The following is the lesson plan for "The Mantis Catching the Cicada" that I compiled for you. You are welcome to read it. For more "Praying Mantis Catching Cicada" lesson plans, please pay attention to the Chinese lesson plan column of the second volume of the sixth grade of the Jiangsu Education Edition. "Praying Mantis Catching Cicada" Lesson Plan 1
Teaching process:
1. Class introduction: We have studied four ancient Chinese articles this semester, so can anyone summarize the methods of learning ancient Chinese? , Steps?
(Clearly: ① Read more. ② Read the notes, look up the dictionary, and understand the meaning of the key words. ③ Understand what the text talks about on the basis of understanding each sentence. ④ Check relevant information)
2. Check the preview situation one by one according to the preview requirements.
1. Students should write on the blackboard the unknown or unclear words that they found by looking up the dictionary during preview.
Advice (ji?n) Ruzi (r ?) Qufu (qū) neck (jǐng)
2. Through extracurricular consultation, what do you know about the source and author of this article?
(1) Student introduction Relevant information.
(2) The teacher makes supplements based on the students’ introduction.
Liu Xiang is a descendant of the younger brother of Liu Bang, the founder of the Han Dynasty. He belongs to the Han clan, so he is particularly concerned about the rise and fall of the Han Dynasty. His two famous books "New Preface" and "Shuo Yuan" are both Books meant for emperors to read. The main purpose is to advise. If students want to know more, they can go to the library to borrow "New Preface? Shuoyuan's Selected Translations". "Shuo Yuan" has 20 volumes, and "The Mantis Catching the Cicada" is a short story in the ninth volume "Zhengjian". What kind of inspiration can the author Liu Xiang give to people by writing this short story? Let’s take a look at the text together.
3. Read the text, ask other students to listen carefully, and then evaluate the reading.
4. The teacher reads the text as a model, and then asks all students to read the text together.
5. Check the understanding of the words.
(1) Assign students to read sentence by sentence, point out the meaning of the key words they have previewed in the sentence, and then translate them sentence by sentence.
(2) The following are the meanings of key words that are not in the notes and must be understood by looking up the dictionary.
When asked about the explanation, most students choose "sadness". Here the teacher must guide students to understand that "the cicada sits high in the sky and sings sadly, drinking the dew, unaware that the mantis is behind it". At this time, it is not only not sad, but is singing a beautiful song. This? The meaning of "moving" is found in ancient Chinese dictionaries. There are many words with very different meanings in ancient and modern times, so students who want to study ancient Chinese in depth should prepare a reference book "Ancient Chinese Dictionary")
3. Ask questions you don’t understand:
1. The teacher summarizes and organizes the questions raised by the students.
(1) Why did the young boy tell the story of "The mantis stalks the cicada?"
(2) Why did King Wu not kill the young boy but instead said, "How good is it?"
2. Students work in groups to discuss and solve these two problems. (Can be discussed in conjunction with extracurricular materials)
Guide students to find out what are the most fundamental similarities between the two: "The mantis stalks the cicada" and the King of Wu defeats the Jing. (Find the sentence in the book and say it in your own words: These three are all seeking to achieve their immediate benefits, regardless of the subsequent troubles.)
The teacher can give further supplements: If the King of Wu attacks Chu in order to seize territory, Wu may suffer huge losses or even lose the entire country. It can be seen that the Shaoruzi saw the situation at that time very clearly.
3. What is the purpose of Shaoruzi telling this story?
(To dissuade King Wu from attacking Chu, but to think carefully and make a comprehensive plan.)
4. Since the purpose was this, it was enough to tell the King of Wu directly. Why did he need to tell a story? What did he think at the time?
5. Why did the King of Wu not kill the young boy? Instead, say, "How good?"
(1) Has Shaoruzi's goal been achieved? Read the sentences in the book and use your own words to say what they mean. (The King of Wu said: "How good!" He dismissed his troops.)
(2) The King of Wu said: "Good!" What is he praising?
(3) The teacher responded at the right time Instruct and guide students to understand that while King Wu was praising Shaoruzi, he was also glad that he did not attack Chu and was proud that the country had such a pillar of talent as Shaoruzi. So he said sincerely "How good!". Can loyal ministers who should be heavily rewarded be killed? No (answered by both students).
(The translation of the textbook is translated as? You taught it very well!? It seems incomplete. At that time, King Wu was not only lamenting that the young boy taught well, but also lamented that the young boy’s method was well thought out, and also for I am glad that I did not attack the Chu State. One word "Shanzai" contains multiple meanings.
Of course, when facing children who are in the first grade of junior high school, they should also simply explain the situation at that time and say: "You said it very well!")
IV. Summary of the full text
After-school exercises:
1. Pronunciation of the braille words
The admonishment song of the mantis stalking the cicada is attached to it
2. Explain the braille words
(1) The king of Wu wanted to attack Jing, so he told his left and right: "Anyone who dares to remonstrate will die!"
(2) Huaiwan Cao Dan
(3) Regardless of what happens next The trouble is also
3. Translate the sentences
(1) This is the case for three days.
(2) The mantis bends over to grab the cicada, unaware that the oriole is beside it.
(3) These three people are eager to gain their own benefits, regardless of the subsequent troubles.
4. Find the central sentence in the article and write it below.
5. Why is the young boy in the article? Huaiwan playing bullets and swimming in the back garden?
6. Is there any connection between the mantis stalking the cicada and the oriole behind it and King Wu's defeat of Jing? ? "Praying Mantis Catching Cicada" Lesson Plan 2
Teaching Requirements
1. Read and retell the text correctly, fluently and emotionally.
2. Learn the 4 new words in this lesson. Understand words made up of new words.
3. Understand the way fables use stories to illustrate principles, and understand that you cannot only value immediate benefits.
Teaching focus
Understand the language and characters, be familiar with the content of the text, and understand the meaning of the text. Teaching Difficulties
Let students understand from the text content that they cannot only focus on immediate benefits and ignore the hidden dangers behind them.
Preparation before class
Pictures of mantis, cicada and oriole.
Preview before class
Read the text carefully and learn the words by yourself.
Teaching process
1. Introduction of riddles into new lessons.
1. Show the riddles of the mantis and cicada respectively and let students guess.
It has a big belly, a raised tail, bright eyes and a small head. It holds a machete in both hands and has a high ability to catch pests. (Praying Mantis)
How clean is your body when you drink the dew, and the charm of drinking is longer? There are thousands of trees in the setting sun, and there is nowhere to avoid the mantis. (Cicada)
2. Write the topic on the blackboard and introduce fables.
2. Check the preview situation.
1. Read the text paragraph by paragraph by name, paying attention to correcting the pronunciation of the characters.
2. Recognize and read new words and new words
Report from the mantis princes
Take advantage of the situation and enter the unimaginable situation without minding the sudden realization
3. First reading of the text , overall perception.
1. Reading and communication: What did you learn through reading? What questions are there that you still don’t understand?
2. Tell me the main content of the story.
4. Read the text again and clarify the relationship between the characters in the story.
1. What kind of interest relationship exists between the characters in the story told by the boy. Student communication, teacher writing on the blackboard:
Cicada (catch) Mantis (pecking) Oriole (beat) Teenager
2. What other characters in the text are similar to each other? Mantis The relationship between catching cicadas? Student exchanges, teachers write on the blackboard:
Chu State (attack) Wu State (taking advantage of the opportunity) other princes
5. Read the text silently and understand the words.
1. Under what circumstances do cicadas, mantises, and oriole capture or attack their targets? Read the text silently and see what new discoveries you make?
2. Students read the text silently and outline relevant sentences.
3. Collective communication. When communicating this part of the content, let students grasp the movements of each character and read the sentences describing their movements. Through solid reading training, students can truly understand that cicadas, mantises and oriole are bent on obtaining immediate benefits. But he didn't realize that there was a danger lurking behind him. ?
(1) The cicada is leisurely and free
(2) The mantis arches its body and raises its front paws
(3) The oriole stretches its neck and is about to Pecking
(4) The young man who served King Wu took aim with a slingshot
4. Think about the similarities between King Wu’s attack on Chu and the cicadas, mantises and oriole. ? This part mainly allows students to understand what are the immediate interests of Wu State? And what are the hidden dangers? This way, it is natural for students to understand the differences between the story and reality.
While reading, students grasped the relationship between various characters and grasped the main body of the article. During this reading, students were guided to follow these clues to understand the key words and sentences in the article. In the process of understanding, we focus on training students' ability to analyze articles closely with key words.
VI. Revealing the moral
1. Why did the young man tell the King of Wu this story?
2. Why did the young man not directly persuade the King of Wu but instead In the form of storytelling, classmates discussed and exchanged the ingenuity of the young man's persuasion to King Wu.
(The language is wonderful: instead of persuading directly, you use the form of storytelling to make King Wu understand that attacking Chu is like a mantis stalking cicadas. It is an unwise move to only focus on immediate interests and ignore the hidden dangers behind you. )
(The method is wonderful: change from passive persuasion to active questioning.)
3. What do you understand from this story (you cannot only focus on immediate benefits and ignore the hidden dangers behind you)? What should you do if you encounter something like a mantis stalking a cicada? Let students combine their own lives and learning to talk about their gains.
7. Extracurricular development
1. Expand your imagination and retell the story.
2. Read "Chinese and Foreign Fables" outside class to further understand the educational techniques of this genre.