Overall conception
The authors of five ancient poems recorded in this paper involve the Tang, Song and Ming dynasties, with different styles, diverse expressions, vivid and beautiful language and far-reaching artistic conception. Expressed the author's mind from different angles and expressed his feelings about life. In this paper, a variety of rhetoric are used comprehensively, with many allusions and powerful phonology. Therefore, in the teaching process, we should base ourselves on guiding students to read aloud and comprehend, grasp the meaning of the works, weigh the language of poetry on the basis of overall comprehension, appreciate the beauty of rhythm and artistic conception of poetry, cultivate students' reading and appreciation ability of ancient poems, and make them cultivate their sentiments and get enlightenment in reading. At the same time, guide students to recite and accumulate some famous poems and sentences, and experience the subtleties of poetry.
Plan to arrange two classes.
Teaching process design
Teaching law
Ancient poetry has a lively rhythm and beautiful rhyme, which is very suitable for reading aloud. Therefore, in the whole teaching process, we should pay attention to students' repeated reading and overall perception, and guide students to annotate, think, associate, discuss and communicate in reading aloud, so as to dig deep into the rich connotation of ancient poetry. Teachers can use recordings or courseware to help students understand the text and point out the difficulties. Because of the large capacity of the text, students can be arranged to preview before class.
teaching process
first kind
1. Introduction: Ancient China was a country of poetry. Since the Book of Songs was opened to the outside world, poetry has experienced the Spring and Autumn Period, the Warring States Period, the Qin and Han Dynasties, the Jin and the Southern and Northern Dynasties, and reached its peak in the Tang and Song Dynasties. Poetry in Tang and Song Dynasties became the symbol of the prosperity of ancient poetry in China. Today, my classmates and I will learn five ancient poems to further appreciate the charm of China's ancient poems.
Teacher's blackboard writing topic: five poems
Second, check the preview:
1. Students talk at the same table first, put forward the words they can't learn in the preview and answer each other.
2. According to the new words put forward by the students, the teacher arranges them and projects them on the screen to guide the whole class to read aloud.
Fire is made of bricks and stones.
Three. Getting started is hard:
1. Teachers' courseware shows the following poems to guide students to review old knowledge and transition to new knowledge:
(1) Du Li's poems have been passed down through the ages. (Zhao Yi's Poetics)
(2) Our capital is full of nosy people, but you are a lonely and helpless poor man. (Du Fu's Dream of Li Bai)
(3) Since God has given talents, let them find jobs! , spin one thousand silver, all back! . (Li Bai's "Into the Wine")
(4) White hair and three thousands of feet, sorrow is like a long beard. (Li Bai's Song of Autumn Pu)
Enlightening question: which ancient poet is the above poem related to? Can you tell me something about him?
Teacher guidance: we can talk about it from the following aspects.
A. Li Bai's life, times and representative works;
B. stories and legends about Li Bai;
C. your evaluation of Li Bai.
Students think, talk and communicate, and the teacher guides this class according to the situation.
2. Repeated reading, overall perception:
(1) Teachers demonstrate reading or recording, and students have a preliminary perception.
(2) Students read freely, and then the teacher read by name, and everyone commented on its advantages and disadvantages.
Judging from pronunciation, pause, tone and mood, is the reading in place? If not, how to read it more in line with the content of the poem? For controversial points, the teacher does not draw a conclusion, but guides the students to learn and lets them draw a conclusion after learning the text. )
3. Teachers solve problems (courseware presentation, roll-call reading or class reading together) to help students understand the background of poetry writing.
Difficult to Go is a set of poems (* * * three) written by Li Bai when he was demoted from Chang 'an to the south. This is the first poem. "Difficult to walk" is an old topic in Yuefu zaju. It is difficult to write about the world in poetry, and it is full of frustration after political setbacks.
4. Students read aloud independently, and understand the whole poem.
Students read this poem as emotionally as possible in the form of individual reading and group reading. And refer to the notes to dredge the poems. If you don't understand, you can communicate in the group or ask the teacher, and the teacher will answer representative questions or give them to the whole class for discussion and solution.
5. Students independently explore, analyze and answer the following questions, and master the content of the poem and the author's feelings.
Teachers will focus on the problems reflected by students in the inquiry, and teachers and students will explore together.
(1) What prevented the poet from eating "Golden Zun Sake" and "Yummy Jade Plate"?
(2) What kind of ambivalence was the poet at that time? I want to cross the Yellow River, but ice will block the ferry and Taihang Mountain will be covered with snow.
(3) What historical allusions are cited in the poem? What's the role?
(4) How do the last two poems express the poet's ambition?
Students discuss in groups and the teacher guides them.
The main points are as follows:
(1) It is the heavy melancholy and deep grief that make the poet unable to swallow wine and eat. The poet was sad and depressed because the traitors in the DPRK blocked the road to virtue.
(2) These two sentences use metaphors, which not only take care of the topic of "it's hard to walk", but also express the poet's profound experience of sinister official career in Chang 'an, and his contradictory and painful feelings of wanting to do something but backfiring.
(3) The poem borrows allusions such as Lu Shang's fishing in Bixi and Yi Yin's dream of crossing the Japanese side by boat, which embodies the poet's dream of being reused by the rulers like the ancients one day and making great achievements.
(4) No matter how difficult and dangerous the road ahead is, the poet believes that one day he will ride the wind and waves, cross the sea and reach the ideal shore. These two sentences are full of positive and optimistic spirit of breaking through the darkness and pursuing the light. The poet expressed his ideal in the language of the ancients. These two poems are often cited as mottos by later generations, as a force to motivate themselves to advance in difficulties.
6. Teachers and students * * * in-depth exploration:
Teachers ask questions again (courseware demonstration) to guide students to explore deeply;
(1) Li Bai was a great romantic poet in ancient China. What is his romantic poetic style in this poem?
(2) What is the emotional tone of the poem?
Students think, explore and discuss in groups. The whole class communicates, the teacher instructs, and finally summarizes.
The main points are as follows:
(1) The poetic style of "romance" in Li Bai's poems is as follows: a. Using historical stories and allusions skillfully; B, exaggerated description, image metaphor; C, jumping structure.
(2) The emotional tone of the whole poem is high-spirited.
7. Consolidate the feeling of experiencing poetry and try to read aloud.
Students read aloud freely first, then each group recommends representatives to read aloud, and teachers and students comment, so as to guide students back to the beginning of reading this poem and let them sum up their experiences.
Fourthly, the introduction of Liangzhou Ci.
1. Students read the text by themselves, the teacher calls the roll and everyone comments on their reading.
2. Students refer to notes and dredge poems. Words that you don't understand can be solved through communication within or between groups.
3. Teachers pay attention to students' doubts and unsolved main problems.
(1) How to understand the words in the title?
(2) What kind of scene can you imagine from the "wine" and "cup" mentioned in the first sentence? The first two sentences describe the scene in the army. What kind of atmosphere did they create?
(2) Tell me about your understanding of the last two poems?
(3) How to grasp the emotional tone of the whole poem when reading aloud?
Students discuss, exchange and summarize under the guidance of teachers.
The main points are as follows:
(1) The words here are not literary genres, but organized languages and characters, so this poem belongs to the category of poetry.
(2) A "wine" and a "cup" make readers seem to see the lively scene of soldiers getting together to drink. And the second sentence made us seem to hear the pipa horn urging us to go out. A few strokes wrote a warm, tense and tragic atmosphere on the border.
(3) The meaning of these two poems is: If I am drunk and lying on the battlefield, don't laugh at me for drinking. How many soldiers who went to the battlefield since ancient times can come back? You are drunk with wine today, even if you are drunk on the battlefield. This is a kind of free and easy to eat, drink and be merry, a kind of outlook on life, and even more grief and indignation for the war. These two poems vividly show the heroic spirit of the frontier guards who died for their country.
(4) The description of frontier life in the poem not only implies the fierce war life in ancient times, but also highlights the tragic implication of the poet's generosity and heroism. The whole poem is full of high spirits. When reading, pay attention to the last two sentences, especially the long rhyme and passionate feelings.
Students read the whole poem together.
Verb (abbreviation of verb) A Brief Introduction to Ode to Coal
1. Students can read the whole poem freely.
2. Students read the whole poem independently.
Control notes to dredge poetry. If you don't understand, discuss at the same table and discuss in groups. If you have any questions, the teacher will sum them up and discuss them in the class.
3. Teachers summarize the problems reflected by students:
(1) How does this poem express the poet's feelings?
(2) On the surface, the poem Ode to Coal is written about coal, but in fact it is written about ambition. Try to talk about the poet's ambition with poetry.
Students discuss and communicate. After the teacher prompts, summarize. The main points are as follows:
(1) The first four sentences describe the image of coal and its life. The last four sentences express the poet's feelings of devoting himself to the country and the people. The whole poem uses things as metaphors to express people's voices.
(2) This poem is a work in which the poet expresses his ambition through excuses. The poet cares about the country and the people all his life and takes rejuvenating the country as his own responsibility. His ambition is clearly pointed out in the last four sentences, especially his ambition of sacrificing himself for the public. Based on the whole poem, the poet expressed his ambition in the poem: although the stone is hard, it still has the heart of benefiting the country and the people. Even after going through all kinds of hardships, he was infatuated, fearless and gave his life to serve the country and the people.
Students can read and recite the whole poem freely.
VI. Summary:
In this lesson, we learned the first three poems, understood the different feelings of the three poets about their hearts and lives, appreciated the artistic charm of ancient poems, learned the general methods of reading and grasping poems, and realized the beauty of rhythm and artistic conception of poems.
Seven, homework:
1. Find materials after class, compare and read Li Bai's Into the Wine, Wang Zhihuan's Liangzhou Ci and Yu Qian's Ode to a Lime, and copy famous sentences on the reading card.
2. Read and recite these three poems and preview the last two poems.
Second lesson
First test the learning situation of ancient poetry in the last class and introduce new lessons.
Courseware display:
1. Explain the meaning of adding words in the following poems.
(1) Yupan ten thousand yuan (2) Clear my Yun Fan straight and bridge the deep sea (3) Power generation from Dingyiyuan.
2. Fill in the blanks with the original sentences of the text according to the meaning of the question.
(1) The famous sentence in "It's Hard to Go to Heaven" expresses that a poet should overcome resistance, unswervingly pursue the ideal of life and realize his lofty aspirations.
(2) the famous sentence in ode to coal is,.
Teachers use roll call or draw lots to let students perform on stage or get up to answer. (The answer is abbreviated)
Turn to the new lesson: We learned three ancient poems last class, and today we are going to learn two ancient words.
Second, the reading guide "Yu Meiren"