1. Clarify the structure and writing clues of the full text, grasp the framework characteristics of the prose with scenes, and cultivate students' appreciation ability and creative ability.
2. Appreciate the beauty of prose, appreciate the charm of language, learn the author's skills in using language, and improve students' literary aesthetic ability.
3. Understand the author's thoughts and feelings.
Teaching emphases and difficulties:
1, the writing clues of this article and the complex emotions revealed by the author in the article.
2, the author's language skills and? Synaesthesia? Rhetorical features and functions of "".
Class arrangement:
Two classes.
Teaching process:
first kind
1, import text.
Ask questions at the beginning, let the students talk about their knowledge and understanding of Zhu Ziqing, then summarize the students' answers and summarize the author Zhu Ziqing's relevant situation. This extends to the writing background of the article Moonlight on the Lotus Pond. In order to stimulate students' interest, it also shows Mr. Zhu Ziqing's personality charm and helps students understand the text. Therefore, students are introduced into this text.
Writing on the blackboard and author: moonlight in the lotus pond
? Zhu ziqing
2. Read the text and get a preliminary understanding.
Randomly select students to read the text in segments, while the rest read silently. In the process of reading, let the students ponder the language of the article carefully.
3. Structural analysis of the work.
After reading the text, organize the students to discuss the problem.
1), how many parts can the full text be divided into? And summarize each part. Let students grasp the structure of the article as a whole and exercise their ability to analyze the text independently.
Summarize students' analysis, encourage students to put themselves in other's shoes, and refer to analysis: it is divided into three parts.
What does the first part (1~3 paragraphs) say? What is the origin of lotus viewing?
What is the second part (paragraphs 4-6)? Moonlight in the lotus pond?
What is the third part (paragraphs 7-8)? The people at the scene?
2) What is the structure of the article and how are the three parts connected? (Guide students to analyze the clues of the article)
Moonlight on the Lotus Pond is a prose with a blend of scenes, with distinctive writing clues. There are two clues intertwined like latitude and longitude lines. One is the scene description from the author's going out to the lotus pond through the path and returning to the spatial order; The second is based on the author's mood changes. Generally speaking, the writing of scenery is a kind of lyric service, so what runs through the whole article is a clue to change the artistic conception.
Words on the blackboard: two clues
First, space: going out? Path? Lotus pond? Entrance?
Second, the mood: not quiet? Seeking peace? Quiet? Jing Chu
4. Read the text carefully and grasp the author's thoughts and feelings. Ask the students to read another article silently, and then discuss the problem.
1), which sentence is the text of the article?
? I'm very upset these days. ? (further analyze the purpose of writing like this, and analyze the reasons why the author is not quiet)
2) Which sentences in the article directly express the author's thoughts and feelings?
Guide students to ponder the complex feelings expressed by the author through language, deepen their understanding of the article, and further improve their appreciation and analysis ability.
For example:? I love excitement and peace; Like to live in groups, like to be alone. ? Is it a bit contradictory?
3) How has the author's mood changed?
According to the previous understanding of the author's feelings, let the students summarize the author's emotional changes in the article. The author's emotional changes in the text. At first, he was restless and went to the lotus pond to seek peace, where his mood was temporarily happy. But in the end, he didn't get rid of his troubles. The author's mood is restless, quiet, quiet to quiet, sometimes troubled and sometimes happy, and finally can't get rid of the real troubles.
The teacher added: Who is Li Bai? But since the water is still flowing, although we cut it with swords, what is more worrying than raising a glass? Zhu Ziqing is using scenery to drown his sorrows! Zhu Ziqing, on the other hand, skillfully used the technique of blending scenes to express his hazy feelings through hazy scenery and showed his feelings without trace. Although he didn't shout? I'm in pain? But in Moonlight on the Lotus Pond, we can deeply feel the author's depression, hesitation and loneliness under the harsh realistic pressure.
5. Homework: Read the text and recite 4~6 paragraphs.
6. Summary: The focus of this lesson is to try to figure out the author's thoughts and feelings. The author's feelings in the article are quite complicated. We should encourage and guide students to go deep into the works, try to explore the author's thoughts from the language and exercise students' appreciation ability.
Second lesson
1. Enjoy the article and taste the language. (Randomly select students to read 4~6 paragraphs in sections, and encourage students to recite them on the spot. )
On the basis of mastering the emotional tone of the full text, gradually guide students to appreciate the wonderful paragraphs (4~6 paragraphs). Let students appreciate the beauty of moonlight in the lotus pond written by Zhu Ziqing, and understand the superb skills of the author in using language and the language characteristics of the article. At this stage, discussion is often used to let students talk more and broaden their minds. The setting of these questions is mainly to guide students to appreciate the article from the aspects of rhetoric, the use of overlapping words and sentences, and the method of blending scenes. Some of these problems are not discovered by students, and some are discovered but still not careful. You can ask from different angles. Since you are trying to figure out the language, you must firmly grasp the language when asking questions, and don't be arrogant. So that students can realize that reading literary works can't stop at literal reading, they should use their Chinese knowledge to participate in criticism and cultivate their appreciation ability bit by bit.
1)、? The breeze blew, sending wisps of fragrance, like the faint singing of a tall building in the distance. ? The author is writing about the fragrance of lotus. Why did he suddenly write and sing? (explain? Synaesthesia? And then encourage students to try examples) (extended to other rhetorical devices used in this paragraph, metaphor, personification)
A special metaphor.
Ontology? The smell of flowers (acting on people's sense of smell)
Metaphor? A faint song (acting on people's hearing)
Put flowers that act on the sense of smell Dislocation? Is it acoustically reasonable?
(reasonable: and the characteristics of floral fragrance are clearly written and vivid. The fragrance of lotus is elegant and pleasant, and the flower watcher standing in the breeze smells the fragrance, sometimes it doesn't. This experience is real; Listening to the songs floating from the tall buildings in the distance is also a real experience. These two? Real? They convey different kinds of sensory functions. The author's sensory experience is exquisite and rich. What does this sentence just mean? The people at the scene? . )
2)、? The leaves are high above the water, like an elegant dancer's skirt? Why does the author use skirts to compare leaves?
Lotus leaf and dancer's skirt are very soft. What's in the sentence? Pavilion? Two words. The dancer's skirt has a stretching and rotating action, which is very beautiful. The lotus leaf was originally static, but the author imagined that it was moving, a dancer's skirt. This is based on virtual realism and dynamic writing. (Guide students to try to figure out the language and understand the author's creative technique of combining static and dynamic)
At the same time, expand backward, let the students find out the sentences that also use the combination of static and dynamic, and analyze them. Cultivate students' independent analytical ability.
3)、? On the winding lotus pond, I look forward to the leaves of Tian Tian. ? If you put? Three twists and turns? Replace with? Tortuous? OK or not? This article uses more than 30 overlapping words, which not only vividly depicts the scene before us, but also has a kind of phonological beauty. Lush, far and near, high and low green trees, faint distant mountains, winding lotus ponds, slender lotus flowers, lingering fragrance, quiet flowers and leaves, and thin blue fog not only strengthen the semantics, but also make the language stretch and the rhyme harmonious. )
4) Guide students to understand the author's feelings when enjoying the beautiful scenery in the moonlight from the language. (further understand and grasp the author's thoughts and feelings, and experience the application of lyric and scene blending techniques)
2. According to the previous analysis, guide the students to analyze the fifth and sixth paragraphs independently.
3. Explain the role of "Lotus-picking Fu" and "Western Zhou Dynasty Song" in the text.
4. Discuss and practice after class
5. Homework: Write an article, learn the writing method of this article, describe the scenery, and try to use the language skills learned in this article.
6. Summary: The focus of this lesson is to appreciate the language of the article. It is necessary to fully mobilize students' enthusiasm, have an equal dialogue with students in the form of discussion, give full play to students' personality, and let students know everything, with the help of teachers' scrutiny. At the same time, we should pay attention to the cultivation of students' language use ability, not only to learn knowledge, but also to be good at using knowledge.
Supplementary lecture points
I. Self-introduction: name, work unit and discipline.
Second, talk about teaching materials.
Moonlight on the Lotus Pond is the first article in Unit 2, Book 1, a high school Chinese textbook. As the first unit is a poetry unit, this article is actually the first modern article that students come into contact with in senior high school. Moonlight on the Lotus Pond is a lyrical essay describing the scenery. Zhu Ziqing's landscape prose occupies an important position in the creation of modern literary prose. He described the landscape in vernacular Chinese, which has a unique charm and is known as the master of landscape writing. Moreover, in the description of scenery, he can naturally integrate his thoughts and feelings into the scenery, which makes his works not only beautiful but also interesting. Therefore, we should pay attention to language training, feel and taste the language, comprehend and experience the author's emotions, and cultivate students' sense of language in reading. Learning this article, we should not only let students enter the emotional world of the work, understand the author's thoughts and feelings, learn the author's lyric techniques, but also let students carefully taste the language and appreciate its charm.
Third, teaching objectives, teaching difficulties and difficulties in receiving teaching plans
Fourth, the teaching method of speaking.
In terms of teaching methods, I adopt the dialogue teaching mode, mainly using questioning method and explanation method to guide students to read the text independently.
Verb (abbreviation of verb) and learning methods
Reading aloud: various forms of reading, a lot of reading.
Discussion: ask questions, think and discuss, guide yourself to think, and get the correct answer by yourself.
Questioning method: Guide students to find and ask questions from no doubt.
Access to information method: let students learn to study independently
Sixth, receiving the teaching plan in the teaching process.