Teaching objectives of the teaching plan of Ji Xiaolan Poetry1;
1. Learn 8 new words, know 6 new words, and read and write correctly the words "white, quiet, staring, alive and kicking".
2. Read the text with emotion and recite the ancient poems in the text.
3. Compare 1, 2 natural passages with ancient poems, and imagine the picture depicted in the text.
4. The premise of knowing wit is reading widely, being diligent in writing and being good at thinking.
Teaching emphases and difficulties:
1. Imagine the scene of "Qiu Jiang fishing alone" and experience the "wonderful" in the poem.
2. Experience Ji Shulan's wit.
Teaching preparation:
Student: Preview the text and collect information about Ji Xiaolan.
Teacher: Courseware
Teaching time:
40 minutes
Teaching process:
Talk before class:
1. Students recite ancient poems and get a preliminary understanding of the basic knowledge of seven-character quatrains.
2. Students collect anecdotes about Ji Xiaolan before exchanging classes to get a preliminary understanding of his intelligence.
First, teachers introduce new courses.
Students, in this class, I will use the text "Poetry of Ji Xiaolan" to get in close contact with this talented person of Qing Dynasty who was called "prodigy" since childhood. Look at the topic together. Question the topic.
Second, check the preview.
1, recognize new words.
2. Read polyphonic words and long sentences.
Show me the sentence: Soon, the float on the water swayed and suddenly disappeared into the water. The old fisherman pulled up his fishing rod and caught a big golden carp.
Emphasize the three pronunciations of "gone with the wind" and the two pronunciations of "Mei".
3. What is the main content of this text? (combined with topic and text preview)
Third, learn three paragraphs of nature and feel the emperor's deliberate embarrassment.
Students can read 3 paragraphs freely.
1, under what circumstances is Ji Xiaolan?
Read the third paragraph, grasp "on the spot, deliberately embarrassed, must" understand the emperor's difficulties.
"Deliberately embarrassed", will it be fatal? In the eyes of the emperor, Ji Xiaolan could write poems. If he can't do it on the spot, what will happen? (Light makes people laugh, but heavy makes people fall to the ground. )
How would you react if you were asked to finish such a difficult task on the spot? What about Ji Xiaolan?
Guide students to realize that Ji Xiaolan is short in time, good at observation, diligent in thinking and quick in thinking. Feel Ji Xiaolan's self-confident, calm and solid literary skills from Singing Carelessly.
Guide reading aloud and read "carefree and confident"
Teacher Transition: Does this poem meet the requirements of the emperor? What did the emperor say?
4. Learn paragraphs 4 and 5, and initially feel the "wonderful" of the poem.
Read paragraphs 4 and 5 freely.
1. What does the emperor think of Ji Xiaolan's poems?
"Wonderful" and "Not only wonderful"
The fifth paragraph uses four "good" and four exclamation points in succession. Why did the emperor say that?
Teacher transition: in the eyes of the emperor, this is indeed a good poem. What did Ji Xiaolan write about this poem? He just took some materials from the scene. The emperor said a photo of Qiujiang fishing alone. What kind of picture is it?
5. Learn the paragraph 1 2 and feel the artistic conception of the poem.
Students are free to read paragraphs 1 and 2 of the article.
1. After reading a paragraph or two, what kind of picture does your mind present?
Feel the beauty of Qiu Jiang from "sunset red, waves, white reeds, homing ducks and quiet land".
Experience the fisherman's concentration from "staring, being quiet, not moving" (a calm heart-people are quiet-the river is quiet, and the old fisherman completely enters the realm of selflessness and waits quietly), feel the superb fishing skills of the old fisherman from "pulling hard" and feel the happiness, excitement and excitement of the old fisherman from "patting and laughing" (with the fish shaking, the fish is hooked)
Guide students to gradually realize the "pleasure of fishing alone" from the "pleasure of catching fish" of the old fisherman.
What did the old fisherman bring to Qiu Jiang? The old fisherman enjoys the autumn scenery all over the river. Why is it not the scenery in the eyes of pedestrians on the river? )
Blackboard Writing: Qiu Jiang Dumei Fishing Music
2. This passage takes 20 1 word to write the beauty of the autumn river and the joy of fishermen, and then look at ancient poems, only 28 words. What do you feel from these two figures? (Wonderful second: every word is the best)
Read ancient poems carefully. What do you think is good about poetry?
Teacher's instruction: "A carp is hooked", which is a metaphor for "one person fishing for a river in autumn". (Wonderful 3: Highlight the fisherman's pleasure. )
"One person monopolizes one river in autumn", how about autumn scenery? Give people endless reverie. (Wonderful 4: Writing the beauty of Qiu Jiang, with far-reaching artistic conception)
Read the emperor's evaluation again. Does the emperor just evaluate his poems?
Writing on the blackboard: a talented person
Instruct students to sing "Qiu Jiang Fishing Alone" from different angles.
Sixth, return to the whole and cultivate emotions.
1, summary, the writing starts from the scene, from the scene to the characters, and describes people with things, which highlights Ji Xiaolan's wit, calmness and quick thinking.
2. Where did his wit come from? Through the supplement of extracurricular materials, I realize that Ji Xiaolan's wit comes from extensive reading, diligent writing and thinking, and good observation.
Seven. Extracurricular development
Collect anecdotes about Ji Xiaolan and tell them to parents, relatives and friends.
Blackboard writing:
22 Ji Xiaolan's poetry.
Qiu Jiang's beautiful poetry is unique: it meets the requirements of talent and wisdom.
It's fun to fish alone and use words skillfully.
Deep artistic conception
Teaching objectives of lesson plan 2 of "Ji Xiaolan Poetry";
1, correctly read and write the words "quiet, carefree, fishing, wonderful, witty and shining".
2. Read the text with emotion and recite ancient poems fluently.
3. Compare the natural paragraphs of 1 and 2, and combine with ancient poems, imagine the scene of "Qiu Jiang fishing alone", and realize that there are poems in the painting, and there is artistic beauty in the poems.
4. Combining poetry and prose, grasping key words and realizing Ji Xiaolan's wit.
Teaching emphasis: Combine poetry with the imagination of Qiu Jiang Fishing Alone to understand the meaning of poetry.
Understand the wisdom of Ji Xiaolan.
Teaching preparation: CAI courseware
Teaching hours: 2 hours.
first kind
First, introduce new lessons.
1. There was a well-read bachelor in the Qing Dynasty who knew books like the back of his hand. Do you know who he is?
In this class, let's approach Ji Xiaolan through the interesting stories of Ji Xiaolan's poems.
2, watch the teacher write the topic, (the teacher writes the topic while writing): The right side of Kyrgyzstan is yourself, you can't stand out, don't add points in the upper right corner of the fine print. Who will read this topic? Good reading, everyone!
What do you want to know after reading the topic?
(Default: Which poem is Ji Xiaolan reciting? Why does Ji Xiaolan sing poetry? Under what circumstances does Ji Xiaolan sing poetry? Put a question mark next to the topic according to the students' questions.
Second, read the text for the first time.
1, keep learning with these questions. There are some words in this text. Are you confident to read them correctly? Try to read it yourself first. Courseware display: silence, riverside, fishing, wit, fisherman, light.
Who will read it to everyone? Emphasize that Weng's vowel is eng, not ong (you read the nasal vowel eng well! ), Pan Pan.
Read with the whole class!
In the text, there are some four-character words. Who wants to read them? Courseware demonstration: staring, lively, vivid, a sigh, a sigh.
Do you know what poles and paddles are like? Let's have a look. Both poles and paddles are used to support boats, and poles are also used to support boats. In ancient times, they were common.
Why not watch the boys' and girls' games? See who reads better. Boys read one, girls read one. Boys are preferred.
Next, please read the text freely. After reading it, tell me in your own words what the text is mainly about.
(When Ji Xiaolan accompanied Emperor Qianlong for a walk on the river, Emperor Qianlong suddenly asked him to write a seven-character quatrain on the spot. Ten "ones" must be used in the poem to embarrass him. Ji Xiaolan used local materials and sang a wonderful ancient poem "Qiu Jiang Fishing Alone" in a very short time. ) just order one! Praise Ji Xiaolan, what is it? Guide the next link.
Third, learn the first natural paragraph.
Emperor Qianlong repeatedly said "Yes" and praised: "What a wonderful picture of Qiu Jiang fishing alone"!
1. Let's see how this poem describes this kind of "Qiu Jiang fishing alone". Courseware shows ancient poems, which means students read poems.
① Correct pronunciation.
(2) read through.
(3) Normal reading, reading rhythm and taste.
4 read it at one o'clock and read it poetically.
⑤ Read the whole class together and read the carefree beauty.
Ji Xiaolan looked at the fishing boats on the river and recited poems leisurely. What did he see? Please read the first to second paragraphs of the text freely. (Show the courseware) What scenes were written in this part when reading?
2. Who will talk about it? (Courseware demonstration)
What do you feel from these scenes? The scenery in autumn is very beautiful.
3. It turned out to be a beautiful and quiet picture of Qiu Jiang! ! Let's read it beautifully!
4. Besides this beautiful and quiet Qiu Jiang, what else did Emperor Qianlong and Ji Xiaolan see? (A fisherman is fishing) Read the sentence!
5. It's really a "fisherman fishing alone"! (blackboard writing: fishing alone)
At first, the old fisherman waited calmly and intently. Soon, a lively golden carp was finally hooked. What did you read? (Reading his happiness) Read with emotion.
7. On the beautiful and quiet Qiu Jiang, there was an old fisherman fishing. How poetic this beautiful scenery is! Let's read it again! Read by name!
8. Close your eyes and imagine this picture!
(Courseware shows music) Sunset Hui Jin; Autumn wind in Lu Hua; A boat on the river, an old fisherman, wait quietly, ok! The fish took the bait, and in an instant, the water jumped and laughed loudly, and was blown far away by the autumn wind.
9. Students, can you express your feelings in one sentence at this time? The statement describes the beauty of fishing in Qiu Jiang. Picturesque, picturesque. No wonder emperor Qianlong said that the scene he saw was very poetic!
Ji Xiaolan quickly condensed the beautiful scenery into a 28-word quatrain-courseware demonstration. What scenery is this poem about? Let's compare it with 1 and 2 natural paragraphs and find out! There must be a process to guide students to find! Girls read sentences and boys read poems.
Everyone reads beautifully. No wonder Emperor Qianlong said a good picture of "Qiu Jiang fishing alone"!
Sixth, comprehend wisdom
Students quickly read the third and fifth paragraphs silently: Why did Emperor Qianlong repeatedly say that this poem was well written?
Preset several reasons:
1, default 1: It's good to use 10 "one".
2. Presupposition 2: One foot is very long and one inch is very short. The contrast is very clever, and it is very simple to write about fishermen fishing.
3. Premise 3: The dynamic and static contrast of poetry is sharp.
4. Premise 4: Make good use of Zhan Zi, and more importantly, write the beautiful scenery and lofty sentiments in Qianlong's heart.
5. Emperor Qianlong's "intention" is irresistible: ten words, twenty-eight quatrains-walking back and forth a few steps, leisurely chanting.
(The default is 1: fortunately, 10 "one" words are used). Let's see what scenery these ten words have written.
(Show: A fishing boat with poles and paddles. In my own words, three objects, the teacher summed up: point out the fishing place)
(show: a foot long pole and an inch hook. How long is a foot? From where to where? On the surface, the fishing mode is written, but in fact, the fishing old man is hidden. )
(Performance: Clap your hands, shout and laugh. The expression on your face when you are happy to catch a fish, a series of actions. The teacher concluded: How happy, intoxicated and complacent the old fisherman is! ))
(display: one person monopolizes a river and autumn moon. The happiness of the old fisherman brought vitality and vigor to the river. )
According to the requirements of Emperor Qianlong, Ji Xiaolan repeatedly used the word "Ten Ones", which was not a simple repetition, but a clever embedding, just right. This also constitutes a wonderful scene, how wonderful it is! Who wants to see it?
Who else can talk?
(Preset 2: One foot is very long, one inch is very short, and the contrast is very clever)
The length of the fishing rod and the short of the hook are written in these seven words.
What else did you realize?
(Premise 3: The first two lines of the poem talk about static objects, and the third line of the poem says that the fisherman is very proud of catching fish, which is reflected in three actions. )
This thing and people, this static and dynamic, form a contrast, how clever! Who wants to read more?
What else did you think of?
(Premise 4: The word Zhan is well used. Zhan's words vividly describe the old man fishing alone by the river. The word Zhan closely links the old fisherman with the scenery of Qiu Jiang, and the old fisherman has brought a vitality and a unique beauty to Qiu Jiang. Well done! Who wants to read more?
What a wonderful picture of Qiu Jiang fishing alone, what a wonderful poem! Boys watched it, girls watched it again! Read with the whole class!
6. Emperor Qianlong's literary attainments are very high. He writes the most poems in the world. He wrote more than 40 thousand poems in his life. It turned out that Emperor Qianlong, who wanted to deliberately embarrass Ji Xiaolan, got a satisfactory answer. He couldn't help nodding and laughing-who wants to see it? (good! All right! What a picture of "Qiu Jiang fishing alone"! What a witty Ji Xiaolan! )
What do you find in this sentence? (Emperor Qianlong used four good words in a row)
Let's look at the first two words "good" first. Why use it twice? (The student answered, and the teacher leaned in: It turned out that Emperor Qianlong applauded again and again, which was a sign of his sincere admiration! What else is good? Read xxx.
(It's not bad for Qiu Jiang to fish alone) How good is it? Students are free to answer and say to learn once! Create a repetitive atmosphere)
Yes, it's beautiful and poetic. How can you not applaud? Who wants to see it?
What else is good? (Presupposition: Ji Xiaolan's wit is admirable.) Where can you see his wit?
The first level (in the face of emperor Qianlong's deliberate embarrassment, Ji Xiaolan looked at the fishing boats on the river, only took a few steps back and forth, and slowly sang in a very short time). You see, Ji Xiaolan's leisure and self-confidence really show his wisdom! Who wants to see it? Who else wants to see it?
The second level (who wants to see this 28-word quatrain cleverly embedded in the word 10, which makes the fishing mode of the old fisherman vivid, so it is very witty)? Who else wants to see it?
The third level (if the students can't answer, the teacher prompts: Please look at this poem-a person monopolizes an autumn river. Who do you think monopolized the river in autumn? Students, Emperor Qianlong reigned for 63 years. During these 63 years, he enjoyed political stability and national prosperity. From his grandfather Kangxi to his reign, the history is called "Kangxi Shengshi". At this moment, he looked at Qiu Jiang's silence and fisherman's joy, and his heart must be filled with the satisfaction and pride of an emperor. What would he think? (Name your name and talk about your experience, and the students can say it! ) It is not only fishermen who monopolize a river in autumn, but also Emperor Qianlong! How witty Ji Xiaolan is! He talked about the heart of Emperor Qianlong. No wonder Emperor Qianlong praised Ji Xiaolan so much. Who wants to see it?
This is not just an autumn! It is also a great river and mountain in the Qing Dynasty! Who else wants to see it?
Ji Xiaolan wrote the pride of Emperor Qianlong with the happiness of the fisherman. How witty he is! Who will read it again?
Refined language conveyed his rich feelings. Read these sentences together!
Emperor Qianlong was proud that China had such witty talents. He couldn't help nodding and laughing-watch it together!
6. Ji Xiaolan is brilliant, brilliant. He recited a sonnet leisurely, thus outlining the beauty of Qiu Jiang's solo fishing and telling the story of Emperor Qianlong. Let's sing this poem again with this pride and admiration! -Read raw (write on the blackboard: recite)
7. Let this wonderful poem stay in our hearts forever! Increase the difficulty and leave only one word. Who will recite it?
Add a little more difficulty, look at the blackboard, and we will recite it together! After learning these, I think our questions have been answered! Erase the question mark.
Seven, expand
There are many anecdotes about Ji Xiaolan. Teacher, here is one. One day, Emperor Qianlong chatted with Ji Xiaolan. The emperor said, Ai Qing, what are you reading now? "Ji Xiaolan replied," I'm reading the whole Tang poem. "Which poem are you most familiar with? Can you recite it? " Ji Xiaolan recited the Tomb-Sweeping Day written by Du Mu, a poet in the Tang Dynasty, which we learned not long ago. Come on, let's carry it together. (Original Back)
Emperor Qianlong said: Can you turn this seven-character quatrain into a six-character poem? Ji Xiaolan thought for a moment and replied: It rains in Tomb-Sweeping Day, and people on the road want to die. where is the restaurant？ Shepherd boy refers to Xinghua Village.
Emperor Qianlong asked again, "Can it be changed into a five-character poem? After a while, Ji Xiaolan replied: It rains in succession during the Qingming Festival, and pedestrians want to die. where is the restaurant？ Point to Xinghua village. Emperor Qianlong then asked, "Can it be changed into four-character poems, three-character poems, words and scripts? The witty Ji Xiaolan answered all the questions one by one. Please continue to think in class, and we will communicate next class!
Eight, blackboard design
Ji Xiaolan recited poetry.
Qiumiao
Jiang Shi
Du Qing
tune
Suggestion:
The following is only used as the teacher's grasp point or evaluation language reference in the above preset process;
Students, at this moment, I'm afraid he has a poem in his heart, but what did he say?
(Default answer: He wants Ji Xiaolan to write a poem on the spot) The teacher pretends to be surprised: a poem can be sung in such a short time! It's really hard! What else is there?
(Default answer: 28 words should use 10 words) The teacher continued to render the atmosphere: the ancients wrote poems but were forbidden to use words repeatedly. Emperor Qianlong asked Ji Xiaolan to use the word "one" ten times. How should I write this? It's too difficult!
What were you thinking when you read this? It's really difficult to write this poem! Emperor Qianlong deliberately embarrassed Ji Xiaolan. He wants to take the Ji Xiaolan exam. )
Teaching objectives of lesson plan 3 of Ji Xiaolan Poetry;
Knowledge and skills
1. Learn 8 new words and know 6 new words.
2. Read the text correctly and read 1, paragraph 2 smoothly and emotionally.
3. Understand the scenery described in 1 and 2 natural paragraphs and the fishing process of the old fisherman.
4. Understand the content of ancient poetry. Read ancient poems and recite them.
(2) Process and method
By fully reading 1 and 2 natural paragraphs, we can feel the poetry of the river view, and then learn ancient poems, so as to promote reading and oral English and achieve a natural result. Compare poetry and prose and feel the exquisiteness and Excellence of poetry.
Emotional attitudes and values
Compare poetry and prose, imagine the beauty of Qiu Jiang's solo fishing, and appreciate Ji Xiaolan's wit.
Teaching focus:
Learn 1 and 2 natural paragraphs, compare poems and imagine the scene of "Qiu Jiang fishing alone".
Teaching difficulties:
Reading the literary context, we can understand the artistic conception described in the natural paragraphs of 1 and 2: we can understand the concise language of ancient poetry.
Teaching preparation:
Courseware (new words, natural paragraphs of text 1 and 2, ancient poems, music "Moonlit Night on a Spring River")
Teaching process:
first kind
First, from the topic, solve the problem:
1. Ji Xiaolan on the blackboard: Do you know Ji Xiaolan?
The teacher introduced the character information. (Four talented people in Qing Dynasty, loved by Qianlong, brilliant ...)
Teacher: There are many stories about him among the people, and today's study is one of them.
The teacher added the topic: "Poetry".
3. Refers to students' reading problems. What did you learn from this project? Ji Xiaolan writes poems, not recites them. )
4. The meaning of the reading question. Reading, reading together.
5. What else do you want to know after reading the topic?
Default: What poem? Where did it happen? What time? With who? Why recite poems? How to recite poems? How about singing?
6. The teacher's lens summary blackboard: time, place, person, cause, process and result.
7. Summary: This is the six elements of one thing. A clear understanding of these six elements can help us understand the content of the text well. Look through the book, let's seek the answer from the book!
Second, read the text for the first time and answer the questions:
1, reading, requirements: read the correct pronunciation, read sentences, and think while reading.
Students read books.
2. Read the words. (Courseware 1)
Ganlong Diwang Riverside, Guang Guang, Ji Xiaolan
The old fisherman fishes. Say it again.
Leisurely, one pole and one paddle are embedded in silence.
(Pay attention to pronunciation: plate, Weng, Shen, embedding, repetition)
3. Read this article by train.
Teacher's comments: loud voice, accurate pronunciation and fluent sentences.
4. Solution: Which of these six elements have you solved? The students all say they are complementary.
5. Teachers' teaching methods: Connecting them is the main content. Theory pointing to life.
6. The teacher's method of summarizing the main contents: finding out the six elements of things and connecting them together is the main content of things.
Third, promote speaking by reading and feel poetic:
(a) the first paragraph:
1. What kind of scene did Emperor Qianlong see and found it poetic? (Teacher's Board: Poetry)
2. Practice reading the first paragraph and see what scenery there is by the river in autumn. Imagine the picture formed by these scenes. What scenery impressed you? Read more sentences you like.
3. Tell me about the scenery by the river.
(Teacher's Board: Sunset, Waves, Reed Flowers, Ducks, Bells)
4. Say whatever you want and watch whatever you want.
5, refers to reading.
Teacher guidance:
Q: "The sunset is red with golden light." Why emphasize "red" and "gold"?
Comments: Grasp the key words to imagine the picture, and then read out the feelings. That's a good method.
Comment: I heard bright colors from your reading; From your reading, I feel lively and energetic; From your reading, I feel the magnificence of reed flowers; From your reading, I saw a group of water ducks slowly swimming out of sight in the afterglow of the sunset.
6. Teacher's summary: Bright colors and lively dynamics constitute a sunset picture by the river in Zhongli, an ancient temple. No wonder Emperor Qianlong found it poetic. Click and read together. (Courseware 2: the first paragraph)
② The second paragraph.
1, an old fisherman is enjoying the beautiful scenery of this river alone and fishing quietly! (Teacher's Board: Old Fisherman Fishing)
Sketch the sentence describing the old fisherman, read it again, and imagine the picture while reading.
2. Practice reading and refer to reading. Let's see who has a more vivid picture in his mind.
3. It refers to the part before the old fisherman catches fish and the part when he catches fish.
Requirements: read the changes of the old fisherman. (Courseware 3: Paragraph 2)
What changes have you heard? (The change of the old fisherman's movements, the change of the old fisherman's mood)
4. Teacher's evaluation: Through the differences in weight, speed and height, the changes of the old fisherman from static to dynamic, from calm to pleasant are read out.
5, refers to the variety of reading. Boys and girls study separately.
6. But isn't the master in Jiangjingli an old fisherman? Why did you end up writing about waterfowl?
7. Summary: The old fisherman happily fished in the golden light of the sunset. This scene is really poetic! Let's feel this beautiful mood in beautiful music! Read 1 and 2 paragraphs with music.
Fourth, poetry contrast, exquisite experience:
1, transition: Seeing such a scene, it's no wonder that Emperor Qianlong wanted to listen to Ji Xiaolan's poems, and it's no wonder that Ji Xiaolan can sing such wonderful poems. (Courseware 4: Ancient poem "Qiu Jiang Fishing Alone")
2, refers to students reading ancient poems.
3. What are the characteristics of this poem? (Seven-character quatrains are embedded in ten ones)
4. Can you read it correctly? Click and ask: Can you read poetry? Can you read the changes of the old fisherman?
5. Think about the scenery and the poem. What scenes are written in the poems about the natural passages of 1 and 2? Communicate with your deskmate.
6. Student communication.
7. Feedback: What scenes did the clever Ji Xiaolan describe in his poems? Health said. Read the sentence separately, or the second paragraph. )
8. Understanding of "one person monopolizes one river and autumn".
Who is "a person"? (old fisherman)
What about "Zhan" (Occupy, occupy ...) Redirect: Contact the natural section of 1 and 2. He enjoys the beautiful scenery of a river alone and fishes happily, which is really a kind of "enjoyment"!
9. Understand the fourth line. Which part of the content corresponds to it? (1 and 2 natural segments)
10, summary: Ji Xiaolan only used 28 words, which can be described as exquisite. Every word is the precipitation and generation of his profound knowledge. Let's express the artistic conception in poetry with beautiful reading in music!
1 1, read the music together. (Courseware 5: Music "Moonlit Night on the Spring River")
Verb (abbreviation for verb) summarizes what you have learned and prepares for the following:
Ji Xiaolan is worthy of being a master of literature. He is really talented and resourceful! What did Emperor Qianlong say about him and his poems? Continue to study next class.
Sixth, consolidate and expand the self-editing exercises:
It's time for "My Practice, My Design":
What wonderful assignments are you going to design for this ancient poem and two natural passages of 1 and 2?
Default value:
1, imagine the artistic conception described in ancient poems, write it down or draw it down.
2. Recite ancient poems and write them from memory.
3. Fill in the blanks in the first paragraph.
4. Q&A: Why is it still quiet when there is a bell?
5. Question and answer: Why do you write about waterfowl when you clearly write about old fisherman?
Seven, blackboard design:
22 Ji Xiaolan's poetry.
Poetry, sunset, waves, reeds, ducks, bells, time and place, people
The Cause and Effect of Old Italian Fisherman Fishing
Teaching objectives of Ji Xiaolan's poetry teaching plan IV.
1, learn the word 10, know four words, and correctly understand the words "quiet, staring and lively".
2. Be able to read the text emotionally in Mandarin and recite the ancient poems in the text correctly and fluently.
3. Compare the ancient poems in the natural paragraphs of 1 and 2, and imagine the pictures depicted in the poems.
4. Know how to face unexpected situations, be good at observing, be diligent in thinking, improvise and respond flexibly.
Emphasis and difficulty in teaching
1. Imagine "Qiu Jiang fishing alone".
2. Experience Ji Shulan's wit.
Teaching preparation
Student: Preview the text and collect Ji Shulan's materials and poems.
Teacher: Chinese characters, word cards and wall charts.
Teaching time
1 class hour
teaching process
First, introduce the new course:
1. Students report the collected information and introduce Ji Chanlan you know.
2, writing on the blackboard, reading questions.
Second, check the preview.
1, recognize new words, new words.
2. Guide Chinese characters that are difficult to write and easy to make mistakes.
3. Read the text.
Third, perceive the text.
1. Tell me what the text says.
2. What impressed you the most?
Fourth, compare poetry and prose, and imagine a one-man fishing map.
1, ask students to read ancient poems freely, and think about it when reading: one person monopolizes a river.
2. Let the students read paragraphs 1 and 2 freely and think about the poems in the text. Which poems in ancient poetry are the scenes described in which sentences.
3. Division of labor at the same table, imagine the picture depicted in the poem facing the sentences corresponding to the reading poem and the text.
Students recite the ancient poem once, then close their eyes and silently imagine the picture depicted by the ancient poem.
5. Read the ancient poems together and say the meaning of "one person monopolizes a spring river".
6. Review and supplement to deepen your feelings.
Fifth, guide the reading of the fifth paragraph.
1. Students have independently explored the fifth paragraph and carefully understood the thoughts and feelings expressed in this paragraph since the obscene enlightenment as required.
2. Read the discussion at the same table and exchange what you have read and what you don't understand.
3. Class communication and Chinese practice activities.
(1) Reading training (name first and then read together)
(2) Discussion
What emperor Qianlong said, how to understand the first two words "good" and the last two words "good"?
Why does the author use four words "good" to express his thoughts and feelings?
What did the author describe to express his thoughts and feelings?
4. Think about how to read what Emperor Qianlong said and practice reading according to your own design.
5. Organize competition reading and reading evaluation activities, and carry out emotional reading training.