Qiu Si Teaching Design 1 teaching material analysis
Qiu Si is a narrative lyric poem. With the help of a small fragment in daily life-the details of thoughts and actions when sending a letter home, the poet Zhang Ji expressed the deep thoughts of people in different places to their relatives in their hometown very truly and delicately.
Teaching objectives
1. Read this poem correctly, fluently and emotionally. Pronunciation of polyphonic words in poetry.
2. Perceive the general idea of the poem by reading notes, consulting materials and imagining while reading. You can express the meaning of a poem in your own words.
3. Experience the poet's homesickness through repeated reading.
4. Have a preliminary understanding of the poet's expression methods.
Emphasis and difficulty in teaching
1. Understand the meaning of poetry through various methods.
2. Experience the poet's homesickness.
Teaching time
One class hour
teaching process
First, review the introduction and understand the poem.
Teacher: Students, we learned a homesick poem "Boating in Guazhou" last class, and asked a classmate to recite it. (Students recite)
Teacher: In this poem, what evokes Wang Anshi's nostalgia for his hometown? (Student answers)
Teacher: Poems expressing homesickness like this are called "homesick poems". In this lesson, we will learn another homesick poem, Qiu Si, written by Zhang Ji, a poet in the Tang Dynasty. (Writing on the blackboard: Qiu Si) (Students read poems together)
Teacher: How to understand this poem? (student exchange)
Teacher: I miss autumn in my hometown. Autumn should be very long, so when I read poetry, I can lengthen the word Qiu Si, which will be more interesting. Please try again! (Students read poems together again)
Second, read through and read the rhythm.
(A) to guide the accurate reading of disyllabic words
Teacher: Well, it tastes a little. Poetry has been previewed before class, so we invite a classmate to read it. (reading poetry)
Teacher: What do you think of his reading? (health assessment)
The teacher instructed to pronounce the polyphonic word "heavy" correctly.
Teacher: "heavy" here means-so "meaning is heavy" means-
(student exchange)
Teacher: That's right. "Meaning is heavy" means that there are many meanings to say. This means empty. You see, it is a good way to determine the pronunciation of polyphonic words according to their meanings. So, let's read the fourth poem again. (All students read together)
(2) Reading rhythm
Teacher: I read it correctly and fluently, but I must be able to read the rhythm when reading ancient poems. When reading ancient poems, modern people often divide the rhythm according to syllables or meanings. If divided by syllables, each sentence of the seven-character poem is mostly four beats. If divided by meaning, each sentence of the seven-character poem is mostly three beats. Knowing the rhythm of reading ancient poems, you can choose a method you like to read and show it later.
(Students practice reading at their own pace)
Teacher: I'm really studying! Who wants to see it? Other students should listen carefully and see if they can hear what rhythm he is reading. (Read by name) (Read by students)
Third, perceive poetry and experience poetry.
(A) the perception of poetry
Teacher: It's really a pleasure to listen to you read poetry. If you read it like this, you should understand the meaning of the poem! Please communicate at the same table.
(Students practice saying the meaning of a poem)
Teacher: Who will try to tell the meaning of this poem? (Students express their understanding of this poem)
Teacher: Basically, the meaning of the poem has been said. Let's stop here and see the meaning of this poem. I think that with the deepening of reading, your understanding of poetry will be more in place.
(B) Experience poetry
1, read "Watching the Autumn Wind"
Teacher: Students, this poem is only 28 words, but it is full of the poet's deep homesickness. What triggered the poet's homesickness and made him eager to write to his family? Please read the ancient poems silently and find out why. (Students read silently)
Teacher: Do you have any questions after reading the words "Look at the autumn wind" in the poem?
Teacher: That's a good question! It is said that the wind is invisible and intangible, but why did the poet say that he saw the autumn wind? Imagine the poet standing alone on the streets of Luoyang at the moment, blowing gently in the autumn wind. What will he see?
Instruct students to imagine and read the sadness and loneliness in Watching Autumn Wind in Luoyang City.
Teacher: It is said that there is a picture in the poem. Look, you've seen the picture. It's amazing. Reading poetry in this way and thinking about the picture, you will understand that the autumn wind is invisible, but the bleak scene brought by the autumn wind can be seen everywhere. Now, let's reread this poem with this sadness and loneliness, pay attention to lowering our voices and try to read the poet's inner feelings.
2. Read Yi Wan Zhong
Teacher: It is this sadness and loneliness that makes the poet think a lot. What does he want to do most at this moment?
Teacher: In the words of the poem, it is-(the writer's book) When the poet raises his pen, a thousand words come to mind, and he may think of-(imagine Zhang Ji's thoughts).
Teacher: What does he want to say to them? Please take out your exercise book, choose any writing object to practice writing, and help Zhang Ji write what he wants to say. Students practice writing and teachers patrol for guidance. ) guide communication.
3, reading "endless"
This feeling-(a natural couple) fear can't be said in a hurry.
Teacher: What is this inexhaustible thing? (student exchange) ...
4. Read "Re-Kaifeng"
Teacher: It is this endless list that makes us see such a picture again. Let's watch it together-pedestrians come and leave.
Teacher: Who is the "pedestrian"?
In ancient times, there was no post office and no postman. Letters from ordinary people can only be conveyed through people. It is not easy for a wanderer to meet someone who can deliver information.
Teacher: It is precisely because it is not easy that Zhang Ji feels this way. He can't talk about fear in a hurry.
Teacher: It is because it is not easy to see such a picture-pedestrians are coming and leaving.
Teacher: Who will tell you what "Kaifeng" is? Open the letter again and read "Open it again". What do you see? Why did Zhang Ji open Kaifeng again? Now, the teacher is a pedestrian and you are Zhang Ji. I want to interview everyone. Who wants to be interviewed by me? (Teachers interview students)
Teacher: In fact, it may be difficult for us to understand Zhang Ji's mood at this moment. I believe that by understanding his experience, you will understand his inner feelings. Zhang Ji has made great achievements in literature, but his career is not smooth. Because of his poor family, he was far away from home when he was very young. He studied poetry everywhere and returned to his hometown several times, but he never found a foothold. About 30 years old, he was appreciated and recommended by Han Yu. Later, he became famous with his talent, but he was a sesame official silently for ten years. When writing this poem, he had been wandering outside for nearly ten years. In the past ten years, he has been thinking about his hometown, his elderly parents and his brothers and sisters who played together when he was a child, but all this can only be buried in his memory. And I don't know when this letter from home will be delivered to my family thousands of miles away.
Teacher: How do you feel after listening to Zhang Ji's introduction?
Yes, it's been ten years. I haven't been home for ten years. No wonder he misses his hometown and relatives so much. And such thoughts are all contained in the "writer's book". A lyrical way to express feelings by telling such a story is called narrative lyricism.
After realizing the poet's homesickness, if we read this poem by Zhang Ji again, we will definitely feel differently. Read together-(students read together)
Fourth, summarize the class and assign homework.
Teacher: Recite Qiu Si. In fact, there are many poems expressing homesickness like this. Please find, read and recite after class.
Blackboard design:
Melancholy Qiu Si
Zhang Ji's Narrative Lyrics in Tang Dynasty
Look at the autumn wind in Luoyang,
The writer's book is full of meaning.
I can't talk about it in a hurry
Pedestrians came and opened again.
Qiu Si Teaching Design Part II Teaching Objectives
1. Students can read the text with emotion, and they can be familiar with the text in class.
2. Understand the key words, feel the content of the article and feel the homesickness of the author.
3. Through appropriate review and expansion, we can deeply understand the expression methods of ancient poetry.
Teaching focus
Cut into the theme, understand the content, read aloud at multiple levels, understand the key words, and feel the author's homesickness and expression.
Teaching difficulties
Induction and application of expression methods.
Teaching strategy
Starting with language, grasping key words, chewing, tasting and reading aloud repeatedly, guiding students to grasp the image of poetry and enhancing the connotation of perception; At the same time, through the expansion of similar poems, the expression of emotions is enriched.
teaching process
First, reading pictures and importing, spreading feelings
The teacher showed the courseware Moonlit Night, and the students described what they saw in vivid language. After that, the students began to associate, and thought of reunion from the moonlit night and the ancient poem "Thinking about a Quiet Night", and realized that the poet missed his hometown through the bright moon and recalled the expression of introducing Qiu Si through the scenery.
Second, doubt reading, cut into the subject
1, Solve a problem into a poem: Students read the topic, understand the meaning and ask questions: Does the poet express his homesickness through autumn scenery?
2. First reading to dispel doubts: Ask students to read poems freely. During the lecture, the teacher will read aloud with a camera, grasp the word "heavy" to review and transfer ancient poems, and enrich students' understanding and understanding of ancient poems and words.
3. Cut into the main body: recall doubts, clear the clouds, understand that this poem is mainly through group discussion and exchange, write letters to students, and express their yearning for their hometown.
Third, clear the context and perceive the whole poem.
Ask a question: What prompted the author to write this letter from home? What will be the result of writing home? Ask the students to read the article carefully again and then give feedback. Teachers and students can sort out the context of the article and perceive the content of the poem as a whole. At the same time, the introduction of the poet's life experience helps to understand the poet's mood when writing this poem, and also paves the way for a deeper understanding of the thoughts and feelings of this poem.
Fourth, deepen experience and reading comprehension.
Grasp the key words in the article and deeply understand the poet's homesickness again. The progressive analysis of "unfinished" and "unsealed again", coupled with multi-level and multi-form emotional reading, enables students to deeply understand that the poet condensed his thoughts about his hometown in this letter, and his inner contradictions are reflected in the detailed action of "unsealed again", thus deeply feeling the author's concern for his family thousands of miles away.
Fifth, summary, more clear.
Introduction and summary of expression methods. The lyrical expression in A Quiet Night raises the question of what the poem "Qiu Si" expresses. On the basis of summarizing the blackboard writing and overall review, summarize the expression of the article with the students. After that, I made two poems: Gao Shi's New Year's Eve and Ma Zhiyuan's Tianjingsha Qiu Si, so that students can analyze and compare what they have learned, so as to deepen their understanding of expression.
Sixth, reading is improved and feelings are sublimated.
Through reading, reciting and reciting in various ways, students can enter the countryside again under the guidance of teachers and recite Qiu Si with emotion, which ends the teaching of this class at the climax of students' feelings and makes students think more about the theme of homesickness.