"Peach Blossom Spring" lecture notes

As a hard-working people's teacher, you may need to write lecture notes. Writing lecture notes is an effective way to improve professional quality. So what kind of teaching materials are good? The following is a sample lesson script of "The Story of Peach Blossom Spring" that I compiled for you. You are welcome to read it. I hope you will like it. "The Story of Peach Blossom Spring" lecture notes 1

1. Teaching materials

1. Requirements of the "Outline":

Nine-year compulsory education full-time junior high school "Chinese Language" "Teaching Syllabus" (Trial Revised Version) puts forward such requirements for reading ability: "Learn to appreciate literary works, feel the images in the works, and appreciate beautiful and wonderful language."

2. Characteristics and functions of the textbook content:

"The Story of Peach Blossom Spring" is a classical Chinese prose in the fifth unit of the second volume of junior high school Chinese. The poet "uses words as words" and fictionalizes a beautiful ideal state in "Peach Blossom Spring", which is more beautiful and ideal than the pastoral life described by the author in the pastoral poem "Returning to the Garden and Living in the Fields". With refined pen and ink, the poet describes to us a paradise on earth without the fetters of the earthly world - Xanadu. Therefore, "The Peach Blossom Spring" is more literary and plays an important role in improving students' cultural taste and cultivating the aesthetic taste of classical Chinese prose.

3. Key points and difficulties in teaching:

Due to the limited knowledge accumulation of first-grade students, image thinking ability still dominates, and abstract thinking ability is not very strong. Students correctly There is a certain difficulty in evaluating the author's ideals. Therefore, based on the requirements of the "Outline" and the characteristics of the teaching material content, combined with the actual situation of the students, the teaching focus and difficulties of "The Peach Blossom Spring" can be determined as follows:

Teaching focus: Feel the beauty of the Peach Blossom Spring and understand what the author said in the article Beautiful ideals expressed.

Teaching difficulties: understand and evaluate the ideal society in the author's mind.

4. Teaching objectives

Learning objectives: Read the text thoroughly and understand the content of the article.

Capacity goals: Accumulate transfer, cultivate imagination and innovation abilities.

Moral education goals: correctly evaluate the author’s ideals and think about modern life.

2. Teaching ideas

1. The Peach Blossom Spring described by Tao Yuanming is a society like "silkworms harvest filaments in spring, and royal taxes are collected in autumn", which is peaceful, quiet and happy. It is an ideal and a symbol of beauty. Therefore, I designed this class as an appreciation class, using "beauty" as a breakthrough point to carry out teaching and highlight key points.

2. In order to break through the difficulties, I designed the students to discuss freely in groups, to inspire students to understand the author’s social ideals, and to understand that "Taoyuan" is "outside the world", not reality.

3. Teaching methods: Use multimedia (CAI) courseware to create situations, inspire students to imagine and understand the beauty of Peach Blossom Spring, cultivate students' imagination ability, and then stimulate students' talent for creating beauty.

4. Class schedule: 2 classes

3. Study guidance

The foundation of teaching is to study the method, and only to teach the "study method" to the students , can you achieve the goal of not teaching, as the saying goes, "Teach a person to fish, and he will benefit from it throughout his life."

1. Reading method: Reading aloud is an effective way for students to acquire a sense of language and improve their reading ability. It has many functions such as evoking images, expressing emotions, strengthening understanding, and training thinking. "The Story of the Peach Blossom Spring" is a beautiful article. Only by allowing students to read it well and recite it can they acquire a sense of the language. On this basis, they can understand the content of the article and feel the beautiful artistic conception.

2. Imagination: Einstein once said: "Imagination is more important than knowledge, because knowledge is limited, and imagination summarizes everything in the world and is the source of the evolution of knowledge. "This shows the importance of imagination to human development. This article is a legendary fictional story. When teaching, students are guided to use their reasonable imagination, understand the author's intention, and evaluate the Peach Blossom Land society.

IV. Teaching Process

The guiding ideology of this lesson is that teachers, as inspirers and encouragers, create situations and guide students to actively participate in learning, acquire knowledge, and develop abilities through imagination. . The entire teaching process is mainly based on reading aloud, taking the "beautiful" scenery of Taoyuan as the main line, and cultivating students' imagination and innovation abilities as the core. The basic teaching process is as follows: Teacher guide: reading perception - step-by-step reading - accumulation and transfer. Students learn: feel "beauty" - appreciate "beauty" - create "beauty".

The specific operations are as follows:

1. Introduce new lessons and stimulate interest (about 2 minutes)

Curiosity is the starting point of imagination. This link mainly involves teachers telling the story of Peach Blossom Spring orally, creating emotional situations, bringing students into a magical world, capturing students' curiosity, and stimulating their desire for learning. Interest, let students actively participate in the study of this lesson

2. Repeated reading, overall perception (about 10 minutes)

From the perspective of the psychological process of understanding, This link is the student's perceptual understanding stage, which is the basis for students' imagination.

The design allows students to clear word barriers, acquire a sense of language, and accumulate perceptual materials through repeated reading. The specific steps are:

① Students listen to the music and recite, using this as a demonstration guide to let students enter the situation;

② Students read freely, with their own reading method, or read aloud, or Read silently or even chant. This is to respect students' "individual" cognitive personality and guide them to read happily. At this time, the teacher used a slide to project some easily mispronounced words (such as Qianmo, Yuyun, Junxia, ??Yi, Ji, Yiren) for students' reference.

③Evaluate each other in the group to see who can read the most clearly and fluently. By discussing and comparing the advantages and disadvantages, we can find gaps and stimulate students' enthusiasm for learning, thus creating a strong interest in reading aloud. After "reading", ask students to write a sentence to express their feelings about the text, and communicate with the students in this group to see who can write the most concisely. The purpose is to give students an initial overall understanding of the text.

3. Read step by step, understand and appreciate the exquisite artistic conception of the article (approximately 20 minutes)

This part is the focus of teaching. I will make full use of the characteristics of middle school students' good imagination, guide students to read the text carefully, carefully figure out the images expressed in the text, feel the beauty of Taoyuan through imagination, and cultivate imagination and innovation abilities. This link is carried out in two steps:

(1) Lead students to appreciate the natural beauty of Taoyuan.

The design of this link is based on the "beautiful scenery of Taoyuan", allowing students to enter the country emotionally, develop rich imagination, and create vivid and creative depictions. The purpose is to cultivate students' imagination and innovation abilities. First, let students read the first and second paragraphs of the text individually to inspire other students to think: What kind of scenery did the fishermen see on both sides of the river and when entering the Peach Blossom Spring from the mountain pass? And ask students to find sentences describing scenes. Then, I projected a picture of the Peach Garden scenery on the screen to further guide the students to think: The Peach Blossom Spring is really beautiful, what kind of picture emerges in your mind? Then let students choose a scenic spot they like and describe it using the following sentence patterns. Sentence pattern: The beauty of... here, you see (listen).... Teachers pay attention to incorrect understandings of words and sentences in descriptions, correct them, and encourage creative descriptions. I also told the students my feelings: After listening to everyone’s descriptions, beautiful pictures seemed to appear in front of my eyes. Taoyuan is beautiful. It is beautiful in its elegant environment, beautiful scenery, rich resources, and beautiful scenery. Quiet and peaceful. Through two-way communication between teaching and learning, students' interest in learning is increased, so that students can actively enter the next stage of learning.

(2) Guide students to experience the beautiful picture of life in Peach Blossom Spring - social beauty.

In the teaching of this lesson, only by allowing students to understand the social beauty of Taoyuan can they truly understand the purpose of this article. Therefore, I will further guide students to use their reasonable imagination to understand the inner beauty of "Xanadu" - social beauty, deepen students' sense of beauty, and form a preliminary rational understanding. The specific method is: first inspire students to think: "In addition to the beautiful scenery, what other beauty can we feel in Peach Blossom Spring?" After students answer, slides are projected on the screen and students can tell about life here as fishermen or villagers. beautiful. The purpose is to allow students to enter the country, discover "beauty", create "beauty", and cultivate imagination and innovation abilities. After the students tell the story, ask further: Who is the leader here? Where is the Yamen? Why is this place so attractive, making people in Taoyuan reluctant to miss Shu? The teacher commented based on the students' answers: There is no war, no class, no disputes, no sorrow, everything is quiet, people live a happy life, it is a picture of a wonderful life of happiness and joy. At this time, students' learning mood is high. Use this to let students read the full text again, so that students can deepen their experience of the "beautiful scenery" of Taoyuan. While students are still intoxicated by the beautiful scenery and pleasant scenery of Taoyuan, they can proceed to the next step of study.

4. Integrated Reading Review - Understand and evaluate the author’s ideals

This is a difficult point in teaching. It is mainly broken through inspiring thinking and students’ own discussions, and at the same time using multimedia slides to assist Teaching, providing background information. The design of this link is mainly to allow students to grasp the connotation of the work as a whole, to induce students' divergent thinking through imagination, and to draw regular understanding from it, that is, to rise to rational understanding. The specific method is: first ask students to read the fourth and fifth paragraphs of the text silently, and then ask students to think based on the background I provided and connect it with historical knowledge, and discuss in groups: Does such a beautiful place exist? What basis do you have? If it doesn't exist, why would the author make it up like this? At this time, based on the information fed back by the students, I provided guidance on the students’ ideas, expressions, etc. It further enlightens and edifies students' ideals and inspires them to boldly imagine: Can Tao Yuanming's ideal society be realized? What kind of society do you have in mind?

5. Summary

Through the previous studies, students’ understanding of the article has transitioned from the initial perceptual image to a rational understanding. At this time, it is natural for students to summarize themselves, so I use the form of questions to inspire students to think: What did you gain from studying this class? This is an open question that allows students to talk about their feelings about learning this lesson, their learning methods, etc.

When students are feeling the satisfaction of "harvest", I ask students to choose among the following three things to turn "harvest" into creation. These three things are: ①Choose your favorite passage and read it emotionally to the whole class or group of students.

②Use your pen to draw the peach blossom garden in your mind. After the drawing is completed, if the students are willing, they can show it to the whole class through a multimedia projector.

③ Make a knowledge accumulation card: You can excerpt the beautiful words and sentences in the text, or you can write down your experience and learning methods in this lesson.

The design of this link is mainly to allow students to read out the "paradise" they imagine in their hearts, or draw it, or write it out with a pen, so that the aesthetic value contained in the text can be reflected in students' reading and writing. , fully appear in the painting, realize the re-creation of "beauty" and cultivate innovation ability. At the same time, we give full play to students' individual strengths to take care of students at different levels.

6. After-school extension

Modern educator Ye Shengtao once said: "Teaching is for the sake of not teaching." From a cognitive psychology perspective, this is the necessity of learning and also ability. extension. Therefore, I will assign after-class homework to extend students’ feelings about the beauty of Taoyuan beyond the classroom, broaden their horizons, and understand the shining artistic charm of the “Utopia” described by Tao Yuanming. Specifically, students are required to read the following poems after class: "Poems in Peach Blossom Spring" (Tao Yuanming), "Travel to Peach Blossom Spring" (Wang Wei), "Pictures of Peach Blossom Spring" (Han Yu), "Peach Blossom Stream" (Zhang Xu), and "Travel to Peach Blossom Spring" (Wang Anshi).

Blackboard writing design:

Peach Blossom Spring by Tao Yuanming

The natural beauty of peaches: fragrant grass, beautiful fallen leaves, colorful world

Flowers

Source of social beauty: Peaceful, tranquil and pleasant paradise "Peach Blossom Spring" lecture notes 2

1. Analysis of teaching materials:

1. Status and role in teaching materials

"The Peach Blossom Spring" is arranged in the fifth unit of the second volume of junior high school Chinese of the People's Education Press. It is a lecture text and ranks first in the unit. This unit cultivates students' reading and appreciation through the appreciation of four classical Chinese texts and five Tang poems. The ability of ancient poetry and prose enables students to pay attention to emotional experience, develop a good sense of language, be influenced by noble sentiments and interests, develop personality, and enrich the spiritual world.

2. Analysis of teaching background

"The Story of the Peach Blossom Spring" is a famous novel by Tao Yuanming of the Eastern Jin Dynasty. The author lived in a dynasty with social turmoil, frequent wars, and devastation of life. The author resigned because he was dissatisfied with the darkness of reality. The author returned to seclusion, plowed the remote fields, and devoted himself to the mountains and rivers. The Peach Blossom Spring scenery and beautiful people in the author's works are full of a strong humanistic atmosphere. The work reflects the author's pursuit of an ideal society.

2. Processing of teaching materials

1. Establishment of teaching objectives and their basis

Facing a new round of basic education curriculum reform, each course is re- Looking at its own value, Chinese courses should be dedicated to the formation and development of students' Chinese literacy, enriching language accumulation, cultivating language sense, and developing thinking. Therefore, I have established the following teaching goals.

(1) Knowledge goal: Understand the author and related works

Overall perception and grasp the text

Through the analysis of the "beauty" and "joy" of Peach Blossom Spring, Understand the theme of this article

(2) Ability goal: through the description of the beautiful scenery of Peach Blossom Spring, train students’ language expression ability and imaginative thinking ability

(3) Emotional goal: Understand the author Pursue the thoughts and feelings of an ideal society, inspire students to study hard in pursuit of an ideal life, and form a positive attitude towards life and correct values

(4) Innovation goals: Cultivate students’ innovative qualities and innovative personalities

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2. Reorganization of curriculum resources:

The rich humanistic connotation of Chinese courses has a profound impact on students’ spiritual fields, and students’ responses to Chinese materials are often diverse. The Chinese curriculum should be broadened In the field of study and application, the horizons are broadened through the intersection, penetration and integration of related contents and methods. In order to deepen the impression of the author's poems about landscapes, another work of Tao Yuanming, "Drinking and Sprinkling Part 2", is supplemented and analyzed. Introduced to another pastoral poet Meng Haoran and his work "Passing Through My Old Friend's Village".

3. Analysis of academic situation

Chinese courses should be open and innovative, paying attention to students’ individual differences and different learning needs, and fully stimulating students’ initiative and enterprising spirit. spirit, advocating independent, cooperative, and inquiry-based learning methods. In this class, I mainly conduct reading analysis in the second class. Based on the fact that students have a good foundation and interest in ancient poetry and prose since childhood, I use the research experiential teaching method to let In active thinking and emotional activities, students deepen their understanding and experience, are influenced by emotions, gain thinking enlightenment, and enjoy aesthetic pleasure.

3. Application of teaching methods and means

According to the new curriculum standards, the focus of ancient poetry is to examine the process of students' memorization and accumulation, combining reading and reciting texts with the analysis of articles. During the appreciation, while feeling the beauty of the sound, form, and meaning of the article, students are allowed to actively participate and learn from each other to achieve the purpose of perceiving knowledge. The specific methods are as follows:

(1) Set questions and give up the idea of ??authority. , establish a new teacher-student relationship, and encourage students to boldly question.

(2) Delay the time for judgment, encourage students to make self-judgments, and improve students’ ability to distinguish right from wrong.

(3) Give students a larger thinking space and allow students to think on their own and draw conclusions.

In order to enhance the intuitiveness and interest of teaching and stimulate students' interest in learning, multimedia courseware is used as auxiliary teaching.

4. Teaching process

(1) Review questions:

1. Author Tao Yuanming: Courseware

2. Related pastoral works : Courseware display "Drinking and Sprinkling Part 2"

3. Other poets who express their love for landscapes "Passing the Old Friend's Village"

4. From the text title, what idiom can you think of? Courseware

Design diagram: Through review questions, we integrate historical poets who express their feelings about landscapes and related knowledge to broaden students' knowledge.

(2) Introduction to the new lesson:

Tao Yuanming’s Peach Blossom Spring is a fairyland with beautiful scenery and people, isolated from the world. On the basis of a preliminary understanding of the text, let us appreciate it Text, let’s go into the paradise paradise together.

1) The teaching goal of this lesson: slide out

Design intention: Let students clarify the learning tasks of this lesson so that they can learn with purpose.

2) Questioning the clues and sequence of the article: courseware

The design intention is to enable students to have a clearer impression of the context of the article by sorting out the clues and sequence of the article.

3) Analysis of the text

1. Taste "beauty" and "pleasure"

The Peach Blossom Spring visited by the fisherman is a picturesque place where you can enjoy yourself The "desperate situation", among which "scenery beauty" and "people's happiness", let us make the following analysis:

　(1) Jingmei: Courseware Demonstration

① Read out in the text Sentences describing the beautiful scenery of Peach Blossom Spring

Tips: The beauty of A's periphery...The beauty of B's ??inner...

Design intention: Through the setting of this question, highlight the key points and improve the ability to analyze the problem .

②Read one or two paragraphs of the poem emotionally

③Question: The ancient Chinese text is simple, but it is extremely rich in content. A few sentences show us a beautiful peach land. Beautiful scenery, please use your imagination to describe the beautiful scenery of Taoyuan in modern Chinese.

Note: When describing, grasp the specific scenery, develop reasonable imagination, use some appropriate rhetoric as much as possible, and finally end your description with lyricism.

Design intention: One student describes, another classmate comments, on this basis, another student is asked to describe, and finally the teacher evaluates, generally affirms, encourages, and makes suggestions. Through this The design of teaching links cultivates students' Chinese literacy, stimulates students' sense of innovation, deepens understanding and experience, and realizes research on experiential teaching methods.

(2) Human happiness:

The peach grove outside the Peach Blossom Spring; fresh and beautiful, the pastoral scenery in the Peach Blossom Spring, quiet and charming, but what about the people in the Peach Blossom Spring?

Summary of student discussion: happiness

①Which sentences in the article reflect it;

②Analyze the reasons for "joy";

Discussion: Why are people in Peach Blossom Land happy who live a carefree life?

Point of view: Thinking in connection with the social environment outside the Peach Blossom Spring at that time

Design intention: Through the setting of this discussion topic, feedback on the understanding of the content of the previous class, and advocate cooperation and inquiry learning method.

2. The simplicity and hospitality of Taoyuan people

Courseware demonstration: What are the sentences in the article that describe the life of Taohuayuan villagers? Retell it in modern Chinese.

Design intention: To deepen the understanding of the ideal realm of Peach Blossom Spring and further develop students’ imaginative thinking.

3. Fiction by the author of Peach Blossom Spring: courseware display

Question: ① From which words and sentences can we see that Peach Blossom Spring is a fictional world.

②Why does the author create such a world?

Design intention: Make students clear that the author uses this article to express the pursuit of an ideal society.

(3) Consolidation exercises:

About ideals

1. "Peach Blossom Spring" is the ideal society in the author's mind; courseware display: The Peach Blossom Spring in the article is an ()The place.

Discuss and confirm: type out the courseware.

2. Question: What do you think of this ideal?

After the discussion, everyone expressed their opinions and allowed different opinions.

Design intention: to develop students’ personality and train students’ language expression ability.

3. The slide shows famous quotes about ideals:

A. Ideals cannot be conquered by reality, and the sparks of hope shine in the dark sky. ——Ba Jin

B. Ideals are like stars. We can never reach them, but like navigators, we can sail by the position of the stars. ――― Schlitz

(4) Courseware:

Homework

(5) Blackboard writing design:

Peach Blossom Spring

Inside the Peach Blossom Spring

Beautiful scenery:

Outside the Peach Blossom Spring

Human happiness: yellow hair hanging down, and enjoying oneself

Unexpected:

I was fascinated, but failed. "Peach Blossom Spring" lecture notes 3

1. Teaching materials

"The Peach Blossom Spring" is a classical Chinese text in the fifth unit of the third volume of the curriculum standard People's Education Edition. Students have been exposed to this style of writing before. Therefore, students already have some understanding and understanding of some basic common sense and learning methods of classical Chinese. On this basis, teachers should further cultivate students' ability to read classical Chinese, accumulate some classical Chinese words, and lay a solid foundation for future classical Chinese learning. This lesson is also the first article of this unit in this volume. Teachers should pay enough attention and try their best to guide students to understand the people's pursuit of a better life in ancient society and increase their love for socialism, so as to achieve the unity of culture and morality. This is also the purpose of designing this course.

2. Text content:

Tao Yuanming's "The Peach Blossom Spring" is a popular masterpiece. The familiar idioms - "Peach Blossom Land", no one cares about it, all come from Here, the poet describes "the spring silkworms harvest filaments, and the autumn harvest wastes the king's tax". There is no class, no exploitation, no oppression, no war, self-reliance, self-sufficiency, peace, tranquility, and self-pleasure in a society where wars are frequent. What people pursue and fantasize about in this era of devastation. The ideal paradise in the article is fictional, but it has strong practical significance. This is also an important reason why this article can always be read by people.

3. Teaching objectives:

The "Chinese Curriculum Standards" for junior high schools clearly stipulates: To read classical Chinese, you must understand the content, be able to read aloud smoothly, and recite some passages. According to these requirements, we then connect with the embodiment of quality education in the Chinese education reform and the actual situation of students. I have set the following three goals:

①Be able to read the text smoothly and recite the first paragraph.

② Clear words and sentences and accumulate classical Chinese vocabulary.

③Say (write) a paragraph based on the description of the beautiful sceneries in the book and the description methods you usually learn.

Since I am an eighth-grade student with large individual differences and a weak foundation in classical Chinese, my cognitive foundation and understanding of classical Chinese are poor, so I determined ①② as the key goals, and ③ For difficult goals.

2. Analysis of academic situation:

First-year students in the first grade of junior high school have narrow knowledge and no habit of previewing, but they are curious and receptive to new things, which can easily arouse students' curiosity. Curiosity also has a certain ability to think in images and imitate. Compared with other classes, the eighth-grade class is even more uneven in this regard, which brings a certain degree of difficulty to teaching. It is also easy to have a cold scene. Regarding this point, teachers should fully mobilize the enthusiasm of students with passion. Under the guidance of teachers, students can fully play their main role and achieve the expected goals.

3. Teaching and learning methods:

As the saying goes. “There is no fixed method for teaching,” but “the most important thing is to obtain the method.” No matter what method is used, it should be based on the specific situation of students in the classroom and be flexibly used. It cannot be rigidly copied from formulas, which is not conducive to the optimization of classroom teaching and the implementation of quality education in the classroom. Based on the characteristics of this course and the understanding of the actual situation of students, the following teaching and learning methods have been formulated:

(1) Teaching method.

1. Questioning method: This is the most important teaching method I use. Through the teacher's guidance, students' curiosity and desire for knowledge can be aroused, students' initiative in learning can be enhanced, and their understanding and discussion of the text can be strengthened, thereby avoiding excessive and complicated explanations.

2. Teaching reading methods: including vocabulary, explanations, text explanations, reading training, brief description of the main idea, recitation, etc.

3. Audio-visual teaching method: According to teaching needs, use recorders and projectors in a timely manner, which is intuitive and easy to stimulate students' interest in learning and attract students' attention c

(2) Learning Method:

1. Reading method. Ancient Chinese texts focus on reading more, reading smoothly, reading the rhythm, and reading the language sense. This will make it easier to deepen the understanding of the text and make it easier to recite.

2. Discussion method: Through discussion, students can give full play to their main role, thus activating the classroom atmosphere.

3. Combining reading and writing method: Before the end of the text, let students train their transfer ability based on the description of peach blossoms in the book, by writing or saying a kind of flower they like. This trains students to describe things from multiple perspectives.

4. Teaching procedures:

Throughout the teaching, we should be guided by optimizing the classroom process, running through quality education, combined with Chinese reading and writing training in our district, focusing on "double basics" "Implement and fully embody the "four consciousnesses".

(1) Introduction of topics

"Interest is the best teacher." Teachers should always grasp this point and mobilize students' interest through different methods. To this end, This is how I designed the beginning.

1. Ask a student to explain the idiom "Utopia" and let other students listen.

2. After the teacher’s encouraging evaluation, let him tell the source and introduce the topic.

(2) Problem Solving

This step is mainly to help students identify the "source" in the question so as not to write it as "Garden". Then learn about the writer's life and the origin of this lesson, laying the foundation for the following study of this lesson. The specific design is as follows:

1. The title of the blackboard: Peach Blossom Spring. The teacher emphasizes the difference between "source" and "garden". Attract students' attention.

2. Students read Note ① and briefly understand the basic situation of the writer. Knowing that this article is the preface to "Poems in Peach Blossom Spring", students can make appropriate outlines to facilitate review in the future.

(3) Reading the text aloud

Classical texts should emphasize multiple readings. Teachers should regard reading aloud as an important part of teaching this class to train students' literary language sense and gradually deepen their understanding of the text. In this link, the key to mobilizing students' enthusiasm lies in the guidance of teachers.

1. Listen to the recording. Students should pay attention to the correct pronunciation and rhythm, and have a preliminary understanding of the main idea of ??the text.

2. Students are divided into groups for a reading competition. Requirements:

① Reasonable rhythm and a sense of society. ②The sentences are fluent and the pronunciation is correct.

(4) Clear the words and sentences in the text and accumulate classical Chinese vocabulary.

Students are the main body of learning, and teachers are the leaders of learning. Only by fully realizing this can we give full play to students' subjective initiative and achieve conscious learning, so as to mobilize students' enthusiasm.

Of course, teachers cannot be blindly optimistic and should try their best to estimate possible difficulties. Therefore, teachers should pay attention to playing a good leading role while allowing students to exert their subjectivity. The design for this purpose is as follows:

1. Students use annotations to clear up words and sentences.

2. Outline the difficult points, discuss with each other, or ask questions to the teacher. (If there are students asking questions, the following steps can be simplified. If not, it becomes important.

　3. Teacher prompts (play the video).

　4. Students press Six elements of narrative, brief description of text c

(5) Students read and recite the first paragraph

On the one hand, this link is designed to provide feedback and correction, and on the other hand, it is for students to read and recite the first paragraph. Prepare for the next goal.

1. Students read aloud. 2. Students recite the first paragraph.

(6) Listening and speaking training

Through the description of the beautiful scenery of peach blossoms in the first paragraph, let students clarify the description methods used in this paragraph, and then combine them with the description methods they have learned before to learn to write (speak) a paragraph. Combining reading and writing. Let students have the ability to transfer, so as to reflect the requirements of quality education. To this end, I designed it as follows:

1. Select two materials and display them with a projector, and the teacher will analyze their description methods.

2. Students learn to write (speak) a paragraph according to the above tips

7. Blackboard writing design.

Beautiful scenery and wars

Beautiful life and no oppression

Beautiful human relationships and exploitation