Fanka teaching plan

As a conscientious people's teacher, we should always prepare lesson plans. With the help of lesson plans, we can properly choose and use teaching methods to arouse students' learning enthusiasm. How to write the lesson plan? The following are four Fanka lesson plans I have compiled for you for your reference, hoping to help friends in need.

Fanka lesson plan 1 the third class hour

(A) Teaching objectives

1. Understand the misery of working people's life under the Russian system and inspire their love for new China.

2. Understand the contrast function of interpolation, and the effect of contrast writing and implied ending on highlighting the center.

(B) Teaching process

1. Review.

Look at pinyin and write words; Dictate the sixth paragraph.

2. It is difficult to question.

What is the main content of the text? Are there any questions that need to be discussed by the whole class?

3. Reading research.

(1) Fast silent reading for 3 minutes. What are the natural paragraphs about Fanka's recollection of rural life in the text? What do you recall respectively? What is the purpose of inserting these memories into the text?

(1) What does paragraph 4-6 recall? Grandpa, is the vigil delicious? Obviously it is bitter, why is the winter night in the countryside so beautiful in Fanka's memory? Show the sixth light, match it with music and practice reading aloud. )

② What did paragraphs 13 and 14 recall? Grandpa coughed with cold, and Fan Bu was stiff with cold. They are cutting down the Christmas tree in the ice and snow. What is the master doing? Why does Fanka think such a day is "how many happy days"?

② Paragraph 1 1 says Moscow. What does this have to do with Fanka's life? The contrast between the lives of the rich and the poor. )

Where else is the text compared?

(Kind grandfather-fierce Ariadne; Poor rural areas-miserable cities; Sweet hope-sad reality. )

Free reading search-four-person discussion-class communication-class assignment: exercise book question 6 (1)(2).

(3) Learn the third paragraph.

What is the mood of Fanka's letter? What words do you see? Can grandpa get the letter? Why?

Obviously, I can't receive this letter. Why write Fanka's "sweet hopes" and beautiful dreams at the end of the article?

If grandpa receives a letter from Fanka, can Fanka live a good life? Why? In class discussion, read the third paragraph aloud and do the fifth (3) and sixth (3) questions in the exercise book.

4. Guide clip.

Choose one of the following three questions to write:

(1) Continue to write "After Fanka's letter is sent".

(2) Imagine the composition: "Fanka is coming to us".

(3) After reading: I am a child of Van Karby.

Fanka lesson plan 2 collective lesson preparation ideas

1, master the method of shaping characters to conceive lesson plans;

2. We should combine cooperative inquiry with independent thinking to cultivate students' Chinese learning ability.

Three-dimensional target

1, and further study the method of characterization.

2. Explore the text freely and perceive the characters and their emotional attitudes.

3. Connect with life and cultivate a strong, confident, brave and optimistic attitude towards life.

teaching method

Teachers guide students to cooperate, communicate and explore independently; Students think independently.

Teaching preparation

Multimedia courseware.

Teaching time

1 class hour; Or the teacher can adjust the arrangement by himself.

Teaching process and methods

First, check the preview.

1, author's works:

Huang Beijia, a native of Rugao, Jiangsu Province, was born on June 27th, 1955. 1973 1 graduated from huangqiao middle school in Jiangsu province, 1974 went to the countryside to jump the queue, 1977 was admitted to the literature department of Peking University. After graduation, he worked in Jiangsu Foreign Affairs Office for three years, and was transferred to Jiangsu Writers Association as a professional writer at the end of 1984. He is currently the vice chairman of Jiangsu Writers Association and the director of the creative office of Jiangsu Writers Association. Since 1973 published her debut novel "Make-up Examination" in Shanghai Zhaoxia series, she has published more than five million words of long, medium and short stories, essays, children's literature and screenplays. Works: new gone with the wind, boat, boat, chasing you to the end of the world, sad May.

2. Read the text quickly and extract the main plot of the story for retelling.

At the beginning of the story: Li Jingjing's request to read the text was rejected.

The development of the story: Li Jingjing reads the text with real feelings and unique experiences.

(1) Li Jingjing's reading, experience and memory in the woods.

(2) Li Jingjing was laughed at for correcting his classmates' reading aloud.

The climax and ending of the story: Li Jingjing bravely raised his hand to read the text in the open class.

Second, the text exploration

1. What are the characteristics of this novel?

(1) mainly uses psychological description to express the character;

⑵ Application of narrative skills.

2. What are the advantages of interpolation?

Naturally leads to memories of the past, linking the past and the present, so that readers have a clear concept.

3. What is Li Jingjing's life experience? Do you like this role? Talk about your opinions and reasons based on the content of the novel.

Li Jingjing is a simple, sincere, kind, tolerant, confident and brave teenager, who has a good wish for life and a persistent pursuit of truth, goodness and beauty.

Third, choose the topic you are most interested in for discussion and research.

1. How does Li Jingjing feel about Fanka's article? (Please underline the article)

That poor, poor little Wanka, somehow, always haunts him, making him look a little trance all day; Paragraph 24.

2. Li Jingjing hid in the woods and read the text secretly. What did he remember? And sum it up. Do you know what kind of feelings he showed?

Recall the happy life with grandpa and the happy time when Nell picked and ate mulberries. Longing for love and friendship.

Please find a psychological description in this part. Tell me about its function?

Paragraph 24; Point out why you like it.

4. Do you know the reason?

Experience and life are similar, and they all have emotional voices. I want to use Fanka to express this feeling.

5. What description method is used in the article?

Manners, language, psychology, movements.

6. Why did Wanka leave such an impression on Li Jingjing? What inspiration do you get from reading and appreciating novels?

Experience and life are similar, and they all have emotional voices. I want to use Fanka to express this feeling.

Revelation 1: You should blend into the novel, breathe with the protagonist, and meet the fate of * * *, so that you can deeply understand the work.

Revelation 2: Get out of the novel, find the novel from life and understand life from the novel.

7. Li Jingjing's affectionate reading touched everyone. How do you think you can read the text well? What do you think of Mr. Cheng's practice?

Emotional input; Free play.

8. What is Jingjing's ambition? What problems does this novel involve in current education? What do you think of these problems?

I want to read the text aloud.

Deep meaning:

Teachers are required to treat every student equally.

Longing for family harmony.

Fourth, questioning evaluation.

1, what's unclear about this novel?

After learning this novel, tell me what you have learned. What are your feelings and experiences?

We understood Li Jingjing's voice. What's your voice? The teacher also wants to know?

Five, practice, look at my harvest.

1. Complete the words according to the pinyin and explain the words:

(1) even her speech, gestures, walking, there is a kind of. ..

zhán

nail

Jie

I can see at a glance that I am a serious, competitive and somewhat confident person.

(2) What did you say? Zhao Xiaozhen asked in surprise. Jingjing has a little hair.

jiǒnɡ。

That poor little Wanka, somehow, always haunts him, making him look a little bit.

huǎnɡ

h .

2. Choose the correct words from the brackets and fill in the corresponding lines:

(1) a loud reprimand angrily, jingjing got a fright, hurriedly turned to face. Cheng teacher's eyes discontentedly _ _ (look

look

Stop him.

The lecture slipped through his fingers.

(sliding down, flying down), floating on the ground, he didn't notice, motionless.

Jingjing just walked out of the classroom when the sound of reading came from behind.

Come up (following the ring).

Teacher Cheng flatly refused Li Jingjing's request to read the text on the grounds that you have a hoarse voice and can't read well. At this time, Li Jingjing pendency head. How much he likes this story! He really missed a paragraph or even a few lines. What about a short paragraph? He is sure to read well. Do I have to sing when reading the text?

What kind of description does this passage use? What personality traits does Li Jingjing show? What caused his personality characteristics? From this, what kind of voice did he express in his novels?

[Reference answer

1, (1) Decisiveness: It describes being firm and decisive in speaking and doing things without hesitation.

(2) embarrassment: embarrassment.

⑶ trance: unconsciousness and inattention.

2. (1) Gaze;

(2) slipping;

(3) chase.

3. Psychological description. It shows Li Jingjing's persistent and stubborn character. The reason for his personality is that Li Jingjing separated from his parents when he was a child, lived in the country with his grandfather, and then returned to his parents, becoming a victim of their discord. He can't feel the warmth of his family. Therefore, the novel expresses Li Jingjing's desire for family harmony and living in a happy and peaceful environment.

Sixth, homework

Write a letter to grandpa in a jingjing tone, about 600 words.

Fanka lesson plan 3 lesson 2

(A) Teaching objectives

1. Conduct silent reading speed and quality training, and learn the first and second paragraphs.

2. Conduct expression reading training and read Fanka's letter well.

(B) Teaching process

1. Review.

(1) Choose the correct pronunciation for Braille.

Unconsciously (jià ojué) unhappy (māmó)

Grab it like a polish (sh √ s √) (d)

Postman error

(2) Distinguish between words and combined words.

Kang () finally () kneel () coat ()

to tell the truth

2. Teaching orientation.

(1) Fanka is grandpa's only relative. Why did you send him to the city as an apprentice?

(2) Fanka has only been in Moscow for three months. Why is he in such a hurry to ask grandpa to take him home?

(3) Read letters like Fanka.

3. Reading training.

(1) According to the question at the back of the book 1( 1)(2) Read silently for 5 minutes, discuss with each other at the same table, and discuss with the whole class: Why did Grandpa send Fanka as an apprentice? From which sentence do you see that the father and son can't live in China anymore, and grandpa sent Fanka to Moscow for their future life? Why did Fan Bucai write to ask Grandpa to take him home after three months?

(2) Second silent reading: concentrate on reading the second paragraph and fill in the form after reading.

What do you do?

edible

live

asleep

beat and scold

Fanka

explain

Read independently first, and underline the relevant sentences. Then the teacher instructs you to fill in "What to do", and then the students fill in the others. Finally, the whole class exchanges (you can show the students' homework lights or standard answers) to guide the revision.

4. Practice reading aloud.

Fanka's life is so miserable. What was his mood when he wrote the letter? What can you prove? (worried, Han sighed; Rub your eyes and sniffle; Sad and dull. )

If you are Fanka, you are an apprentice in that shoe store and live a worse life than a dog. What should you say when you write to your only relative? (Read letters together, practice free reading for 5 minutes, and enter the country; Teachers demonstrate reading paragraphs 8, 10, 15; Students learn to read; Individual gifted students read the eighth paragraph, then students can study freely, and finally read the eighth and 15 paragraphs together. )

Pay attention to guiding students to empathize and enter the country, give full play to the exemplary role of teachers, and do a good job in reading key natural paragraphs, especially exclamations and imperative sentences.

5. Class assignments.

(1) Exercise Book Questions 5 (1)(2) and 6 (1).

(2) Guiding sentence selection: expected disturbance

Hope: it can be hope and expectation; I can look forward to it.

Disturb: it can mean "disturb"; It can also be used as a courtesy after the reception.

Students can work in layers: a write two sentences; Write two sentences according to the different meanings of each word.

(3) Copy the sixth paragraph and prepare for dictation.

Fanka lesson plan 4 teaching objectives

1. Through the understanding of the text, we can understand the miserable life of poor children under the old Russian czar and arouse students' hatred.

Unreasonable social system, cherish the thoughts and feelings of today's happy life.

2. Learn about Fanka's heart by learning the contents of his letters and his manners, actions and associations.

3. Learn the new words and phrases in this lesson.

4. Read the text with emotion.

Teaching emphases and difficulties

1. Understand the contents of Fanka's letter and understand Fanka's pain.

2. Understand Fanka's association and the meaning at the end of the article in the process of writing letters.

The teaching time is three class hours.

Teaching design

first kind

teaching process

(A) the introduction of new courses.

Today we are going to learn a translated novel-Fanka. The author of the novel is Chekhov,1a great Russian writer in the late 9th century. Chekhov was familiar with the life of apprentices since childhood and sympathized with their unfortunate experiences, so Fanka was really touching. He wrote many extremely profound works, exposing the dark rule of the czar and the miserable life of the old Russian people. His works were once appreciated by Lenin. The article Fanka studied today is the representative work of the author, which reflects the miserable life of the people during the rule of the old Russian czar.

(2) self-study the text.

1. Learn new words and phrases by yourself. (yourself, understand the meaning in the context. )

2. Understand the relationship between the characters in the novel and read the names of the characters smoothly.

3. Think about the following questions and get a preliminary understanding of the text.

(1) What kind of child is Fanka? What is his life story?

(2) What did the novel write? When did this happen?

(3) What did Fanka mainly write in his letter to Grandpa?

(3) check the self-study situation.

1. Read new words by name and pronounce them correctly.

2. Character identity and the interpretation of some words.

Fanka zhukov (Ivan zhukov): The hero of the novel.

Ariadne: Shoemaker, owner of a shoe store.

Konstantin Makarik: Fanka's grandfather.

Sir, the owner of the manor where grandpa works.

Vojika: Hurd.

Igor, Alena: Fanka's children.

Kahidanka: The name of an old bitch.

Bangzi: A hollow musical instrument for playing more games, made of bamboo or wood.

Cub: often used to refer to young animals. Here is a derogatory term for the boss's children.

Postman: the old name of postman.

Ruble and Gaby: A unit of currency in Russia. One ruble is equal to one hundred kopecks.

3. Try to read the text paragraph by paragraph by name, and read it correctly and fluently.

Second lesson

teaching process

(1) Read the full text silently and summarize the main contents of the article.

The novel wrote a letter to grandpa before Christmas through Fanka, which truly reflected the tragic fate of poor children in the old Russian czar era.

How does the author express the central idea? Why is this article so touching?

(Because this article is very real and concrete, it gives a detailed description of the content of Fanka's letter and his manner, movements and associations, and it is written in flesh and blood. Because the full text pays attention to details and grasps the part that can express the central idea, it is impressive and immersive. )

(2) Analyze the key details and read the text with emotion.

1. Learn the detailed description of the "letter writing process" in the second paragraph, and then look at the contents of Fanka's letter to Grandpa. What can best reflect the misery and inner pain of Fanka's life? "。

(1) Please read the letter aloud and think: What did Fanka write in his letter to Grandpa? Which of these things is the most specific?

(Tell Grandpa about the pains of apprenticeship and all kinds of torture. )

(2) silently read "I was beaten last night ... I'm going to die! ……"。 Thinking: How much does this natural paragraph mean? How does the author pay attention to detail description?

(divided into four layers: ① beaten; ② Hunger; 3 can't sleep; (4) get out of here. Grasp the details and let the students understand: Why were you beaten? What do you mean "unconsciously"? With what? What does "handy" mean? How do the boss and proprietress hit the card? What do these verbs mean: pull, drag, poke and fish? "What about the food? Not at all. " What do you mean "not at all"? Where can I see "not at all"? )

2. What did Fanka recall in the process of writing a letter?

(1) Read Cut Down the Christmas Tree silently.

Thinking: What about the frozen mountain forest when my grandfather and I cut down the Christmas tree together? How cold are Grandpa and Fanka? What should grandpa do when he wants to cut down the Christmas tree? What is the cut tree like? What did they see when they cut down the tree? What did Grandpa say? ..... understand the sentences described in these details. )

(2) Say, what have you learned from these details?

(3) From the detail of "Grandpa has a cold and coughs, he has a cold and coughs", we can easily see that cutting down the Christmas tree is actually a kind of hard work, but why does Fanka feel so interesting in retrospect?

Cutting down the Christmas tree in the snow and ice is cold and tiring, but it is so beautiful, happy and interesting in Fanka's memory, which just shows the loneliness and pain of Fanka's life in Moscow. )

3. Learn the third paragraph of the text "After writing the letter" and realize the role of the end of the text.

(1) Please use the above learning methods to learn the third paragraph by yourself. Find out where the details are first, and then talk about how you understand the role of these details.

(2) Students teach themselves.

(3) Students report for self-examination.

(4) Discussion: Can Fanka's dream come true? Why?

(3) Summary:

Through the above study of this passage, we know that the structure of this passage is complex, which consists of three parts: the author describes Fanka's tragic experience, the contents of Fanka's letter and Fanka's memories in the process of writing letters, among which the contents of Fanka's letter are the focus of the full text. In the expression of these three parts, I grasped the details and showed the complicated inner activities of nine-year-old Fanka. I wrote to my grandfather and begged him to take him back, which explained his misery as an apprentice in Moscow, and made us deeply sympathize with his tragic fate and hate the dark society that is more cannibal.

(4) homework.

1. Extension extension: What happens when Fanka wakes up?

2. Read the text with emotion.

blackboard-writing design

Teaching postscript

During the teaching process, the students asked, "Why did Fanka write a letter?" "Does Fanka have two names?" Although these two teaching clips were not preset before class, fortunately, I didn't let the wonderful slip away quietly, but captured the details of these two generations in time, making them two highlights of classroom teaching. I took a "cold shoulder" to the students' questions and didn't give an answer immediately. Instead, throw the question to students again, let them think and feel, and provide students with a broad space for thinking leap. "A stone stirs up a thousand waves", students discuss with each other in a relaxed and harmonious atmosphere, constantly flashing sparks of thinking, making the speech more and more exciting, and finally the problem is solved in the interaction between teachers and students.

Fanka is a short story with a long length. In order to be simple and clear, I adopted the method of divergent thinking from point to area in teaching: "What can best reflect the misery and inner pain of Fanka's life?" Grasp the students' emotional world, and then read carefully: What did Fanka suffer, and what did you learn from these words? The purpose is to see the content. The second purpose is to infect emotions, so that students' hearts will always be closely attached to Fanka's. What would you say if you were Fanka? Instruct students to read aloud with emotion and improve their reading ability. Then I saw the natural paragraph of 10/ 15. In this way, the original long letter is condensed into several key paragraphs, and then students can read freely, from which they can understand, which not only saves time, but also stimulates students' emotions. Then, by studying the episode, let the students understand the expression method of contrast, and at the same time, by asking why the poor live a painful life in the city or the countryside, let the students trace back to the source and know that Fanka's letter is not only a confession of the truth, but also an accusation of his grandfather's blood and tears. He accused the dark rule of the Russian czar and the cruelty of capitalists, which aroused students' hatred of the czar government. Then let the students teach themselves the third part to understand the tragic fate behind the happy ending. Finally, expand the extension, imagine what will happen when Fanka wakes up, and stimulate students' sympathy and blessing for Fanka.

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