Jueju [Tang] Du Fu
Two orioles sing green willows,
A line of egrets rose into the sky.
The window contains autumn snow in Xiling,
Mambo Wu Dong Wan Li Ship.
Precautions:
H: The window faces the western mountain, just like putting the distant mountain in the window frame.
Autumn snow: refers to the snow that does not melt all year round on the mountain.
Berthing: A ship berths at a shore or dock.
Wan Li Ship: A ship from far away.
Translation:
Two orioles are singing among the green willows, and a row of egrets are flying in the blue sky.
The scenery of Xiling Snow Mountain seems to be embedded in the window, and ships coming and going to Soochow are parked by the door.
Teaching plan of Chinese quatrains in the second grade of the second primary school
Teaching objective: 1. Learn the new words "Kun" and "Heron" in this lesson, and correctly understand "window lattice", "autumn snow", "gate berth" and "Wan Li boat".
2. Be able to read and recite quatrains correctly, fluently and emotionally.
3. With the help of maps, question the words, understand the meaning of poetry, feel the poet's love for spring and cultivate aesthetic taste.
4. Through the study of this class, stimulate students' interest in reading ancient poems after class and improve their appreciation ability. At the same time, stimulate students' poetry and try to write a poem about spring.
Teaching focus:
Understand poetry accurately, read it through with emotion, and feel the joy it expresses.
Teaching difficulties:
1. Guide students to correctly understand the meanings of "window lattice", "autumn snow" and related poems.
2. Read the rhythm and stress of poetry and guide students to feel the sense of language.
Teaching process:
First, the dialogue is interesting and the topic is solved.
1, dialogue import: What season is it? What is spring like?
2. Yes, everything revives in spring, thriving and full of vitality everywhere! Today we are going to learn a poem about spring, which is-(read it together).
3. Guide students to solve problems and introduce quatrains and Du Fu's materials.
4. The teacher introduced the writing background.
Second, read the poem for the first time, read the pronunciation correctly and learn to use new words.
Transition: Students, after listening to the teacher's introduction, would you like to read this improvisation by Du Fu?
1, students learn by themselves as required. (Requirements: Correct pronunciation, reading poems and learning to use new words)
2. Check the self-study situation.
(1) Show new words: "Thrushcross" and "Heron". Read by name and talk about what you should pay attention to when writing. The students painted red.
(2) Reading poems by name.
Third, read poetry intensively, understand poetry and feel poetry.
(A) with the help of maps, understand poetry.
1, students read silently and draw the scenery written in the poem with strokes.
2. Report the exchange, and the teacher will show the landscape map.
3. Name the students' maps and explain the reasons, and guide the students to understand the meaning of the poem.
4. Show the whole picture and guide students to understand and appreciate poetry.
What do you see from this picture? What did you hear? How do you feel? So, who can read the poet's cheerful mood? Who will read it again?
(2) Guide problems and break through difficulties.
1, which leads to the query: What else can you not understand about ancient poetry after reading it?
2. communicate and solve doubts.
Focus on guiding students to understand Window Lattice, Autumn Snow and Wan Li Boat.
"window contains": window? How does the poet see the scenery like green willow and oriole? (The teacher posted a picture of the window frame) Look, the snow on Xiling seems to be embedded in the window …
Wan Li Ship: Why Wan Li?
3. Understand the poem "The window contains autumn snow in Xiling, at the gate of a boat in Wan Li, Wu Dong" and name it.
4. Teacher's summary: The poet saw the near and far through the window-(camera blackboard: close-up and prospect)
(3) Read poetry and feel the sense of language.
1. Since it is an ancient poem, we must understand its charm. Who can tell me how to read the spell?
2. Read the poem at the same table, feel the sense of language and try to draw a pause in the poem with diagonal lines.
3, named deskmate report: a lifetime of study, a lifetime of performance. Comments from other students.
4. Boys and girls read and recite according to the marks.
5. Recite ancient poems with music.
Fourth, expand practice and try to write poems.
1, instruct students to recite other ancient poems in spring, and try to talk about what scenery the ancient poems in spring wrote.
2. Guiding poetry writing: These spring poems tell us that as long as we are good at grasping the scenery that can highlight the characteristics of spring, such as spring rain, spring tide and spring willow, we can write the vitality of spring.
3. Show two pictures of spring scenery.
Students, in fact, there is spring around us, you see-(texture)
This is-this is-these are the messengers of Miss Chun. Look at the picture and think about what other scenes are also the messengers of Miss Chun. Let's get a pen, be a little poet and write about the spring around us, shall we? You can write modern poems such as children's songs, or you can imitate quatrains and write ancient poems on your own topics.
Students write their own poems. (You can play a piece of classical music)
5. Assign homework and let the students choose one from the other.
1. Recite and write quatrains from memory.
2. Collect Du Fu's other works, and prepare to introduce them to the whole class in the ancient poetry garden of the morning meeting.
3. Collect other poets' poems about spring, and prepare to participate in the "sound of spring" poetry contest.
4. Submit your spring poems to sound of spring Poetry Magazine in our class.
Reflections on the teaching of quatrains in grade three and grade two in primary schools.
The quatrains were written by Du Fu, a poet in the Tang Dynasty, when he was in a thatched cottage in Chengdu. This poem is the third of them, describing the spring scenery by the Huanhua River in front of the thatched cottage. This poem has bright colors and broad artistic conception. Every sentence in the whole poem has scenery, sound, shape and color, and the close-range and long-range complement each other, forming a colorful, open and vivid picture. Describing orioles, there is stillness in motion, and in singing, flying egrets is a moving scene, with thousands of years of snow, and boating is a static scene, which is harmonious and perfect. The description of this bright and cheerful scenery reflects the poet's cheerful and excited thoughts and feelings. The whole poem is neat and neat, and the language is concise, which makes people relaxed and happy.
In the teaching design of this class, I have experienced the beauty of antithesis from the simple to the deep through stimulating interest, introducing topics, overall perception, imaginary pictures and emotional reading, and started from different levels to guide students to understand poetry, appreciate poetry and be influenced by beauty. In teaching, the new concept of "student-oriented development" is emphasized, and students' "autonomous learning" runs through the whole teaching process, encouraging and guiding students to think boldly and read as much as possible, so that students' thinking can move, imagination can fly and language can come alive.
First of all, create a situation to induce enthusiasm.
At the beginning of the class, I introduced it in warm language. I said, "In 763 AD, Du Fu learned that his old friend Yanwu had returned to Chengdu and followed him back to Chengdu Caotang. At this time, he was in a particularly good mood. Faced with this angry scene, he couldn't help writing this group of impromptu poems. Because I didn't plan the topic in advance, I didn't intend to ask you after writing, so I took "quatrains" as the topic. In this class, we will feel the beauty of poetry and scenery. Introduce poetry and painting to students.
Second, imagine the picture and introduce the poetic realm.
The teaching of ancient poetry "the author knows the situation well, and when in Rome, do as the Romans do, he begins with his relatives" must have a distinct image, so that students can see, hear and feel truly, and then do as the Romans do, which is the so-called "poetry and painting family". The highlight of this lesson is to guide students to expand their imagination according to poetry, to promote students to further understand the content of poetry, to organize scattered things into a complete and meaningful picture, and to improve students' ability to feel, understand and appreciate beauty.
Third, repeat and sublimate poetry.
"I can recite 300 Tang poems if I can't recite them." Reading activities are consistent in teaching, from free practice to analysis of beautiful reading to in-depth reading. The images displayed in poetry are combined with the rhythm, rhythm and stirring emotions of poetry, so as to feel the cheerful and excited emotions of the poet and sublimate the sentiment of poetry.
Fourth, find a pair and experience the beauty of duality.
In this poem, the first part is a set of antitheses, and the second part is also a set of antitheses. Because students have learned antithesis, after feeling the text, I ask students to find out which sentence is relative to which sentence and which word is relative to which word to feel the beauty of antithesis.