Talking about preview
Let the children complete three preview assignments before class: 1. Thinking: Have the students been guests in other places? Have any strong feelings. 2. Based on past life experiences, talk to your classmates about their understanding of autumn. 3. Now that the Mid-Autumn Festival has passed, I am looking for the traces of autumn in my life and write down my special feelings in the process of searching. (Choose two or three of them to complete)
Speaking objectives
1. Students can understand the content of ancient poems through learning, express the situations described in the poems in their own language, and feel the loneliness of the poet , the feeling of longing for relatives.
2. Learn the new words in this poem.
3. Read and recite poems emotionally.
4. Can learn and understand a set of ancient poems about missing relatives and friends, and improve the ability to read and understand ancient poems.
Talk about important and difficult points
On the basis of understanding the meaning of the poem, feel the poet's thoughts and feelings expressed in the poem.
Talking about preparation
1. Students preview and understand relevant knowledge and collect relevant information.
2. Small blackboard and tape recorder. (Music: Erquan Yingyue)
Talking process
1. Introduction to the conversation:
1. Have your classmates been guests in other places? How does it feel to be a guest in someone else's home?
Student’s answer
Teacher: This is called the feeling of being a guest, a feeling of missing one’s hometown and one’s own homeland, which is called guest feeling for short. (Written on the blackboard: guest sentiment)
2. There are four seasons in a year, so in what season is it most likely to make you miss your hometown when you travel far away? (It is still spring in March, summer is scorching, autumn is bleak, and winter is cold) Why? Talk about the special feelings you had after finding those autumn footprints, including what you heard, smelled, saw, touched, and collected.
3. Let’s study an ancient poem and see how Ye Shaoweng, a poet from the Song Dynasty, described his homesickness while traveling abroad in autumn.
4. Read together question
Teacher: Who can tell you the meaning of this question?
According to the students’ answers, point out the meaning of the book and what they see. .
Who can fully explain the meaning of the question.
Read the question again.
2. Reading poetry for the first time and perceiving the main idea
1. What did the poet write? Guess what the poet might have seen and heard on the autumn night, and how he would have felt?
2. Looking at the picture, where did you guess correctly? What else did the poet see and how he felt.
3. Read the text freely and silently to see how the author writes.
4. The teacher shows the new word cards: Xiao Xiao, Wu Ye, Chu Zhi, and asks students to spell them out.
Guide on how to write quickly and deeply.
5. There is annotation in the lower left corner of this poem. Annotation is an explanation. It helps us understand new words and should be understood in conjunction with the context. Now, please read the text while reading the annotations to see who can understand the main idea of ??the poem first.
6. Students are free to read and discuss.
7. Can you read through this poem? Who will read it. Can anyone recite it?
Tablemates recite poems to each other to see how many they can recite.
3. Read the text carefully and understand the poetry.
1. Let us study this poem further.
What did the poet see and hear at night? Read the first two sentences first, think carefully, underline the key words, and raise your hands when you have thought about it. Tell us what the poet wrote in these two sentences.
(Focus on resolving guest sentiments, guiding students to understand the poet’s loneliness and depression in the autumn wind sweeping the fallen leaves and the chilly night, and naturally comprehend the poet’s feelings of missing his hometown and missing his relatives.)
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2. Read the first two lines of the poem, read it by name, and think about how to read it and why you read it like this. (Guide to read aloud, the emotional part should be low, sentimental, and slow.)
3. When the poet’s homesickness was nowhere to be relieved, what did the poet discover next?
Instruct students to look at the pictures, read the annotations, read the last two sentences (read silently), and draw and note the key words.
(Exchange the key words in the painting notes, especially Zhi (predict) and pick)
4. Are you happy after reading these two sentences? Why?
Teacher: You are happy and so am I. Where is the poet? On this autumn night, would he be happy if he suddenly found the lights of children playing catch and knitting under the fence in the distance?
Teacher: Why? What else might he have thought of? (Thinking of my hometown and childhood)
Teacher: Therefore, touching the guest’s feelings has become the central word of the whole poem. The whole poem contains the poet’s deep homesickness. We must grasp This is the central word. To better feel this deep feeling with your heart, read the whole poem and see if you can read this feeling.
5. Students read aloud freely. The teacher observes the students' reading aloud, and promptly provides feedback on the inappropriate reading methods of the students, so that everyone can help think about how to read well. The teacher can demonstrate it when appropriate: Do you think this is how it is read? (The words used to convey guest sentiments should be clear and slowed down appropriately. Later, the poet saw the lights of children catching crickets. This scene was indeed pleasant, but at the same time it further evoked the poet's feelings of missing his hometown and his childhood, so You can read more quickly, but not too fast)
6. Read the whole poem again. Teachers and students read together.
7. Review the "Quiet Night Thoughts" you have learned and memorize it.
Why did the bright moon make Li Bai miss his hometown?
This is called association. The sound of Wushu and the autumn wind on the river also moved Ye Shaoweng's feelings. There is an idiom that says: seeing a certain scene causes a certain feeling of longing, just like the two poets did. Who can guess this idiom (touching the scene creates emotion) . Touching the scene with emotion is the foundation of the poet's writing.
8. Now let us go into the inner world of the poet that day, shall we? The teacher led the students to go into the poet's heart to understand this feeling (soundtrack interpretation): It is late at night, and the poet is so lonely. He should go to bed, but he can't fall asleep. The autumn wind blew, the leaves fell, bringing a chill. The children catching crickets under the fence made him miss his distant hometown and relatives even more. Scenes of these scenes came to the poet's mind. The more he thought about it, the more he felt like it, and the more he thought about it, the more he fell asleep. No, excitement, just like waves rolling in my heart. Suddenly, several waves collide with each other, bang! What did the sound hit? Snow-white waves. At this time, the poet's eyes lit up, he kicked off the quilt, got out of bed, and what was he going to do? So I wrote this poem about missing my hometown and relatives, called "What I Saw in a Night Book".
9. Poetry is the wave of the poet’s passion in life! Let’s read this poem again with full emotion.
10. Learn to be a little poet. According to the meaning of this poem, dictate four sentences in modern people's words. It must be imaginative, smooth and emotional. Completed in groups. Communication
4. Homework Supermarket.
1. Recite ancient poems
2. Feel the footprints of autumn in your life and write about it.