After class (experience):
In the second ideal lesson, the author grasped the following two links: 1. "Imitate" the first poem; 2. When reading the whole poem aloud, read the stress of the key words. The students are full of interest and meaning.
Look at the 1 link first. As soon as the class began, the author asked the students to read aloud the title, poet and first verse of the poem. (The first poem says: Ideal is a stone, knocking out a single spark/ideal is a fire, lighting up the extinguished lamp/ideal is a lamp, illuminating the road at night/ideal is a road, leading you to dawn. After that, let them know the characteristics of this poem: each section is a metaphor, and the whole section uses the rhetorical method of "thimble". Then arrange them to "imitate writing" in class. In order to make most people imitate more successfully, the author wrote a poem on the blackboard, which was imitated in advance. In fact, it was "complications" that led the students to revise this poem, so the author put aside the teaching link and studied and revised this poem with the students ... The author wrote on the blackboard: "Confidence is oil, light the gas stove/confidence is the gas stove, cook the rice in the pot/confidence is the rice in the pot." When writing "burning gas stove", the students were in an uproar. Some people simply whispered: burning gas stove, burning gas stove ... I said, "burning gas stove" has the feeling of "burning gas stove", so let's revise it later! "When writing" Self-confidence is rice in a pot ",another student tried his best to fill people's stomachs. I immediately replied: "I used to fill people's stomachs, but later it was either' self-confidence is a stomach that can digest food' or' self-confidence is a stomach that can give birth to a son'. The former's' rice' and' rice in the pot' bypass the way back, which is not good; The latter's' having a son in the belly' is a bit vulgar and not very good. Based on this consideration, the author changed' self-confidence is a pot of rice' to' filling human nutrients'; Although' nutrient' is not as specific as' belly' in terms of nouns, writing poetry should not damage its meaning because of the pursuit of visualization in words. Replacing' belly' with' nutrients' is to try to avoid the situation of' hurting meaning because of the pursuit of visualization in words'. " Speaking of which, I showed the students in the front row the revised lesson plan in my hand to show that it is by no means nonsense. Let's go back and discuss the revision of "Burning Gas Stove". Some students think that "lighting the gas stove" gives people a misleading impression that the gas stove itself is burning, so it is better to change it to "lighting the gas stove". Inspired by this, some students questioned "oil" and thought that it was "oil vapor" rather than "unrefined oil" that burned the gas stove. After all, we decided to change "self-confidence is oil, light the gas stove" to "self-confidence is oil vapor, light the gas stove", that is to say, everyone agrees with the following poem: "self-confidence is oil vapor, light the gas stove/self-confidence is the gas stove, cooking in the pot/self-confidence is the rice in the pot, and filling people's nutrients/self-confidence is the nutrients for picking fruits." Under another order, all the students imitate writing. Both the teacher and the students had a good time.
Let's look at the second link. I first asked the students to read the whole poem collectively. After that, I evaluated the insipid tone of their reading, pointing out that the reason for this situation is that they have no passion or do not understand the stress of the poem when reading. In other words, it will be more touching to distinguish when rereading this poem. Then, I will lead you to the dawn with the content of the first poem (ideal is a stone, knocking out the fire of stars/ideal is a fire, lighting up the extinguished lamp/ideal is a lamp, illuminating the road at night/ideal is a road). For example, it's interesting to press "bullet" to read the stress and drag the cavity a little. Next, give each group more than ten knots with bullets. After the group exchange was finalized, the group recited, and the recitation sound was "cadence, lively rhythm and lasting charm" ... The bell rang, and the students insisted on reciting the last four verses. It is impossible for students to get the bullet marks completely right, but I am glad to see them reading their own poems with bullet marks so happily. In a word-teaching under the concept of new curriculum standard