, and held litchi in her palm like a chicken that had just pecked through the eggshell, watching lovingly and reluctant to swallow it.
Students read the sentences and say what they have learned from them.
Mom eats litchi for the first time. She likes litchi very much.
With such a detailed action description, we can realize that litchi is particularly precious in the eyes of mother. She peeled it carefully like a little life, appreciated it carefully, and was as happy as a child. It can also be said that she realized her mother's incomparable love for litchi. The mother seemed to see her son's filial piety and was particularly happy. )
Third, self-selected content, the whole class exchanges reading
Standing in front of the litchi stand, you can't move your feet.
(Showing the author's filial piety to his old mother who is nearly 70 years old)
Every fruit of Amomum villosum is crystal clear, stained with crystal drops, and the red line on the peel is particularly clear.
The fact that my mother bought processed Shaguo shows the hardships of life and the diligence of my mother. )
Such a detailed description can make us realize that the old mother can only buy processed fruits for her son to eat, and then she has to pay great patience and hard work to make those inferior sand fruits that others don't want to eat so beautifully. )
Mother brought tea, happily took Shaguo away, so casually, and then turned to the guest and said, "Try litchi!" " "It's so natural and appropriate.
(Mother can realize that she is considerate of her son everywhere when she serves tea and fruit. Although she bought that dish of sand fruit, she still took it down and left litchi for her son to buy, which naturally and appropriately eliminated his embarrassment and safeguarded his self-esteem. You can also experience your mother's humor here. )
Long after my mother died, I realized that my mother had been reluctant to eat a litchi before her death, so I gave it to her beloved little grandson who was too greedy.
As for my mother's failure to eat lychees before her death, I can feel that my mother gave all the lychees that she could not bear to eat to her son and grandson, and that kind of affectionate licking calves. )
You can also feel the author's deep regret and irreparable pain because his mother could not eat litchi before her death. )
(It can also be said that it is because the young and ignorant grandson left a lifelong regret for his father. )
Fourth, practice writing with short passages.
1, according to "Today, litchi is still in full bloom" at the end of the article, feel the author's full emotions and write a few words that the author did not say according to his own understanding.
(Today, litchi is still in full bloom. But my dear mother will never see or taste litchi again. I really hope that in another world, there are fresh lychees for my mother to eat. )
2. Students exchange pens.
V. Language accumulation and homework assignment
1, recite your favorite part.
2. Extract your favorite words.
Blackboard design:
6.litchi
Think of people by borrowing things.
Mom.-me.
Trust and express your feelings.
Today, litchi is still in full bloom.
Teaching Design of Litchi, the First Volume of Chinese for Grade Six
lychee
Brief analysis of the text
Litchi is a newly selected article by Xiao Fuxing. At first glance, the article seems to introduce litchi. After careful reading, we will find that the author expresses his deep memory of his mother through the memories of buying lychee for the first time, eating lychee with his mother and buying lychee for him before his mother died.
design concept
Chinese teaching should attach great importance to reading aloud and give it its due position, not just as an ornament of classroom teaching.
The article Litchi is not very deep. For senior students, the author's intention is not difficult to understand. In addition, children have accumulated considerable ability and experience. Therefore, reading aloud and students' independent cooperation (or participatory learning) can be used for learning.
Teaching idea
First, the initial perception
1. Read the text silently at a faster speed, and then discuss the problems encountered in the preview in groups. In group discussion, ask each student to speak, listen to their speeches and have their own thoughts. During the discussion, you should also briefly record the problems and answers that have been solved in the group on the small card.
2. Report the discussion results and put forward the unresolved issues of the group. You can also put small cards on the wall of the classroom, and the team members can introduce them. Other groups can ask for further explanation of some problems or help solve the unresolved problems of the group. Through this process, the * * * questions are screened out, which is convenient for teachers to carry out the next step of teaching in a targeted manner.
Second, deep reading.
Teachers put forward further learning requirements according to the actual situation discussed above:
1. Read the text carefully and think:
What story did the text tell?
Where is the Great Northern Wilderness? Can you tell some stories about the Great Northern Wilderness?
The text is not about litchi, but to express my thoughts about my mother. What sentences can we learn from it? Which sentences do you think are well written in the text? Say the reason after reading it.
Can you tell me the meaning of "litchi is still in full bloom today"?
What else did you learn from this text?
2. Discuss the above questions in groups. Each group will hand out big white paper and colored pens, and ask students to write the discussion results on paper.
3. Show the results of the discussion, and ask the students to post the results on the classroom wall, and recommend a classmate in the group to tell you (or take turns). This process is very important and also a test of teachers' quality. Teachers should make necessary explanations, guide reading, help students understand some words, learn some new words, correct some deviations in students' understanding, and so on. Third, read aloud to experience feelings.
The discussion and study in the previous step may be a little trivial, which makes the children's overall impression of the text vague. Therefore, it is necessary to integrate fragmentary impressions by reading aloud.
1. Students can read the text freely. Ask students to carefully understand how to read in order to express the author's feelings.
2. Read aloud the contest. By introducing competition mechanism, students can evaluate each other and inspire each other, so as to achieve a deeper understanding of the text.
Fourth, the feeling after reading.
Teachers can guide students to contact their own reality and talk about the gains and losses of this study. This step is necessary. It gives children an opportunity to reflect on learning activities, review the past and learn new things, which is conducive to further learning.
Verb (abbreviation of verb) extracurricular expansion
1. You can provide some articles about the love of flesh and blood for everyone to see. It's best to let them collect it themselves and copy down the good paragraphs.
2. Do something for parents and write it down.
6 "litchi"